Why Is the Common Core Different than Other Educational Reforms?

By Sharon Coletti, InspirEd Author

 

     From all we’ve seen and heard, it seems there’s a LOT of confusion about the Common Core Standards. So we at InspirEd Educators decided to devote a series of blog entries to examining “issues” surrounding the Common Core. We hope to become both a source of ideas as well as offer a forum for inspired educators everywhere to share their insights. We decided to start with the basics: the MAIN difference between then, BCC – Before the Common Core, and now, ACC.

 

     Learning takes place when new information or skills are integrated into a person’s existing framework of knowledge. And while each student may learn differently and see things their way, certain “teaching methods” have been shown to work with wide ranges of students. And they ALL have one thing in common, AN EMPHASIS ON CRITICAL THINKING!

 

    A 1950’s study (Benjamin Bloom, et al) found that the vast majority of classroom activity was spent at the knowledge level in which students spend most of their time memorizing content for tests. (shown below left). But numerous studies and practitioners have found that students “retain” FAR more content if they’ve examined it critically in some way. Therefore, it makes sense for students to spend more time thinking critically as shown on the right in the diagram below. Plus, we’re also teaching useful skills they’ll need to function in the 21st century world!

 

 

   Critical thinking is what the Common Core is all about. Each specific standard requires students to go beyond fact-based knowledge and demonstrate skills that will help them across the curriculum, in college, their career, and in life.

 

   Years of brain research has proven among other things that learning occurs more readily when the brain is challenged (Cain, Cain, et al). Posing thought-provoking, multi-faceted questions that require students make a choice and defend it enables them to “process” content and see “the point” of what they’re learning. Simple examples to use in the Social Studies classroom include: analyzing a historical decision, serving as an “advisor” to a famous leader on a key issue, or collaborating with others to solve a local problem. And of course students must support their ideas with relevant text or other content! The simple requirement that students express AND SUPPORT their ideas complies with the Common Core and fosters interested, involved students in the process!

 

What is your state or district doing to implement the Common Core? Have you had staff development, received new resources, had new positions created? Tell us about your situation and its reception in the schools!

 

This sample lesson offers an example: