- " The Common Core State Standards goals include preparing students for college, career, and civic readiness. Character development and social-emotional skills are the critical foundation students need to meet those goals."
The Common Core State Standards is a challenging set content specific expectations and practice standards that increase rigor, relevance, and focus on acquisition of 21st century global skills students need for success in a global economy and world. Ironically, the Standards do not identify the dispositions, qualities of character and social-emotional learning skills required of students for success within this rigorous set of standards. Schools must identify and explicitly teach the knowledge, skills, and dispositions necessary for students to achieve success in a post-secondary setting.
The Common Core State Standards goals include preparing students for college, career, and civic readiness. Character development and social-emotional skills are the critical foundation students need to meet those goals.
The Common Core State Standards acknowledges that it does not explicitly identify the multi-tiered supports, programs, and curriculum schools must implement for student growth and success, but does acknowledge that schools must make local decisions to support these goals. This project, entitled, "Can character education increase successful implementation of the Common Core State Standards for Mathematics," is aimed at identifying those supports, programs, and curriculum schools can use to develop student social-emotional learning skills within the framework of educating to the standards.
Revitalizing Math Learning in America: Character Education + Common Core State Standards- Mathematics. (24 pages, 1.5 MB)
This 24 page document is aimed at highlighting the importance of character strengths in learning mathematics. Research support from a wide range of fields -economics, psychology, philosophy, neuroscience, and education - undergirds the notion that strengths or virtues such as diligence, persistence, confidence and future-mindedness are likely just as important as academic content knowledge or raw cognitive ability.
This paper presents the argument that, while the Common Core State Standards-Mathematics (CCSS-M) are not a call for comprehensive character education, they explicitly and readily acknowledge that students need to develop the “habits and skills,” or the character strengths necessary, for higher-order math learning.
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This 78 page document is aimed at the application of a rationale for integrating the Common Core State Standards (or any set of standards for teaching and learning Mathematics) with character education in K-8 classrooms. This exploration will demonstrate how to best use character education principles, strategies, tools and resources to help schools fulfill the CCSS-M vision of mathematical proficiency for all students. Linking math education and character education provides a vivid vehicle for character building, and an opportunity for character education, in particular, performance character, to contribute to academic rigor and relevance.
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This 23 page document is aimed at the proposition that character education is the lens through which a renewed examination of teaching and learning mathematics can result in optimum results for both. The national standards, represented here by the Common Core State Standards in Mathematics, are the latest attempt at energizing and elevating the flagging interest and achievement in mathematics in the US. When implemented with fidelity, the CCSS-M will require shifts in both teaching and learning of mathematics. Specific emphasis on a classroom atmosphere of collective inquiry where exploration and experimentation is encouraged and nurtured will increase engagement, enjoyment, and achievement in mathematics.
This 6 page document is aimed at providing specific activities to encourage higher level thinking in mathematics. The dimensions of character that impact learning are briefly described, along with a summary statement and action recommendations. (Handout information distributed at a presentation by Melinda C. Bier, Ph.D. and Bob Coulter, Ed. D. on July12, 2014)
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