Forty states and the District of Columbia have adopted the Common Core State Standards to date.
The terms "standards" and "curriculum" are often—and erroneously—used as synonyms for one another.
Standards define what children should know and be able to do at the end of each grade.
A curriculum specifically describes what children need to learn to meet those standards.
The terms "standards" and "curriculum" are often—and erroneously—used as synonyms for one another.
Standards define what children should know and be able to do at the end of each grade.
A curriculum specifically describes what children need to learn to meet those standards.
The Common Core State Standards leaves curriculum decisions to the states, but the message is clear and unambiguous: there must be a curriculum and not just any curriculum will do. Successful implementation of the new standards depends on a coherent, specific and content-rich curriculum.
The Core Knowledge Sequence is just such a curriculum.
Source : Core Knowledge
Les standards (indicateurs des
savoirs à atteindre en fin de classe) ne sont pas des curriculums (ou
programmes).
Quarante Etats, ainsi que le District de Columbia, ont
adopté à ce jour les Standards d’Etat
communs fondamentaux (Common Core
State Standards).
Les termes « standards » (savoirs attendus en fin
de classe) et « programmes » (curriculum)
sont souvent – et de manière abusive – utilisés comme synonymes l’un pour l’autre.
Les standards
définissent ce que les enfants devraient savoir et être capables de faire à la
fin de chaque classe.
Un curriculum
décrit précisément ce que les enfants ont à apprendre pour atteindre ces
standards.
Les Common Core State Standards laissent les décisions en
matière de curriculum aux Etats, mais le message est clair et non équivoque :
il doit y avoir un curriculum (programme) et ce n’est pas n’importe quel
programme d’enseignement qui fera l’affaire. Une mise en place couronnée de
succès des nouveaux standards dépend d’un curriculum cohérent, précis et riche
en contenus.
La séquence Core Knowledge
constitue justement un tel curriculum.
Les programmes 2008 pour le primaire ne sont pas en fait de vrais programmes, des curriculums, mais des standards.Now Comes the Hard Part
by E. D. Hirsch, Jr.September 27th, 2010
Over the summer, 37 states agreed to adopt a single set of K-12
standards in English Language Arts to define the competencies needed for
citizenship, productivity, and fairness. It’s a long overdue reform.
But now comes the hard part – figuring out exactly the new standards
mean for the day-to-day work of teaching and learning in U.S.
classrooms. It is one thing to insist, as the new standards do, that
history and science be taught alongside literature during the many hours
spent on literacy in elementary school. But the ultimate
effectiveness of this new effort will turn on another key provision of
the new standards – the requirement that literature, science, history
and other topics be dealt with coherently from earliest grades, at first
in oral form, and that they be integrated with the whole of the K-12
curriculum.
Any discussion of the new Common Core State Standards must begin with
a clear understanding of what the standards do and do not say. It has
been contended that schools in the adopting states will all be teaching
exactly the same things at the same time. Wrong. The content that
teachers teach and children learn is “curriculum.” Standards and
curriculum are not the same thing. The Common Core Standards do not
guarantee a uniformity of educational experience any more than auto
safety standards force Americans to drive a single kind of car, or
building codes make every house look the same. The Common Core
standards describe the desired outcome only, not precisely what must be
taught and how to achieve it. This distinction between standards and
curriculum is no mere pedantry. It’s not lack of standards but of a
coherent and content-rich K-8 curriculum that has created our chronic
education crisis. Curriculum dilution, especially in Kindergarten
through fifth grade, has depressed student knowledge levels, caused
verbal skills to decline, and perpetuated a competency gap between
demographic groups. If the new standards are carried out well with
coherent and substantive curricula, this new reform will begin to
reverse the decline.
Whole text on Core Knowledge Blog :
Aucun commentaire:
Enregistrer un commentaire
Aidez-moi à améliorer l'article par vos remarques, critiques, suggestions... Merci beaucoup.