Common Core State Standards and Gifted Learners
Education standards generally describe what should be known by students and their capability in every subject in every grade. Various states use state Board of Education to decide what standards should be followed by the entire students starting the kindergarten to high school. From 2010, most of the states have adopted similar standards for Mathematics and English. These came to be known Common Core State Standards (CCSS). When students have the same standards they get the opportunity to receive good education, regardless of changing schools or relocating to a different state. Educational experts, teachers, and parents took the responsibility of designing the standards in order to prepare students for success when they are in college as well as the workplace. These state's Department of Education assists schools to ensure that the entire students meets the standards.

The Common Core State Standards (CCSS) have been based…...

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References

Catherine Gewertz (2013) A Common-Core Challenge: Learners With Special Needs. Retrieved April 19, 2013,  http://www.edweek.org/ew/articles/2013/10/30/10cc-intro.h33.html 

Edward Frenkel (2013). "Republicans Should Love Common Core." Wall Street Journal.

Greg Toppo (2012). "Common Core standards drive wedge in education circles." USA Today.

Kathleen Porter-Magee (2013). "The Truth About Common Core." National Review Online.

Green Eggs and Ham by Dr. Seuss is a terrific book for helping young learners develop phonemic awareness and for the teacher to help them decoding and encoding strategies. At the same time, it may be used in conformity with Common Core Standards so that students meet guidelines provided by the State.
As Ouellette and Haley point out, alphabetic knowledge and vocabulary can have a positive impact on phonemic awareness (29). When students better understand the letters of the alphabet and their common pairings, they are more likely to have a sense of how sounds (phenomes) are utilized in words that are spoken. Green Eggs and Ham can be a good tool for providing many different but easy to grasp phenomes that students can differentiate as they hear the sounds and see that pictures that reinforces the ideas that the sounds should convey. Segmenting (analyzing words for their sound components and…...

Teaching Using Common Core State Standards (CCSS)
The establishment of Common Core State Standards (CCSS) is one of the most important components in the field of education that is geared towards enhancing student learning and outcomes. Common Core Standards are essential in enhancing student learning and outcomes since they are a set of objectives for students to accomplish by the conclusion of their school year. However, these standards are not curriculum and do not determine the techniques employed by teachers in the classroom year. Currently, I teach Business Marketing in Grade 9-12 in a school where we utilize Pennsylvania Common Core Standards. My classroom comprises of students from different backgrounds with different learning needs and in different stages in their growth and development. The students are usually very attentive during the lessons and participate in classroom discussions. My students are seemingly interested in pursuing a career in the marketing field as…...

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References

Dintersmith, T. & Wagner, T. (2016, August 18). The Real Failure of Common Core. The Huffington Post. Retrieved November 19, 2017, from

Gill, E. (2013, January 5). What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom. Retrieved from Concordia University – Portland website: https://education.cu-portland.edu/blog/classroom-resources/5-types-of-classroom-teaching-styles/

Kahn. (2017, January 5). 5 Reasons to Study Marketing for Any Career Path. Retrieved from The Wharton School – University of Pennsylvania website: https://www.wharton.upenn.edu/story/5-reasons-study-marketing-career-path/

Pennsylvania Department of Education Standards Aligned System. (2012, April). Academic Standards for Business, Computer and Information Technology. Retrieved November 19, 2017, from http://static.pdesas.org/content/documents/BCIT_standards.pdf

The Teacher’s Academy. (2014, November 14). The Common Core in PA. Retrieved November 19, 2017, from http://www.theteachersacademy.com/blog/the-common-core-in-pa/

https://www.huffingtonpost.com/ted-dintersmith/the-real-failure-of-common-core_b_7997912.html

Grade 1 Math Standards in North Carolina
NCTM vs. Common Core

The most readily apparent distinction between the content and process standards for grade 1 math as outlined by the North Carolina Teachers of Mathematics (NCTM) standards and the North Carolina Common Core state standards is primarily one of scope.

Comparison of Content and Process Standards.

The Common Core state standards are currently much broader in scope, ranging well beyond the a focus on addition and subtraction to include a beginning exploration of geometry and principles and techniques of measurement. Additionally, the Common Core state standards extend performance expectation in the areas of addition and subtraction to addition operations within 100 and subtraction of multiples of 10.

The North Carolina Teachers of Mathematics (NCTM) standards tend to center around addition and subtraction operations, but it also articulates some specific performance expectations for commonly used fractions (1/4, 1/3, and 1/2) and grouping principles (such as…...

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References

Common Core State Standards Initiative. [Webpage]. Retrieved October 19, 2012 from  http://www.corestandards.org/ 

Curriculum and Focal Points. North Carolina Teachers of Mathematics. [Webpage]. Retrieved October 19, 2012 from  http://www.nctm.org/standards/

Common Core will have significant negative and positive impacts on my Social Studies teaching. These impacts can best be seen through a general analysis of Common Core and application of Common Core to a specific Social Studies lesson plan. The goals of Common Core are to align education with the best evidence of college readiness and career readiness, building on each state's best standards and maintaining educational focus on what matters most for readiness, both within the United States and globally. To those ends, Common Core standards are rigorous. Lessons must be focused and coherent, aligned through evidence and research with national and international college and work expectations, building on existing strengths and lessons of current state standards.
The four pillars and advancements provided by Common Core are deliberate emphases on: Reading; riting; Speaking and Listening; and Language. "Reading" balances literature and informational texts with sufficient but not overwhelming text…...

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While these four emphases are deemed considerable advances in education, Common Core standards lack some teaching essentials: they do not indicate how a teacher should teach; all that can/should be taught; the nature of advanced work beyond Common Core; required intervention for students performing significantly below grade level; the full range of support for ESL learners and special needs students; or the full gamut of requirements for college readiness and career readiness. Consequently, in their current state, Common Core standards are insufficient and must be partnered with a content-rich curriculum, robust and ongoing assessments and continual honing of the standards and their applications.

A clear example of the negative and positive impacts is illustrated by a lesson plan about President Lyndon Johnson's 1965 speech about Vietnam at John Hopkins University. The lesson plan calls for students to learn what was plainly stated by President Johnson in the subject speech, draw rational inferences from those statements, demonstrate those skills by writing a concise synopsis and finally paraphrase that summary in the student's own words. The positive advancements of the Common Core standards are all focused and evident: reading, writing, speaking and listening and language are all obviously employed in the lesson plan. Simultaneously, the four advancements are insufficient, in and of themselves. They do not indicate how a Social Studies teacher should teach about the U.S. involvement in the Vietnam war and all the rhetoric surrounding that turmoil; the standards do not indicate all that can/should be taught in Social Studies about that episode of U.S. History; the standards give no guidepost for advanced Social Studies education about that episode; the standards do not assist with interventions required to educate underperforming Social Studies students about the Vietnam episode; the standards do not provide sufficient support for the education of ESL learners and special needs students about that historical episode; and the standards do not adequately indicate the related requirements for college readiness and career readiness.

In sum, Common Core is both positive and negative for my work as a Social Studies teacher. Common Core is positive in that it offers significant clear advancements in Social Studies education through reading, writing, speaking and listening and language, with an eye toward college readiness and career readiness. Simultaneously, Common Core is negative in that it lacks content-rich curriculum, robust and ongoing assessments and continuous honing of the standards and their applications. Clearly, Common Core is a momentous step in the right direction of Social Studies education but must be meaningfully developed to efficiently educate today's Social Studies students.

This will enhance their knowledge and improve the individual's ability to use these ideas in the future. (Pitler, 2007)
Guided Practice

The guided practice is to ensure that all students master these concepts. This will make certain that everyone has a foundation of knowledge in these areas. Once the entire class is at the same point, is when they will use technology to provide greater repetition and practice. (Pitler, 2007)

Independent Practice

The independent practices are offering additional support to students that are most challenged. Those who are having difficulty will use web tutorials and e-learning solutions to provide further instruction / preparation. This will prevent them from falling behind and it is reaching out to the individual using other styles of learning. (Pitler, 2007)

Closure

To close the session, the students will repeat to educators how these concepts work. This will be accomplished by having them take a practice quiz. Inside there will be…...

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References

Common Core State Standards. (2012). Core Standards. Retrieved from: 

Piaget and Vygotsky
Compare and Contrast Piaget and Vygotsky Ideas of math in common core

Numerous educators, parents, and students are not happy with the Common Core curriculum in math. One of the key disagreements against Common Core is that the standards are not developmentally suitable for students that are younger. Two of the most recognized cognitive psychologists, Lev Vygotsky, and Jean Piaget developed theories that spoke to cognitive development and learning among teenagers and children in regards to the common core. Even though there are similarities among the two theories, dissimilarities occur, and those dissimilarities are significant to the application and understanding of the theories in educational backgrounds. This paper will highlight those major differences in mathematics. With that said, this essay will discuss the comparison and contrast of Piaget and Vygotsky ideas of math in common core.

Common Core Standards in Math

The Common Core concentrates on a clear set of math…...

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References

Gelman, R. M. (2010). Young children's numerical competence. Cognitive Development, 21(9), 1-29.

Tyminiski, A. (2010). Teacher lust: reconstructing the construct for mathematics. Journal of Math Teacher Education,, 13, 295-311.

Ylvisa-ker, M. H. (2010, March 31). What are Concrete and Abstract thinking? . Retrieved from  http://www.projectlearnet.org/tutorials/concrete_vs_abstract_thinking.html

No Child Left Behind and Common Core, a set of required standards does not improve but rather limits education for ALL students in state schools (Kober, entner, 2011). The assumption inherent in the system of standardized education is that a one-size-fits-all method of education in which every student is expected to be at the same level. This type of assumption does not reflect the actuality of the situation (Haycock, 2012). Some learners are special education, some have learning disabilities that go undiagnosed, some are English language learners, and some are gifted. Standards can be implemented to improve the quality of education for all students in all levels and types of classrooms -- but they should be more accommodating and reflective of the diverse range of students represented in the classroom. In other words, standards should be available for every type of student and not just in a one-size-fits-all model.
The…...

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References

Haycock, K. (2012). Implementation of Common Core State Standards: Roles for advocates. Retrieved from the Walden Library databases.

Kober, N., & Rentner, D. (2011). States' progress and challenges in implementing

Common Core State Standards. Center on Education Policy. Retrieved from   ric.ed.gov/fulltext/ED514598.pdf+&cd=1&hl=en&ct=clnk&gl=ushttp://webcache.googleusercontent.com/search?q=cache:GOrM4hD4s_AJ:files.e 

Deconstruction of a Standard Abstract
The purpose of this deconstruction of a standard exercise was to unpack a standard, examine it critically and identify the key words to help determine the level of cognitive demand (based on Bloom’s Taxonomy). A review of the standard as a whole was conducted to identify the type of achievement target. The standard selected was the 9th Grade Mathematics Common Core Standard CCSS.MATH.CONTENT.HSS.IC.A.1. The achievement target for the standard was understanding (comprehension) and therefore the lesson targets focused on weighting the different cognitive demands according to the place in the process of understanding at which they occurred. This paper provides a Deconstructing a Standard Table and a Reflection of the process overall—including my reaction to the process, identification of specific professional development that may be needed in my building, and my role as a leader.
Keywords: common core standards, math standards, understanding 9th grade math
Background/introduction to the table
The…...

Education
hat are the differences between the Common Core Standards for grade eight and the New York State standards of mathematics?

Common Core Standards

For one thing, the Common Core Standards offer narrative (rather than bullet points) and go into more specific and in depth instructions through narrative. The Common Core Standards expressly mentions three critical areas out in front: a) formulating and reasoning about "expressions and equations," which includes "modeling an association in bivariate data with a linear equation" -- and that includes being able to solve "linear equations and systems of linear equations"; b) students are asked to "grasp the concept of a function" and to use functions in order to understand "quantitative relationships"; and c) students must be able to apply the Pythagorean Theorem when it comes to being able to analyze two and three dimensional space and figures using "distance, angle, similarity, and congruence" (www.corestandards.org). These directions are provided…...

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Works Cited

Common Core Standards. "Grade 8 -- Introduction / Common Core State Standards Initiative."

Retrieved July 31 from   2011.http://www.corestandards.org/ Math/Content/8/introduction.

IXL -- New York Eighth-Grade Math Standards. "New York: Skills available for New York

Eighth-Grade Math Standards." Retrieved July 31, 2014 from  http://www.ixl.com/standards/new-york/math/grade-8 .

Homeland Security
Two years prior to the devastating and tragic landfall of Hurricane Katrina on the Gulf Coast, President George W. Bush

Issued Presidential Directive 5 (HSPD-5) directing the Secretary of Homeland

Security to: create a comprehensive National Incident Management System (NIMS) to provide a consistent nationwide approach for Federal, State, and local governments to work effectively together to prepare for, respond to, and recover from domestic incidents, regardless of cause, size, or complexity (George W. Bush White House.gov. N.D.P.1).

Later adopted in 2004, the NIMS provided a dedicated strategic initiative to prevent the very chaos and confusion which erupted out of Katrina's fury. Yet, the system proved desultory, unwieldy, and ineffective in its response to the disaster; the vivid portraits of New Orleans citizens trapped in the Superdome "amid a frightening scene of filth, violence and despair" (MSNBC.com. September 3, 2005). Since 2005, efforts have focused on ensuring that NIMS is operational, effective,…...

pre-provided Kirst-Ashman text that focuses on values. There will be a brief two page review of the chapter and what was learned from the same. Alongside the summary of the topics of value and ethnic maters, there will be at least one example given what relates to the ethical or value-based problem presented for the agency that the author is familiar with and how it was solved. While ethics and values may seem to be common sense and easy to decipher to many, there are some layers and variations that must be accounted for and taken seriously.
As noted at the very onset of the chapter in question, the very first chapter of the relevant text covered values and ethics. However, this chapter goes a bit deeper in that it explains how common sense can devolve into confusion if the proper factors and decision points are not taken into account.…...

Instead, spatial reasoning appears to be based on environmental inputs and old-fashioned cognitive development.
Why this should come as such a surprise to some researchers is uncertain. Core knowledge theorists claim that infants almost immediately express certain types of knowledge. But this suggestion assumes two things: one, that it is possible to measure infant cognition at the moment of birth; and two, that infants are incapable of learning before they are born. On the matter of the former point, it seems apparent that logistical and ethical concerns would make it exceedingly difficult, if not outright impossible, to test infant cognition immediately after birth. With regards to the second issue, we already have evidence that infants are capable of basic learning while still in the womb. Though developmentally unfinished, the basic sensory organs that the fetus develops permit it to learn information about its environment. Lecuyer (2006) reminds us that it…...

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References

Dehaene, S., Izard, V., Pica, P., and Spelke, E.S. (2006). Core knowledge of geometry in an Amazonian indigene group. Science, 311, pp. 381-384.

Haith, M.M. (1998). Who put the cog in infant cognition? Infant Behavior and Development, 21(2), pp. 167-179.

Hespos, S.J. And Spelke, E.S. (2004, July 22). Conceptual precursors to language. Nature, 430, pp. 453-456.

Hofsten, C., Feng, Q., and Spelke, E.S. (2000). Object representation and predictive action in infancy. Developmental Science, 3(2), pp. 193-205.

Organizational Theory #2
What core competences give an organization competitive advantage? What are examples of an organization's functional-level strategies?

Core competencies are those capabilities that are critical to a business achieving a competitive advantage in the marketplace. Typically, core competencies can be identified by certain common characteristics -- offering a benefit to the customer, difficult to imitate, uniquely identify the organization and easily leveraged to create many products or operate in many markets (Kern, 2010). The organization that is best able to use its resources to create value is in an ideal position to outperform the competition, thus creating advantage (Jones, 2010). Core competencies tend to change in response to changes in the environment. They are flexible, evolve over time and enable the company to enter apparently different markets with a clear and distinctive brand proposition. Examples of core competencies include manufacturing, research and development, new technology or organizational design and change.…...

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References

Jones, G. (2010). Organizational theory, design, and change (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Terry, L.D., & Hoefer, R.A. (1995). Making politics and power respectable. Public Administration Review, 55(3), 298.

Social capital can have both positive and negative effects, as is evidenced in the benefits of 'teamwork,' of sharing ideas, of using distinct talents of different workers, and also of soliciting input from individuals with different experiences, both cultural and knowledge-based, that can add to the organization's efficiency. An it person, a person of Japanese-American background, and someone who has studied abroad, for example, could all add input to improve a marketing campaign directed to Far East clients.
However, in our diverse society where culture is inexorably bound to one's identity, and personal and cultural identity are often seen as synonymous, it is difficult to 'put aside' one's identity at the door of a friendly, informal American company. The workers' diverse social networks outside the company have created a clash of diverse identities, rather than generated a workplace made strong by diversity. The manager must create a common mission statement…...

Certainly! Here are some essay topic ideas related to Barack Obama:

1. Analyzing the major accomplishments and legacy of Barack Obama as President of the United States.
2. Exploring the challenges and obstacles faced by Obama during his presidency and evaluating his responses.
3. Investigating the impact of Obama's healthcare reform, the Affordable Care Act (ACA), on the American healthcare system.
4. Discussing Obama's approach to foreign policy, focusing on significant events such as the Iran nuclear deal or the Paris Climate Agreement.
5. Examining the Obama administration's efforts to address climate change and promote clean energy.
6. Assessing the economic policies and strategies implemented by....