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There are six standards that dominate mathematical applications. They include proper understanding of the mathematical problem and patiently solving them. The second is the need for efficient and numerical reasoning, while the third is the division of ideas through a proper analysis of other people’s reasoning. The fourth standard is proper learning of mathematical systems, while the fifth is the appropriate use of relevant mathematical tools. The last standard is solving mathematical issues with accuracy (Common Core State Standards Initiative par. 1-3).
While numerical standards are all about solving mathematical problems, English standards are all about comprehension. In effect, the rules require that the students participate in reading exercises, as well as other complex readings on matters about science and social studies. These standards challenge the students about what they have read through comprehension questions so that they can refer to their text. The action is meant to enforce deeper thinking, offer a better platform for problem analysis, as well as foster evaluation skills for student excellence in all areas of life.
The initiatives of the Common Core State Standards are centered on the creation of an instructional framework that promotes proper instructions and guidelines for students. The critical purposes of the standards are also translated into its goal, which is to ensure that students achieve individual learning goals at the end of each learning year (Common Core State Standards Initiative 2). Ideally, the standards foster both learning and application of the learning outcomes to promote high educational and literacy levels (Mathis 2). Overall, this initiative looks towards the creation of national educational standards that propel students to acquiring skills and knowledge to promote their success at the global platform (Kendall 1).
Differentiation instruction is an important function of the Common Core State Standards. Essentially, this technique considers the best method to frame and deliver teaching to various students so that they can all understand effectively (Adams and Pierce 4). Thus, while the teacher disseminates the same information to all students, the mode of dissemination varies depending on each student’s mode of understanding (Chapman and King 22).
There are many ways through which differentiated strategies can be applied. In mathematics, these strategies include:
- Application of some techniques to create a valuable mathematics lesson
- The implementation of proven class tools to devise, teach, and foster mathematical problem-solving techniques in students.
- The use of websites and applications to ensure that students retain the mathematical concepts taught.
- The ability to identify students that need extra help in handling mathematical problems, as well as offer the required support to propel their understanding in the subject
- Fostering hands-on activities while teaching math so that all the students can participate in the learning process
Consequently, the teacher can apply some math tools like the use of memory and matching techniques, indulging students in logic games, and solving puzzles.
For the English language arts, the differentiated strategies that are applicable depend on whether the teacher seeks to foster English reading or English writing. For instance, strategies that foster English reading are:
- Engaging the students by having them read out, as well as going through pronunciation and punctuation together. This way, students with limited knowledge of English reading will be able to hear how reading should be done.
- The use of reading devices to ensure that all the students read similar texts (Spencer par. 3)
- The teacher should be able to identify the less fluent readers and provide them with materials that foster fluency.
- The teacher should offer appropriate help regarding the readings they have made. The teacher should also ensure that all the students write an essay on the same readings.
- Lastly, the teacher can identify one topic of interest and have the students write anything about that topic in one or two paragraphs. Writing about a subject of interest ensures that the students develop better familiarity with the subject of discussion. This way, the teacher can identify students that are not excellent writers (Spencer par. 4).
Works Cited
Adams, M. Cheryll, Rebecca L. Pierce. Differentiating Instruction: A Practical Guide to Tiered Lessons in the Elementary Grades. Waco: Prufrock Press, 2006. Print.
Chapman, M. Carolyn, and Rita S. King. Differentiated Assessment Strategies: One Tool Doesn’t Fit All. Newbury Park: Corwin Press, 2005. Print.
Common Core State Standards Initiative. About the Standards. 2015. Web.
Kendall, John S. Understanding Common Core State Standards. Alexandria: ASCD, 2011. Print.
Mathis, William J. The “Common Core” Standards Initiative: An effective Reform Tool. East Lansing: The Great Lakes Center for Education Research and Practice, 2010. Print.
Spencer, Jill. Ten differentiation Strategies for building Common Core Literacy. 2015. Web.
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