Teach Yourself to Align Curriculum with the Common Core Learning Standard

Ahead of the curveThe good things about the Common Core Learning Standard (CCLS) is that the name is all-encompassing; it may refer to the common core of what students want; common core of what students are expected to know/learn, common core of knowledge in general. The CCLS is in this sense self-explanatory. What is difficult, however, is in aligning curricula with the CCLS. It is one thing to teach students about the importance of learning and/or how to write a report or solve...
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Ahead of the curveThe good things about the Common Core Learning Standard (CCLS) is that the name is all-encompassing; it may refer to the common core of what students want; common core of what students are expected to know/learn, common core of knowledge in general. The CCLS is in this sense self-explanatory. What is difficult, however, is in aligning curricula with the CCLS. It is one thing to teach students about the importance of learning and/or how to write a report or solve algebraic equations; but it is quite another to teachers students to learn independently. A teacher may teach or even explain concepts well to students, but without facilitating students to develop interest in learning and to learn well independently, the task is only half done. Aligning the curricula with the CCLS and/or explaining how learning tasks must be developed and built in order to help students to learn well is important. This may be the most challenging aspect of teaching, and this may be a main reason we maintain persistent educational problems. The Common Core Learning Standard may be very valuable, but according to authors of the CCLS, the Federal and State education agencies and/or representative do not pretend to know about local events and conditions; they do not teach local agencies and/or teachers how to teach in their local schools. Thus, where curriculum publishers and local education representative cannot consider students interest, they often use substandard criteria to align curriculum with CCLS, and we maintain persistent educational problems. Aligning curricula with the CCLS requires a clear understanding of the motivations behind the CCLS. Student learning becomes more efficient if teachers can develop and guide learning tasks in view of the requirements for success in the outside world. In this monograph, we explain the motivations behind the Common Core Learning Standard (CCLS); we point to its limitations and introduce the reader to the instructional methods of Goal and Task Teaching and Learning (GTTL). The GTTL was developed over a course of twenty five years of research of interest by the founder of CDOIL Inc., and we continue to refine the techniques. The GTTL complement the Common Core Learning Standard (CCLS) in that its central focus is student interest. GTTL emphasizes the need to recognize student interest, facilitate/promote student learning and help them to develop increased interest in learning. This monograph is divided into three sections.SECTION ONE, we focus upon analyzing concepts of interest. Here, we expound John Dewey's (1934) definition of interest from the standpoint of the English Language dictionary definition of interest and the definitions advanced by other writers. We attempt to expound the connections between student interest and the Common Core Learning Standard (CCLS), and we categorize educators in accordance to the various beliefs/views that educators have regarding student interest. SECTION TWO, we expound an aspect of the Common Core Learning Standard that most educators rarely consider; that is, student interest as a core in the consideration and genesis of the CCLS. Many educators do not consider student interest. Nevertheless, we point out that student interest is vitally important; that, though the CCLS is intended to curb substandard learning, many student would still not learn well if teachers do not and cannot consider student interest.SECTION Three, we describe what should be the most appropriate methods of delivering instructions in view of student interest and of developing viable and efficient methods of helping students to learn well. Here, we point out the connections between the CCLS and the GTTL methods. We attempt to clarify what students think or do prior to and during learning tasks and how these affect what they do during and after learning.To learn more about GTTL at cdoil.orgDr. Martin Odudukudu, CEOCDOIL Inc.