The Common Core State Standards and the Previous NYS Standards Case Study: What Can We Learn About the Math and ELA Common Core State Standards and the Previous NYS Standards through Lessons Conducted with One Child?
Abstract
This paper examines research concerning the Common Core State Standards (CCSS) and the previous NYS Standards. The authors of the different articles presented in this literature review Main (2011), Wurman & Wilson (2012), Liebtag (2013), Conley (2014), and McLaughlin & Overturf (2012), take different stances as to whether or not the Common Core is beneficial for our students or detrimental to our students as they progress through school. The ultimate goal of the CCSS is for students to be college and career ready. This paper explores the English Language Arts (ELA) and Math Common Core State Standards and previous NYS Standards through lessons conducted with a fourth-grade child. After conducting the case study, the findings were that neither set of standards provide the level of challenge the child needs; both sets of standards need to allow more time for creativity and hands-on learning opportunities; the child preferred the previous NYS Standard math lessons I created over the Common Core math lessons; and lastly, in contrast, the child preferred the Common Core ELA lessons versus the previous NYS ELA lessons I created.Related items
Showing items related by title, author, creator and subject.
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What effect will a mathematics intervention have on 7th grade students' achievement solving equations?The adoption of the Common Core State Standards (CCSS) came many high expectations including the CCSS offering a "foundation for the development of more rigorous, focused, and coherent mathematics curricula" (NCTM, 2016, para 1). The following study focuses on an intervention to investigate a specific differentiated instruction strategy to use in a mathematics inclusive classroom to increase student achievement. More specifically the intervention includes two strategies to solve equations (1) algebraic method and (2) hands-on method. The data showed that the intervention provided improvements to student achievement when solving equations in a 7th grade mathematics classroom. Another finding indicated that more students felt comfortable solving equations using the algebraic method. Future research can focus in a different setting to further investigate the differentiated instructional strategies from the study. [from author's abstract]
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The Impact of Integrated Co-Teaching on Special Education Students in the High School English Language Arts ClassroomIn many classrooms across the country, the integration of special education students has become widely accepted and common. In these situations, students with disabilities are expected to meet the same requirements and standards as general education students with less individualized time for instruction to close learning gaps. Consequently, these students are struggling and falling farther behind in the classroom, often leaving them frustrated and unwilling to participate in school work. These challenges increase in the English Language Arts classroom, where the progress of students with disabilities is often impeded by low reading levels, challenges with writing, and inability to access the provided materials and curriculum. Improving the classroom conditions for students with disabilities under the Next Generation State Standards needs to become a top priority for educators across the country. Using a unit plan adapted from a successful unit taught in a co-taught ELA classroom and research, this paper indicates that co-teaching is the best instructional model of education available to meet the needs of all students in an integrated classroom. Accessing the expertise of both a special education teacher and a content-area teacher allows for students to utilize both skillsets to find success in the ELA classroom.
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