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In: Uncommon Core: Where the Authors of the Standards Go Wrong About Instruction-and How You Can Get It Right

Chapter 3: Using the Most Powerful Resource we have for Teaching Students something new the Case for Background Knowledge

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Using the Most Powerful Resource we have for Teaching Students something new the Case for Background Knowledge
Using the most powerful resource we have for teaching students something new: The case for background knowledge

In our introduction, we explained that we support the Common Core State Standards (CCSS; albeit with different levels of enthusiasm), though we have some worries. One of the things we like most about the CCSS is their explicit recognition that instructional decisions are best left in the hands of teachers. As the CCSS document puts it in its discussion of key design considerations, “The Standards define what all students are expected to know and be able to do, not how teachers should teach” (National Governors Association Center for Best Practices/ Council ...

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