Question Detail

How can teachers be convinced that making the shifts in math and using the practices will result in a higher degree of student learning?

Sep 22, 2013 8:52am

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!

  • Math
  • 3-8
  • Common Core

2

  • You must sign in before we can post your answer.
    Don't have an account? Sign up only takes a few seconds.

    • Sep 27, 2013 11:40pm

      I have been teaching at the 7th and now 8th grade level for 6 years. I have been getting trained on CCSM for the past three years. The comfort of moving to CCSM is we get a chance to really teach concepts versus rushing through to teach the long list of vague standards. The phrase we hear often in our trainings is we are moving from "teaching a mile wide to a mile deep" meaning we get to focus more on what they need versus rushing to teach more and accomplishing very little. Training is worth it and will help your teachers to get comfortable with what they will be expected to do.
      Good Luck!

      • Oct 27, 2013 7:06pm

        I couldn't agree with you more! I am teaching the concepts deeper and more meaningful.