Common Core State Standards

Part One: 
Common core state standards for Math and English Arts provide high-quality academic
standards on which instruction for the two subjects is based. CCSS provide a framework of the
knowledge that a learner should possess and what they should be able to do in Math and English
Arts at the end of each instructional unit or grade level (Common Core State Standards Initiative,
2021). Creating CCSS aim to ensure that by the time learners leave high school, they all have the
necessary skills and knowledge to excel in college, life, and their different careers irrespective of
the district where they live. My understanding is that CCSS provides an even patchwork on what
instruction should entail and the level of knowledge and skills learners should possess at each
instructional period or grade level. The standards provide common and consistent learning goals
that give education uniformity across the country (Common Core State Standards Initiative,
2021). As students advance in grade level, there is an increased level of complexity of the
knowledge and skills that they should acquire. The standards guide the educators on the level of
complexity of these skills and knowledge, thus enhancing uniformity in classrooms.
CCSS provides a clear and powerful set of expectations on learning. The document
provides guidance on how educators can prepare students for life beyond the classroom by
enhancing their career and college readiness. It includes the use of digital tools in instruction and
guides educators on how to make connections between curriculum content and technology. In the
21 st century, learners cannot be college and career-ready if they lack the necessary skills and
knowledge on technology use. Technology and digital skills can be applied to accomplish

multiple tasks within the classroom and even outside the learning environment. Technology tools
make differentiation of instruction easier and more achievable. Teachers can use apps to monitor
the progress that each learner is making on their individual tools. Learners can also be working
on different assignments depending on their ability levels using their digital tools.
CCSS states expectations on the integration of technology and its application in different
curriculum content areas. The standards allow teachers the autonomy and flexibility to
incorporate different technology tools, resources, and strategies in the incorporation of
technology in the classroom. As teachers exercise their autonomy in providing instruction, they
must keep in mind that “today’s students must be prepared to thrive in a constantly evolving
technological landscape” (ISTE Standards for Students, 2012). Educators can make choices on
the available technology tools to incorporate as they address the Common Core. The aim should
be to meet the needs of students as they provide the opportunity for learners to develop and
strengthen digital tools. Thus, CCSS provides guidance, but schools and teachers must be
thoughtful and take strategic action on how to include technology tools in their instruction.
CCSS allows the use of digital tools such as i-pads, laptops, smartphones, and other apps
designed to facilitate learning. Such tools facilitate literacy development as students master 21 st –
century skills.
Students join the classroom with different cognitive abilities, learning styles, interests,
and unique personalities. The teacher is then obligated to ensure that each of these students meets
and master the standards of their district and state. Purposeful planning of differentiated
instructional strategies allows educators to meet the diverse needs of each learner within their
classrooms (Gentry et al., 2013). Through differentiated instruction, learners are placed on
different paths through which each is able to exploit their maximum potential. Through planning

for differentiated instruction, the value and worth of each learner are recognized in the
classroom. An example of how a teacher can differentiate instruction to meet the diverse needs
of students is by providing learning materials in different formats. For instance, learning content
can be accessed by learners through reading a textbook in print format, having audiobooks, and
having access to books in soft copies where learners access the material using their tablets and i-
pads. Teachers can also watch videos or listen to podcasts. By so doing, educators can create a
learning environment where the content is differentiated and different learning styles
accommodated. Additionally, the process of instruction can be differentiated by incorporating a
wide variety of instructional techniques. For instance, learners can interact with knowledge
through direct instruction, independent study, or through collaborating with peers and working
on a project together,
Part Two: 
Link to my folio post;
https://portfolium.com/entry/common-core-state-standards-14
Reflection
My experience completing Week one’s assignment had several challenges. First, I did not
quite understand what the assignment entailed. The instructions were difficult to decode as I did
not know what exactly I was supposed to do. The example attached by Dr. Friedman came in
handy in helping me understand what exactly I was supposed to do. Secondly, redesigning the
lesson plan to incorporate 21 st -century skills presented a challenge as well. I know the 21 st –
century support systems and skills, but now incorporating them into the lesson plan was not easy.
The process made me think of the possibility of teaching the 21 st -century skills independently as

a subject on their own. For instance, life skills can be taught on their own. However, skills such
as communication and collaboration can be incorporated into other subjects, for instance,
students engage in group discussions, and this helps them develop communication and
collaboration skills. Another challenge that I encountered was in aligning the lesson with
learning outcomes for my master’s program. It was difficult establishing a connection between
the two especially considering the differences in levels and cognitive abilities. I, however,
researched and was able to overcome the challenges.
References

Common Core State Standards Initiative. (2021). About the Standards | Common Core State
Standards Initiative. Retrieved 4 March 2021, from http://www.corestandards.org/about-
the-standards/
Gentry, R., Sallie, A. P., & Sanders, C. A. (2013). Differentiated Instructional Strategies to
Accommodate Students with Varying Needs and Learning Styles. Online Submission.
ISTE Standards for Students (Links to an external site.). (2012). Retrieved from
http://www.iste.org/standards/standards/for-students