TEDX1894X - Understanding & Implementing Common Core Standards

Course Description

This course, Understanding & Implementing Common Core Standards, has been divided into four chapters. The organization of the course covers the rationale for and design of the Common Core State Standards, the “Common Core Mindset” practitioners need for successful implementation, and what specific actions can be taken for deeper implementation across settings.

Chapter 1: Introduction to the Shifts Resulting From CCSS Implementation 

Chapter 2: Developing a CCSS Mindset

Chapter 3: Common Core Mindset in Action

Chapter 4: Thinking Through the Core

View Understanding & Implementing Common Core Standards syllabus for additional information.

Key Benefits

• 100% online self-paced course.
• No prior experience required.
• No textbooks and other materials required for purchase.

Learning Modules Include

• In Chapter 1, we will outline the rationale for and structure of the Common Core State Standards. The major shifts in English and Language Arts/Literacy (ELA) and Mathematics reflected in the Common Core State Standards (CCSS) will be covered. An overview of design features of the CCSS (or “what to teach”) will be connected to the practical implications for providing instruction (or “how to teach”). Research-based pedagogical strategies aligned with what is emphasized in the CCSS are highlighted. The importance of mapping any implementation gap between current practice and what is needed to deeply implement the Common Core Standard will also be explored.
• In Chapter 2, we will move past the “what” of standards to identify the underlying principles teachers need to understand when implementing the CCSS. Teachers who take time to re-examine their operating principles are in the best position to know how well their approach aligns with what the authors of the CCSS had in mind when developing the standards. This is what is referred to in this course as developing the “CCSS Mindset.” Clarification will be made between “rigor” and “difficulty” and the implications will be discussed for teachers as they work to create equitable learning conditions. We will also articulate the difference between a “fixed” and a “growth” orientation and the implications of each view for students and teachers. A self-assessment tool will be used so course participants can determine the priority level to which course participants and their students believe that ability is expandable. A seven-step process for directly teaching students that ability is expandable is also provided.
• In Chapter 3, the emphasis will be on designing accessible learning conditions in partnership with students. We do this in partnership with learners in ways that will accelerate their growth toward college, career, and citizenship. The various ways in which student and teacher self-efficacy are interconnected will be discussed. In light of these interconnections, a four-step process for articulating standards and increasing student ownership over learning outcomes will be outlined. Additionally, the purpose of and a process for providing effective prescriptive feedback will be provided. As it pertains to the implementation of the Common Core Standards, the significance of the emergence of educational neuroscience and corollary strategies will be outlined. The importance of explicitly teaching academic language and methods for increasing student ownership of learning across settings will also be outlined. Participants will be supported to think through how they will approach students who struggle when implementing the Common Core Standards and the role of differentiation.
• In Chapter 4, we will further explore how implementation of the Common Core Standards is aimed at deepening student comprehension and higher order thinking skills. The difference between a teaching strategy and a learning strategy will be discussed in conjunction with a particular implementation strategy, compare and contrast. Specific web-based tools for designing engaging learning activities using primary source documents and for engaging students in higher order thinking skills will be provided. The importance of student use of reasoning and argument in writing across the CCSS is addressed. Course participants will be provided a tool for further reflection on their own implementation of the standards and support in planning for any changes identified through reflection.
• Each chapter contains additional handouts that cover specific topics from the chapter in greater depth. They are provided for you to read, ponder, and apply to the setting in which you work. Some of the handouts are directly related to the concepts and content of the specific chapter, but also included are handouts indirectly related to provide extended learning connections.

Course Learning Outcomes

• Understand the major shifts in English and Language Arts/Literacy (ELA) and Mathematics reflected in the Common Core State Standards (CCSS)
• Learn about the design features of the CCSS (what to teach) and implications for professional practice (how to teach it)
• Explore research-based pedagogical strategies that align with what is emphasized in the CCSS
• Appreciate the importance of mapping any implementation gap that may exist between current personal practice and what research indicates aligns with the CCSS
• Self-reflect on the degree to which a “CCSS mindset” has been developed that supports the “what” (CCSS), the “how” (instruction), and the “who” (ALL learners) required for implementation
• Develop a plan of action with implementation strategies designed to deepen student learning as well as generate evidence of your actions
• Recognize the connection between the creation of equitable learning conditions and developing a “Common Core Mindset” that integrates a number of dimensions
• Distinguish between “rigor” and “difficulty” and understand the implications for teachers
• Articulate the difference between a “fixed” and a “growth” orientation and implications of each view for students and teachers
• Self-assess the priority level to teach students that ability is expandable
• Learn a seven-step process for teaching students that ability is expandable
• Learn a four-step process for articulating standards and increasing student ownership over learning outcomes
• Recognize the ways that student and teacher self-efficacy are interconnected
• Learn the purpose of and a process for providing effective prescriptive feedback
• Understand the significance of the emergence of educational neuroscience as it relates to implementing the Common Core Standards
• Understand the importance of explicitly teaching academic language and methods for increasing student ownership of learning
• Delineate the difference between a teaching strategy and a learning strategy
• Articulate the rationale for using the compare and contrast learning strategy when implementing the Common Core Standards 
• Use web-based tools designed to simultaneously engage students with primary source documents and in higher order thinking skills
• Learn strategies to increase comprehension and problem-solving skills
• Develop an understanding of the role of reasoning and argument in the CCSS
• Recognize why writing in numerous formats is an essential cross-cutting strategy
• Provide evidence of professional context and learning within a course using a reflection strategy for further planning implementation of the CCSS

Requirements to Enroll

No application is needed to enroll. All learners are eligible to enroll in the course. There are no admission requirements. It is recommended that learners have a high school diploma or GED, and have basic computer and internet knowledge.

Semester Open-Enrollment Schedule:

• Spring = January - April
• Summer = May - August
• Fall = September - December

*Please note that students are only allowed to register max 5 TEDX courses per semester period*

Estimated Time to Completion

This course can be completed in approximately 40 hours of asynchronous work.

Access Time

Learners will have access to their course learning modules for up to 365 days from the date of enrollment.

CEUs and PDUs

• CEUs 4.0 National University Continuing Education Units

Certificate of Completion

Learners will be awarded a National University Workforce and Community Education, Professional and Continuing Education Certificate of Completion after satisfying the course requirements below:

1. Complete all four information sections showing a competent understanding of the material presented in each section.
2. Complete all four section examinations, showing a competent understanding of the material presented.  You must obtain an overall score of 70% or higher, with no individual exam score below 50%, to pass this course.  *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
3. Complete a review of any section on which your examination score was below 50%.
4. Retake any examination, after completing an information review, to increase that examination score to a minimum of 50%, making sure to also be achieving an overall exam score of a minimum 70% (maximum of three attempts). *Please note: Minimum exam score requirements may vary by college or university; therefore, you should refer to your course addendum to determine what your minimum exam score requirements are.
5. Complete a course evaluation form at the end of the course.

Refund Policy

We at National University want all of our students to have a positive and rewarding learning experience. In the event that a student is not completely satisfied with a course, we offer a refund policy to ensure satisfaction.

To be eligible for a refund, the student must submit a written request, including a valid reason, within 9 calendar days of registering for the course. Additionally, the student must not have attempted more than 25% of the course.

To request a refund, email PACE@nu.edu and include your full name, student ID, and course name. Your reason for requesting a refund will be carefully reviewed, and we reserve the right to refuse a refund if we determine the request to be invalid.

If you meet the eligibility criteria and are approved for a refund, we will issue a refund to your original method of payment within 60 days of the refund approval.