Because the Common Core requires bold action
Why The Common Core, an Uncommon Opportunity? Why now? Because it tackles a largely overlooked component of successful implementation: how to redesign your instructional delivery system, K-12. And you'll have to; if you don't, you'll be subject to the very same failure and frustration so many other districts and schools are experiencing. What's more, March and Peters describe how to integrate 21st Century Skills at the very same time.
What are the big benefits of this book? If you're a district leader, it will help you: Develop consistent and structured teaching and learning practices across content areas; Ensure sustainable processes through continuous curriculum review and revision; Strategically use data to monitor student performance goals; Support and sustain enacted reforms through district-wide infrastructure adjustments; Provide teachers with Common Core-aligned course tools, including sample curriculum maps, lessons, and specific teaching suggestions
There's no need to start from scratch or attempt to reinvent the wheel. March and Peters have done much of the prep for you. Their processes and tools have already worked in numerous districts—and they can be custom-fit to yours.
“[This] system helped us not only re-invent ourselves, but also build the internal capacity we needed to maintain our momentum. This book is a must for any district that is serious about taking advantage of the Common Core to re-invent itself.”
—Connie Hathorn, Ph.D., Superintendent
Youngstown City School District
“Few books offer such deep and specific information to assist the field in successful implementation of the Common Core and state learning standards…. This book is a gift to practitioners of all levels, and those practicing in any type of school or district.”
—Dr. Lynn Macan
Chapter 3: Integrating Best Practices to Help Students Construct Meaning
Integrating Best Practices to Help Students Construct Meaning
“One definition of insanity is to keep doing things the same way and expecting different results.”
In these next two chapters, we will examine research-based “best practices” to deliver classroom instruction that is equal to the demands of the standards and the 21st century skills. Work teams will need a “menu” of best-practice options from which to choose to insert into their unit plans. Some of the practices should be considered for every unit, and others are more effective if used to address particular standards in specific units. We decided there are just too many to cram into one chapter, so we divided them into two.
The mistake made by so ...