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How can we successfully implement the common core learning standards in math successfully?

Which strategy do you believe would provide the best situation possible for our students. Purchase commercial teacher resources aligned with national standards, provide teacher training implement rigor in our lessons or provide immediate intervention services for our struggling students. Any and all comments are greatly appreciated. Thank you

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    May 9 2014: The chances of success in implementing common core state standards will improve if we seriously recognize five critical factors:

    I) Students and their parents:
    - Students learn at different speeds: some are fast learners, some are average learners, and some are slow learners.
    - Students come from different cultures and socio-economic backgrounds: some have parents who are involved and willing to pay more for education, some have parents who may value education but are unwilling or unable to spend more money, some have parents who are completely uninvolved and don't care what's going on in schools and their communities.
    - Students have different levels of motivation: some are highly motivated, some are somewhat motivated, and some don't have any motivation at all.

    II) Teachers:
    - Some teachers have complete mastery of the subject they teach, some are somewhat proficient, and some are not proficient at all.
    - Some teachers are committed to their jobs, some are somewhat committed, and some have no commitment at all.

    III) School administrators: Some principals and superintendents are competent and some are not. Some truly care about the students and some have questionable commitment to the communities they serve.

    IV) Funding and school facilities: Some schools have adequate funding and some don't. Some schools have adequate facilities such as science lab and equipment, computer lab, gym, and library and some don't.

    V) Most critical of all, instruction: Teachers should be able to individualize teaching by giving them the necessary support and tools such as well-trained teaching assistants, well-designed curriculum, and other learning materials that will allow them to differentiate teaching and learning.
    • May 9 2014: Your post comments are insightful. Students grow and learn at different paces and abilities. It is our role as an educator to not only recognize and differentiate instruction to meet the needs of all our students. I truly believe that a student's motivation is a crucial component to their learning. Whether a student's cultural, socio-economic status and/or parental involvement is an effective attribute it solely relies on the efforts of the individual student.

      Today more than ever teachers are changing ways of instruction. To become highly effective educators will need to become masters of curriculum. This effectiveness will coincide to learning in depth core knowledge which is influenced by common core learning standards.

      The role of district administration to support education must be significant and for the right reasons. In order for teachers to succeed, administration must be providing ongoing training and time for collaboration not only for individual grade levels but across grades as well. Scaffolding instruction has great potential and we need to be able to collaborate to understand fully where our students have been and where they are going across grade levels.

      ***** Most critical of all, instruction: Teachers should be able to individualize teaching by giving them the necessary support and tools such as well-trained teaching assistants, well-designed curriculum, and other learning materials that will allow them to differentiate teaching and learning.******
  • May 11 2014: The best way would be start at the bottom and slowly work your way up. Start at K and 12 years later introduce it at 12th grade.
    • May 12 2014: Beginning at the bottom allows the younger students to grasp conceptual knowledge of curriculum. This will also avoid the upper grade teachers using much needed time teaching previous grade concepts before instruction can actually begin.
      • May 12 2014: That is the point math is built upon one point upon another. One must know the essential center of the topic, like trig is based on the unit circle. The student must learn the concept to build to the next step.

        and yes, this is slow but will allow time to learn what works and does not.
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          May 12 2014: Wayne and Deborah, you hit the nail right on the head because you understand Math. Both of you "got it", so to speak. However, how many elementary math teachers have a deep understanding of Math to effectively teach its complex concepts to young students? Our teachers, especially Math and Science teachers, need training. Are we giving them the support they need?

          And even when a teacher knows how to teach Math or any subject for that matter, how can one teacher effectively teach a group of twenty-five kids who are at different levels of mastery - where majority of them are at one, two, three, or even four years below grade level? And to make matters worse, many of them have no motivation to learn because no one in their lives emphasize the value of hard work and education.

          To add more insult to injury, we have a sociey that calls professional athletes, who are a small minority of our population, heroes while those of us who do the daily grind like our doctors, engineers, scientists, architects, teachers are barely getting any recognition.

          Some big investors are spending billions of dollars building hotels, casinos, and sports stadiums, how much do we spend on building schools? To the contrary, we just learn that a school here and a school there is closed for lack of funds. And yet, left and right, we see huge amounts of talent, energy, and money are spent on building new casinos and jails.
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    May 9 2014: I am a high school student in Mexico. I am in what is is ranked the 7th best high school in Latin America. I also failing math. Other than math, I have straight A's in my other courses, whether IB or not IB. I really do believe, and my friends agree with this too, the problem about math is that teachers are still teaching it the same as 30 years ago.

    Explain multiple times problems or functions in the board won't work for everyone. Times have changed, and know whether we choose to face it or not, we must acknowledge that not all students have the same learning styles; for instance, I learn better visually, so watching the procedure or the technique for solving a problem several times will do it with me. But with a student who's learning type is kinaesthetic, he probably won't learn it this way. You have to teach accordingly to everyone's style, you have to figure out a class that works for everyone.

    The best technique I have found helpful (I tutor sometimes) is to have them learn on their own: You explain vaguely the problem and formula, then, you divide the class in three parts, the visuals, kinaesthetic, and auditive students. You give them some problems to work in as a group and rotate among the three groups and explain them according to their learning style.

    Also, use analogies, they work in some students, and explain the why out of every single thing and formula. This gives students a sense of understanding much better.
    • May 9 2014: I agree that times are changing and role of the teacher needs to change with the times as well. All students learn at different paces and abilities. As an educator we must be able to provide instruction in multiple facets to accommodate our most struggling students and those who learn significantly different than surrounding classmates.
      As we implement common core learning standards we are teaching our students not one method to solve math problems. We are providing our students a variety of strategies and techniques to solve and it is up to the individual student to utilize what works best of problem at hand. I see great growth in our young students in allowing to provide solutions in not solely on specific method.
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    May 9 2014: chasing this kind of archaic assessment practice is a waste of everyone's time.

    why countries insist on maintaining these artificial and ineffectual assessment methods and inserting them into schools as some kind of blanket, one-shot fix is beyond me.

    as an colleague of mine once pointed out: you can't fatten a pig by weighing it.
    • May 11 2014: Scott,

      how should students/teachers/schools be assessed?
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        May 11 2014: self assessment should be a part of student assessment in aiming to move them towards more a more autonomous learning path. of course, that in itself would take some teaching but if it were a consistent part of education right from the get go, it would not hinder the teaching of actual curriculum subjects too much.

        setting their own criteria (in communication with school and parents) would be a great move away from the old way of applying a blanket measuring stick to all schools and students as if they were all just part of a homogeneous lump of humanity.

        teachers definitely need assessment too but most of the outside agencies that I've seen come in are mostly concerned with what's on paper. this is not really the mark of a good teacher but rather a good administrator. also, paper-proof is easy to spin or tweak.

        the parent community, school board of trustees (in New Zealand, schools have a board which includes principal and staff rep as well as members made up from the school's wider community), teachers themselves should be figuring out where they want things to go, what they want from their teaching staff and working to assess teacher performance in a manner that is supportive (not lenient) and proactive in moving teachers towards the standards and goals expected by the school community.

        if that were done, I reckon it would yield surprisingly similar standards and goals across a range of schools while still allowing schools to individualise their aims and expectations.

        it would require quite a change in thinking, attitude and infrastructure.
        • May 12 2014: Scott,

          Thanks for your reply. I agree about individual plans for each student rather than teaching to the middle of the class or possibly the bottom of the class. We have IEP's for "challenged" students and it would take a major change to create one for each student.

          I also agree that teachers assessments are based on degrees (not even in the area of knowledge) and seniority. There needs to be a dimension of how much they helped the student. Many feel this can be done by taking a test - I am not sure they are right. It might be better to ask the next year teacher to rate the student on how well they were prepared and how much improvement the student made.
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    May 9 2014: "The Common Core State Standards Initiative is an education initiative in the United States that details what K-12 students should know in English language arts and mathematics at the end of each grade. The initiative is sponsored by the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) and seeks to establish consistent education standards across the states as well as ensure that students graduating from high school are prepared to enter credit-bearing courses at two- or four-year college programs or enter the workforce.

    In 2009, the NGA convened a group of people to work on developing the standards. This team included David Coleman, William McCallum of the University of Arizona, Phil Daro, and Student Achievement Partners founders Jason Zimba and Susan Pimentel to write standards in the areas of mathematics and literacy.[citation needed] Announced on June 1, 2009, the initiative's stated purpose is to "provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them." Additionally, "the standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers", which should place American students in a position in which they can compete in a global economy.

    The standards are copyrighted by NGA Center for Best Practices (NGA Center) and the Council of Chief State School Officer (CCSSO), which controls use of and licenses the standards in order to control derivatives. The NGA Center and CCSSO do this by offering a license to State Departments of Education which use the standards. However, two conditions apply: the use of the standards must be "in support" of the standards, and the waiver only applies if the state has adopted the standards "in whole"."
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    May 8 2014: I don't know, maybe you can tell us more about what common core is? Are you American?
  • May 8 2014: Learning clear communication skills would go a long way.

    One must wonder how one might successfully implement a standard unsuccessfully or unsuccessfully implement a standard successfully.