Next Steps for NJ: Integration and Implementation. Student Achievement. Student Achievement. Building Mastery through Meaning Rethinking the “or” in the Common C or e. F. Scott Fitzgerald once said…. “The test of a first-rate intelligence is the ability to hold two opposed ideas
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“The test of a first-rate intelligence is
the ability to hold two opposed ideas
in the mind at the same time,
and still retain the ability to function.”
“Views decisions as being made betweenseemingly contradictory choices… it pushes people to believe things must be either A or B, but not both.”
“You can have change or stability.”
“You can either be conservative or bold.”
“You can either have low cost or high quality.”
“You can either invest in the future or do well in the short-term.”
Mastery ____ Meaning
Teaching ____ Testing
Creativity ____ Common Core
Good for students ____ Good for teachers
1. Building knowledge through content-richnonfiction
2. Reading, writing,and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Teaching content knowledge primarily through teacher-led lecture
Teaching content knowledge through a balance of reading, writing, lecture, and hands-on experience
The principal has just proposed that we cancel field day to provide more time for test preparation.
Write a letter expressing your position on the proposal.
Use facts, examples and other evidence to support your opinion.
Mill Hill, Trenton, NJ
Were the achievements and growth of the Industrial Revolution Era worth the cost to society?
Quote from a business owner
Machinery and the price of goods
Quote from a Pullman laborer, 1883
1896 Election Map
Growth of mill between 1881 and 1901
Catalog advertisement for new cotton planter
Immigration and the standard of living
Costs of manual and machine labor
1. Focus strongly where the standards focus.
2. Coherence: Think across grades, and link to major topics.
3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency,andapplication.
The CCSS require a balance of:
Pursuit of all three requires equal intensity in time, activities, and resources.
“The level of mastery that will be reached is determined entirely by what sort of questions students are expected to answer.”
- Paul Bambrick-Santoyo
PARCC is designed to reward
quality instruction aligned to the Standards,
so the assessment is worthy of preparation
rather than a distraction from good work.
What kind of instruction is rewarded by local assessments?
PARCC utilizes Evidence-Centered Design
Students are on-track or ready for college and careers
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make sense of structure.
Look for and express regularity in repeated reasoning.
“Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types of disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions.”
- Common Core ELA Standards
“The adoption of the Common Core suggests that America’s image of what it means to be educated will change. The Common Core document asks us to bring up a generation of young people who listen to or read a claim and ask,
Who is making this claim?
What is that person’s evidence?
What other positions are being promulgated?
How can I compare and contrast these different views, think about the biases and assumptions behind them, weigh their warrants, and come to an evidence-based, well-reasoned stance?”
Calkins, Ehrenworth, Lehman
“New Jersey has already proven itself as a national leader in providing its students with science standards consistent with the research that informed the Framework for K-12 Science Education in its previous standards. The adoption of the Next Generation Science Standards is a natural next step in that tradition of leadership and excellence.”
“A focus on these practices, rather than on content alone, leads to a deep, sustained learning of the skills needed to be a successful adult, regardless of career choice.”
“The Next Generation Science Standards represent a quantum leap in our idea of what it means to teach science. By placing an emphasis on the teaching of practice and content, they offer a better conception of what matters in science and what is worth learning. This is an exciting vision which should be challenging, rigorous and engaging for students.”
Dr. Tracey Severns
Chief Academic Officer