NCTC June 2013. Sara English Theresewetherington Vercilya taylor Tracyarnold Wandajones. Standards. Clearer and Higher: Why the students need the Common Core (You Tube Video). K-12 CURRICULUM AND INSTRUCTION/ NC STANDARD COURSE OF STUDY.
Clearer and Higher:
Why the students need the Common Core
(You Tube Video)
ACT Department of Education and Training. (2009). Scope and Sequence. Retrieved from http://activated.act.edu.au/ectl/design/scope_and_sequence.htm#6
“Fence posts and supporting rails - Without both, there is no fence!”
Ainsworth, Larry. Power Standards: Identifying the Standards That Matter Most. Lead + Learn Press, Englewood, CO, 2003
NC Department of Public Instruction. (n.d). Common Core State Standards for Mathematics: Grade Level Emphases. Retrieved from http://maccss.ncdpi.wikispaces.net/Fifth+Grade
NC Department of Public Instruction—Division of Accountability Services. (2012). Language Arts NC Assessment Specifications Summary, READY EOG Assessments, Grades 3–8. Retrieved from http://www.ncpublicschools.org/docs/acre/assessment/ela.pdf
NC Department of Public Instruction—Division of Accountability Services. (2012). Mathematics NC Assessment Specifications Summary, READY EOG Assessments, Grades 3–8. Retrieved from http://www.ncpublicschools.org/docs/acre/assessment/math.pdf
Understand that prioritizing
does not mean eliminating the
rest of the standards
“Differentiated instruction is a teaching philosophy based on the premise that teachers should adapt instruction to student differences.
Rather than marching students through the curriculum lockstep, teachers should modify their instruction to meet students’ varying readiness levels, learning preferences, and interests.
Therefore, the teacher proactively plans a variety of ways to ‘get at’ and express learning.”
Carol Ann Tomlinson
that looks eyeball
to eyeball with
the reality that
kids differ, and the most effective teachers
do whatever it takes to hook the whole
range of kids on learning.
Is a teacher’s response to learner’s needs
Guided by general principles of differentiation
Teachers can differentiate through
According to students’
Through a variety of instructional strategies such as:
Graphic Organizers, Scaffolding, Cubing, Tic-Tac-Toe, Learning Contracts, Tiering, Learning/Interest Centers, Independent Studies, Projects…
means “shaking up” what
goes on in the classroom
so that students have
multiple options for
taking in information,
making sense of ideas,
what they learn.
“Teaching facts in isolation is like trying to pump water uphill.” Carol Tomlinson