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Cnn's Core Values reflect on the Connecticut Common Core of Teaching. Section I, "Composing, Responding, and Interpreting," addresses understandings. As teachers we have to be careful how we use the term "understand" as an evaluative assessment.
Cnn's Core Values reflect on the Connecticut Common Core of Teaching. Section I, "Composing, Responding, and Interpreting," addresses understandings. As teachers we have to be careful how we use the term "understand" as an evaluative assessment.
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Cnn's Core Values reflect on the Connecticut Common Core of Teaching. Section I, "Composing, Responding, and Interpreting," addresses understandings. As teachers we have to be careful how we use the term "understand" as an evaluative assessment.
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme DOCX, PDF, TXT ou lisez en ligne sur Scribd
Core Values Reflection on the Connecticut Common Core of
Teaching
Section I, “Composing, Responding, and Interpreting,” of the
English Language Arts specific area of the Connecticut Common Core of Teaching reads: English language arts teachers use their knowledge of the ways people use understandings through reading and writing, speaking and listening, viewing and acting, when they design instruction, interpret student performance and evaluate their teaching to help students reach understandings. (CSDE, 1999, p. 17)
I chose this section to examine because of the use of the word
“understandings” throughout it. As teachers we have to be careful how we use the term “understand” as an evaluative assessment as alone it is broad and vague. This section really addresses two different ideas. First, the section assumes that teachers apply their knowledge of ways students exemplify their understandings through various measures when designing objectives and lesson plans. Additionally, part of Section I also addresses the idea of students reaching their full understandings. But this is where we need further definition of “understandings.” Wiggins and McTighe (2005) assert, “Understanding is about transfer, in other words. To be truly able requires the ability to transfer what we have learned to new and sometimes confusing settings” (p. 40). So, the Core implies what knowledge teachers should be using in their curriculum design but as teachers how do we really measure our students’ true understandings or measure transfers of knowledge?
As teachers design and implement lesson plans and activities
based on goals and objectives, it is also important to acknowledge that students may learn in different ways and may exemplify “understanding” in different ways as well. The concept of Differentiated Instruction can help guide teachers to adjust activities to various types of learners and/or culture differentials. As a pre-service high school English teacher, I feel that true understanding may begin to be measured in various forms. As the Section I standard suggests, I, as the teacher, am responsible to rely on my background and knowledge to effectively assess my students’ understandings. This assessment can happen informally through class discussions and group work as well as formally through interpretation questions on tests and paper assignments that ask students to analyze, explore, and transfer their ideas in sometimes frightening but enlightening ways.
In conclusion, as teachers in Connecticut, we must continually
look back at the Connecticut Common Core of Teaching and assess our own development. Only through trial and error can we really determine the best ways to teach and evaluate. We will always be learning with our students.
References
McTighe, Wiggins (2005). Understanding by design. Alexandria, VA:
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms