Shifts in Math Learning: Common Core State Standards

     This morning all the principals and assistant principals in the district spent two hours observing teachers at John Campbell. We watched four teachers, at different grade levels, teach math lessons. Our purpose was to look for how teachers are implementing the Common Core State Standards and the shifts in how we teach and look at and talk about math. Gone are the days when students memorize math for the sake of appeasing the teacher. We need students to know exactly what it means to "borrow and carry" not just that they are crossing out and rewriting the numbers, which is now called ungrouping and regrouping, decomposing and composing numbers. When students understand exactly what it is that a math equation is asking them to do, when those problems get harder they will have the foundation of understanding to help them think, solve, and analyze problems independently.
     For the first time in history there is a national standard for student learning expectations. For some states, the Common Core State Standards are extremely difficult, compared to what they were using. For Washington, it is more rigorous but definitely something our students can attain. The biggest thing I appreciate with Selah SD is that we have standards, math curriculum, and end-of-the-year state testing that are 100% aligned to each other. In years past, teachers had to scramble the last few months in 3rd and 4th grade to make sure students covered everything on the state testing because testing was not aligned to a common standard, and neither was the curriculum. Now, when students cover the curriculum, we know they are learning the rigorous national standards. And since the tests are all based and written around these national standards, teachers won't need to "cram" to help students feel prepared. It will be a whole year of "cramming." :)

P.S. We were very pleased with what we saw in the walk-throughs today. We saw students talking to each other about their math thinking, questioning each other and explaining their reasoning. Most importantly, we saw teachers let their students "productively struggle." When teachers give students answers, when they come to the rescue, no one learns. When a student has to really struggle and work through a problem, they've learned that concept for life.