Conversations continue to unfold about the CCS all over the web. These opportunities allow you to pursue your own curiosities and needs with others who who can inform your thinking and your work. Perspectives are varied. The processes that others are using to understand the purpose and implications of the CCS, the standards themselves, and meaningful ways to work with them are as well. This is a good thing.
One thing I’ve realized: teaching with standards doesn’t have to be about standardization, and it’s up to all of us to make sure that this doesn’t happen. When some people share their vision of the CCS, they speak about imposed ceilings on learning. Others prefer to envision a trampoline, and that vision guides their practice. I wonder how our perceptions inform the meaning we construct around the CCS and how we work with them?
Your ideas are sure to be different, and we all need to learn from you too. To that end, consider participating in any of these spaces to share what you are coming to know and the questions that you still have:
- Sheryl Nussbaum Beach has opened a dialogue about the Common Core on Conversations from the Edge, a blog that she and Will Richardson recently launched. Her piece explores the disconnect she perceives between content, context, and the CCS.
- Learner Centered Initiatives invites you to share how you are teaching and learning with the CCS on their ning. I began a conversation here over the weekend that helped me distinguish the cross walk process from pre-fab products. This will definitely inform my own work with the standards moving forward.
- The Common Core Mapping Group on Curriculum 21 also provides a forum to those who are mapping with CCS.
Photo Attribution: Original Image: Me on a Trampoline Released under a Creative Commons 2.0 Attribution Generic License
