Implementing Common Core State Standards using Digital Curriculum

2013 ◽  
pp. 38-44
Author(s):  
Michelle Rutherford
Keyword(s):  
Blended Learning ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Formative Assessments ◽  
Core State ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Curriculum ◽  
Level Of Understanding

Teachers and educators transitioning to the Common Core State Standards face a significant challenge of creating new lessons and resources, as well as formative assessments that match the increased rigor required. Teachers must ensure that each student achieves and demonstrates higher levels of understanding. Many aspects of this transition can be mitigated, supported, and enhanced through blended learning. Blended learning leverages digital curriculum to assist teachers in creating a student-centered learning experience while providing a curriculum that meets the new standards. Students receive individualized instruction at their own pace, achieve mastery, and experience success in high school. They are equipped with a deeper level of understanding and the critical thinking and problem solving skills needed to succeed in college and work.

Implementing Common Core State Standards using Digital Curriculum

2013 ◽  
pp. 383-389
Author(s):  
Michelle Rutherford
Keyword(s):  
Blended Learning ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Formative Assessments ◽  
Core State ◽  
Student Centered ◽  
Student Centered Learning ◽  
Digital Curriculum ◽  
Level Of Understanding

Teachers and educators transitioning to the Common Core State Standards face a significant challenge of creating new lessons and resources, as well as formative assessments that match the increased rigor required. Teachers must ensure that each student achieves and demonstrates higher levels of understanding. Many aspects of this transition can be mitigated, supported, and enhanced through blended learning. Blended learning leverages digital curriculum to assist teachers in creating a student-centered learning experience while providing a curriculum that meets the new standards. Students receive individualized instruction at their own pace, achieve mastery, and experience success in high school. They are equipped with a deeper level of understanding and the critical thinking and problem solving skills needed to succeed in college and work.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

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