How can teachers be convinced that making the shifts in math and using the practices will result in a higher degree of student learning?
Some of my math teachers (grades 3-6) are very reluctant, even distrusting, of the shifts and practices of the CCSS in math. They are complaining that they can't get through the curriculum supplied by our state (New York) in the allotted time, they have more to teach, and seem to find it hard to believe that "teaching deeply with more specificity will yield more freedom" and greater learning. We are planning a lot of PD around the math standards, the shifts and practices this year and hope that they will see the light. I'll be using many of the videos supplied here by Teaching Channel (LOVE this site). What other words of wisdom do you have for us? Thank you!
- Common Core