Common Core Curricum Maps

I previously blogged about how the common standards discussion has shifted from adoption to implementation. Not surprisingly, Common Core released K-12 curriculum maps in English Language Arts (draft form). The maps, written by public teachers, provide a framework for designing more detailed curriculum. I perused them today and here are my observations:
• The units are quite multi-disciplinary.
• An essential question frames each unit.
• Most units include varied activities such as using graphic organizers, class discussions, literary responses, multimedia presentations, etc.
• The list of Suggested Works is a great resource in and of itself.
• There are plans to add an Art, Music, and Media section to every map. Love this!

There is also a “Standards Checklist” that visually shows standards coverage by unit per grade level. It should be noted that these are not complete curriculums. Teachers will still need to differentiate activities and resources for different learners, develop rubrics, etc. Essentially, these maps are an excellent starting point for curriculum development. A wonderful tool for teachers to begin to unravel the common standards, saving them time, energy. Best of all, they are free. Common Core is asking for public comment on the maps until September 17. Check them out. They got me excited.

Common Core Standards – one piece of the puzzle

With states adopting common standards, a host of resources are hitting the press focusing on how to align curriculum to common standards; essentially, how to ensure successful implementation.  For instance, Curriculum Matters blog shared information about a guide published by Achieve, “On the Road to Implementation: Achieving the Promise of the Common Core State Standards,” which “…discusses such matters as aligning instructional materials, tests, and graduation requirements with the common standards, leveraging state funding to support them, and conducting “gap analyses” to see how a state’s standards differ from the common set.”

A thought-provoking post by Eugenia Kemble on the Shanker Blog  discusses the context behind common standards and implementation.  The author emphasizes the difference between standards and curriculum, a difference that the author feels many educators don’t quite understand.  Curriculum is “… the selection and sequencing of essential content knowledge”, a roadmap, if you will, that helps educators plan and implement lessons.  Essentially, the message presented here is:  if we really want to change what teachers should teach and when students should learn it, a high-quality common core curriculum is required.  It should be noted that the author does applaud those states that have adopted the common core standards given the fact that “…the clarity, rigor, and coherence of the new Common Core Standards for mathematics and English language arts represent a significant improvement over most states’ existing standards.” 

I share this post with you for two main reasons:

1. It is important to remember the difference between standards and curriculum.
2. Standards are just one piece of the puzzle.  If implementation is flawed (weak curriculum), this reform will fail to make a significant impact on teaching and learning.  We need all the puzzle pieces for success!  

The need for Common Standards

With all the buzz around common standards, I thought you may find this interactive map interesting.  The map visually shows when three concepts (how to use an adverb, how to tell time to the minute, and who the president is) are taught across the country.  You’ll be surprised at what you see.  For instance, how to use an adverb is taught in third grade here in Hawaii, fourth grade in California, and sixth grade in Massachusetts.  Telling time to the minute is not addressed in any standard in 18 states.  Check it out.

The path to College Readiness

The age old debate surfaces yet again… is it better for teachers to focus on  breadth or depth of knowledge and concepts?  According to recent data from the latest ACT National Curriculum Survey,  released by ACT, Inc., high schools should focus on providing in-depth instruction of fundamental knowledge and essential skills.  The research involved surveying thousands of secondary and postsecondary instructors.  The data reveal that high school learning standards are still not sufficiently aligned with postsecondary expectations.  Basically, college instructors expect high school graduates to have more focused and specific skills and knowledge.

Reading skills surfaced as an area of concern for college instructors.  While the majority of  high school teachers (two thirds)  feel that high school students are graduating with the reading skills required for success in college, only a third of college instructors echoed that sentiment.  The data suggests that more attention needs to be focused on high school reading instruction.  Interestingly, the data also suggests that content-area knowledge remains more important than “21^st century student outcomes”.

The data seem to coincide nicely with the current national  common standards initiative and Hawaii’s P-20 efforts to ensure the seamless transition from high school to college.

Thoughts on Common Standards

I couldn’t resist sharing this NY Times piece on the recent release of the draft of Common Standards.  While it seems the ideaof national standards has been accepted (48 states have signed on), the execution of such standards fuels great debate.  No surprise.  I highly recommend this running commentary by national thought leaders on the topic.  Featured leaders are:

• Michael Goldstein, charter school founder
• Margaret Crocco and Anand Marri, Teachers College
• Sandra Stotsky, professor of education reform
• Robert S. Siegler, professor of cognitive psychology
• Neal P. McCluskey, Cato Institute
• Ernest Morrell, professor of urban schooling

As the piece features many perspectives, there’s no question, it’s an interesting debate.