CSULACCSSM-STEM Conference

Angelo SegallaMarch 14, 2014

The Growing Pushback to Common Core

Hard Core Professional Development

Needed to Push Back the Pushback

• CCSSM, Déjà Vu all over again . . . ?• As with the New Math …? • S = { x | x ε Educational Junkyard} • … Just saying…

Communist Core is NOT about Education...it is about CONTROL.

• http://video.foxnews.com/v/3217486811001/growing-pushback-against-common-core-curriculum/#sp=show-clips

What to do?• Professional DevelopmentoProfessional Development• Professional Development

oProfessional Development• Professional Development

o Professional Development• Professional Development

o Professional Development• Professional Development• Professional Development• Professional Development• Professional Development

No PD, No CC

• Professional Development thato leads to PUFM (Liping Ma)

• Professional Development o concentrates on content—on the matho content pedagogy

• Professional Development thato trains teachers to leave FOIL and PEMDAS behind

• Professional Development thato trains teachers not to start with pizzas to illustrate fractionso trains teachers not to use the LCD in the definition of addition of

fractionso trains teachers to encourage kids to add fractions the way we add

whole numbers on the number line• Professional Development that

o trains teachers to motivate “slope” with similar triangles • Professional Development that

o trains teachers not make manipulatives the centerpiece of multiplication of binomials

“People Magazine” Textbooks • Lots of pictures . . . lots of color

. . . • Does this distract or enhance

learning? • This has not changed with the

new California textbooks adopted

• I know, I was there Summer 2013

• Do the new adoptions align with CCSSM? No!

• Professor H.S. Wu calls this a de facto national curriculum TSM (Textbook School Mathematics). o See H. Wu, Bringing the Common Core State

Mathematics Standards to Life. American Educator, Fall 2011, Vol. 35, No. 3, pp. 3-13.

Adoption of CCSSM does not imply successful

implementation

• Strong PD programs for implementation include well written textbooks and instructional materials

• (My experience) many (most?) 2013 CA adopted mathematics textbooks and materials for grades 6-8 are not CCSSM aligned

•

Remember . . .

Overall, however, t

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student

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A critic

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recommen

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Math English Science Social Scine

Year CSET* Program Total % Exam CSET/PRG

98/99 2 21 23 9% 2:21 0:1 0:1 10:21

99/00 1 10 11 9% 1:10 0:1 0:1 4:11

00/01 2 13 15 13% 2:13 0:1 0:1 1:5

01/02 1 16 17 6% 1:16 0:1 3:19 13:35

02/03 2 14 16 13% 1:7 1:5 9:16 17:31

03/04 12 24 36 33% 1:2 8:23 25:24 37:42

04/05 27 26 53 51% 27:26 26:71 32:17 29:43

05/06 27 28 55 49% 27:28 43:64 13:3 44:43

06/07 17 37 54 31% 17:37 21:20 4:1 36:47

07/08 32 17 49 65% 32:17 16:23 19:6 12:29

08/09 32 22 54 59% 16:11 31:47 5:3 28:37

09/10 22 18 40 55% 11:9 27:29 24:7 27:32

10/11 41 25 66 62% 41:25 29:40 19:12 5:3

11/12 23 16 39 59% 23:16 16:33 21:8 29:22

12/13 29 17 46 63% 29:17 11:14 10:1 2:3

Total 270 304 574 47% 135:152 153:365 261:167 183:260

*Praxis before 2000?

The Elephant in the Room

A word from Professor MacCallum

Main challenge … ensuring teachers are ready to handle a tougher set of requirements for their students.

[Teachers] are going to be called on to have a deeper understanding of what the math is all about…

For many states, these are simply higher standards than they had before. That in itself is a hard thing.