Common Core State Standards and Differentiated Classroom

EDU673: Strat. For Differentiated Teaching & Learning

Tawanda Green
April 20, 2015

Common Core State Standards

The effort to draft the common standards was launched in 2009 directed by the National
Governors Association and the Council of Chief State School Officers. The NGA and the CCSS
led the way with the guidance of the experts at Achieve, Inc. a bipartisan, nonprofit organization
that helps states raise academic standards; ACT, Inc.; the College Board; the National
Association of State Boards of Education; and the State Higher Education Executive Officers
Association(The Center For Public Education, 2014). The standards were worked together by
groups of experts including scholars, researchers, teachers and others. They made two copies that
were made available to the general public and received more than 10,000 replies (Underpinnings
and Justifications, n.p.).
The Purpose
Common Core State Standards address college and career readiness skills that will
provide students to succeed in education and training for after high school (Puckett,
2013). What the common core standards developed was grade level expectations in math and
English language arts (ELA) for K-12 students which are linked to college and work
expectations. The common core is not a line by line lesson plan. It gives the knowledge and
skills students are expected to develop, but do not tell how to teach them, leaving that to the
individual states and school district (Puckett, 2013). The founders of the common core believe
that 85%of all education taught are the common standards and the states making up the rest of
the list (The Center for Public Education, 2014). I like to look at the standards as a list of goals
each student must accomplish, and aids teachers in the creation of effective learning instructions
that meet the needs of all students.

Essential Strategy
The CCSS evolved from earlier state standards based movements, where disparate
standards made it difficult to communicate common progress among states. With the CCSS,
expectations are consistent for teachers and students (CCSS, 2010). They form a foundation to
work collaboratively across the states and districts, allowing for a pooling of resources and
expertise to create curricular tools, professional development, and common assessments (CCSS,
2010). A common set of standards ensures consistent expectations for student learning regardless
of geographical location or socioeconomic status. It provides framework to develop a quality
curriculum for all students (Puckett, 2013).

Academic Impact
The final version of the Common Core State Standards, released June 2, 2010, at a
ceremony at Peachtree Ridge High School in Suwanee, Ga., represented in many ways a see
change in American Education. The standards set out bold expectations that, if realized, would
raise the level of learning for many students. All students would be expected to understand
content deeply, and apply their knowledge to think critically, and solve complex problems
(Rothman, 2011). Over all I think it has raised standards of all involved, not just for students but
teachers and administrators as well.

English Language Arts

One of the most significant departures from current practice in the English Language arts
standards is the expectation that all students would be able to read and comprehend complex
texts. Evidence cited by the standards writers showed that the level of complexity of materials
used in entry-level college classes and the workplace had increased in recent years, but that the
language used in high school materials had actually grown easier over time (Rothman, 2011).

The Common Core standards expect all students to demonstrate that they can understand a
variety of texts each year. The standards also place a great deal of emphasis on the ability to
reason from evidence. The standards writers found that many teachers expect students to rely on
personal experience or opinions in showing how they respond to writing or writing papers on
their own. For example, many essays required for school, are personal narratives with no
audience, such as How I Spent My Summer Vacation does not go beyond the teacher. But,
college professors and employers expect young people to be able to marshal facts in support of
apposition, therefore standards expect all students to be able to draw on relevant evidence, cite it
appropriately, and use it to build a case, writing effectively and appropriately while doing so
(Rothman, 2011).

Mathematics
Eight CCSS strategies for mathematical practice:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with Mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning (Puckett, 2013).

Differentiated Instructions
My definition of differentiated instruction means taking the time to get to know each
student and how they learn best by implementing the best strategies to support their learning,

recognition and comprehension in what theyve been taught. I believe that CCSS and
Differentiated Instructions go hand- in -hand; one is not complete without the other.

CCSS Mathematics Strategies

1. Graphing calculators
2. Spreadsheets
3. Internet
4. Individual white boards
5. Rulers, compass, squares

ELA Strategies
1. Computer with word processing software
2. Individual white boards
3. Exit cards
4. Graffiti Wall
5. College ruled paper (as opposed to elementary ruled) (Puckett, 2013).

Classroom Differentiation
1. Have a strong rationale for differentiating instruction based on student readiness, interest,
and learning profile.
2. Begin differentiating at a pace that is comfortable for you.
3. Time differentiated activities to support student success.
4. Use anchor activities to aid teaching focus and attention to other students.
5. Create and deliver instructions carefully.
6. Assign students into groups or seating areas smoothly.
7. Have a home base for students.

8. Be sure to have a plan for getting help when you are busy with another student or group.
9. Minimize noise.
10. Make a plan for students to turn in work.
11. Teach students to rearrange the furniture.
12. Minimize stray movement.
13. Promote on-task behavior.
14. Have a plan for quick finishers.
15. Make a plan for calling a halt.
16. Give your students as much responsibility for their learning as possible.
17. Engage your students in talking about classroom procedures and group processes
(Tomlinson, 2001).

Analysis
I believe, when educators put equity into practice they begin adapting to changes in their
teaching style so they are effectively meeting the students needs. I believe that this not only
cultivates a disciplined classroom, but it also creates a cohesive class community that bridges the
gap between cultural differences, in and out of school. I personally believe that all forms of
instruction, collaboration and or communication in and out of the classroom are all crosscultural. Even when the environment appears to be homogenous its really not; because we all
come from different backgrounds, with different morals, perceptions, and more importantly
diverse learning capabilities.

References
CCSS. (2010). Retrieved February 1, 2015, from http://www.corestandards.org/wpcontent/uploads/ELA_Standards.pdf
The Center for Public Education, (2014). Understanding the Common Core Standards, what they
are not. Retrieved From: Http://eds.a.ebscohost.proxy-library.ashford.edu.eds.pd
Puckett, K. (2013). Differentiating Instruction: a Practical Guide. Bridgepoint Education, Inc.
San Diego, CA. This is a digital Constellation book.
Rothman, R. (2011). Laying a Common Foundation For Success. Retrieved From:
http://eds.a.ebscohost.com.proxylibrary.ashford.edu/eds/pdfviewer/pdfviewer?
vid=1&sid=12e6c899-1739-4ed7-8253-a1b9276c0942%40sessionmgr4005&hid=4205
Tomlinson, C, (2001), Strategies for Managing a Differentiating Classroom. Retrieved from:
http://site.ebrary.com.proxylibrary.ashford.edu/lib/ashford/reader.action?
docid=100444807&ppg=4
Underpinnings and Justifications. Retrieved from: Http:eds.a.ebscohost.com.proxy

library.ashford.edu/eds/pv