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Economics and the Common Core

Economics and the Common Core. CASET Conference – October 25, 2013 Anthony (Tony) Zambelli Professor Emeritus and Director San Diego Center for Economic Education Cuyamaca College. The Common Core State Standards Initiative. Who’s behind it? What’s it all about? www.corestandards.org.

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Economics and the Common Core

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  1. Economics and the Common Core CASET Conference – October 25, 2013Anthony (Tony) ZambelliProfessor Emeritus and DirectorSan Diego Center for Economic EducationCuyamaca College

  2. The Common Core State Standards Initiative • Who’s behind it? • What’s it all about? • www.corestandards.org

  3. CCSSIMission and Goals • Provide a clear, consistent understanding of what students are expected to learn • Be robust and relevant to the real world • Position US students to compete successfully in the global economy. Adapted from: The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO)

  4. Creating the Standards • International Benchmarking • Feedback and Review • Evidence and Research Based

  5. International Benchmarking • Used standards from high-performing countries and provinces to inform content, structure, rigor, coherence and language.

  6. Feedback and Review • Postsecondary Faculty • K-12 Faculty and staff • State curriculum and assessments experts • Researchers • National organizations

  7. Evidence and Research Based • Scholarly research on vocabulary, speaking, and listening • Surveys on the skills students need to enter college and workforce training • Assessment data on college and career readiness performance

  8. Common Core Adoptions

  9. Question: • The Common Core Standards are about math and ELA. Why are they important to us? • Robust and relevant to the real world • Set expectations for what students should learn, but not how • Focus on learning skills, not content

  10. Question: • The Common Core Standards are about math and ELA. Why are they important to us? • Teachers are struggling to figure out how to teach the Common Core • Provides an opening to integrate economics and financial literacy into math and English classrooms • See: http://www.leginfo.ca.gov/pub/13-14/bill/asm/ab_0151-0200/ab_166_bill_20130311_amended_asm_v98.html

  11. English Language Arts and Literacy in History/Social Studies • Design and Organization • Reading • Writing • Speaking and Listening • Language • Media requirements blended throughout

  12. Reading • Comprehension (Standards 1−9) • Range of reading and level of text complexity (Standard 10, Appx A and B) • Key Advances • Addresses reading and writing across the curriculum • Balances literature and informational texts • Focuses on text complexity and what students read

  13. Writing • Writing types/purposes (Standards 1−3) • Key Advances • Emphasizes argument and informative/explanatory writing • Uses source documents (evidence)

  14. Speaking and Listening • Comprehension and collaboration (Standards 1−3) • Key Advances • Includes formal and informal talk

  15. Language • Knowledge of language (Standards 1−3) • Vocabulary (Standards 4−6) • Key Advances • Acquire general academic and domain-specific words and phrases

  16. Mathematics Standards • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  17. Points of Intersection: ELA/Literacy • Students use informational texts • Students engage in research • Students use academic language and domain specific language

  18. Points of Intersection: Mathematics • Example: The Rule of 72 • Show mathematically in general terms or by using graphs and examples that this rule is correct. • Example: Becoming a Millionaire • Assume that you are 18 years old and drink a latte a day. • Show that under some reasonable set of assumptions that if you give that up and invest the money saved at historical interest rates you will be a millionaire by time you’re 60.

  19. Resources • Council for Economic Education www.councilforeconed.org • econedlink www.econedlink.org/ccss/

  20. Council for Economic Education

  21. Council for Economic Education

  22. econedlink

  23. econedlink

  24. econedlink Lessons

  25. econedlink Interactives

  26. http://sdcee.org

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