We, as educators across the U.S., are spending precious time this summer reflecting upon the Common Core State Standards (CCSS) and our professional practices. Some of us are just now dipping our toes into this new thinking and others are comfortable wading out a bit further into the water. A number of educators are fully swimming in this transition, some even lifeguarding the waters as they guide others along the currents. And some are feeling completely submerged in the transition, struggling to come up for air.
The largest wave to surf within these waters is the way in which we analyze and tackle these standards. Our initial approach to teaching to these new standards should be less about content and more about the skills and strategies, attitudes, and Habits of Mind required of our students when they approach new information; especially if we intend to meet the needs of the whole child. In order to be intentional with keeping our students engaged and challenged, as well as ensuring they are healthy, safe, and supported, we must look more deeply within the CCSS.
To familiarize ourselves with these new standards, our gut instinct may be to jump straight into the standards of our particular grade level. But I encourage taking a step back. Instead, begin with the standards for mathematical practices and capacities of literate individuals. The standards for mathematical practices involve precesses and proficiencies valued within mathematics education that stretch our students to
