These standards represent a unified set of expectations across the country of
what academic content knowledge and skills are required for students to be ready for credit - bearing college courses and careers.
Not exact matches
One of the fundamental beliefs of deeper - learning advocates is that these practices — revising work over and over, with frequent critiques; persisting at long - term projects; dealing with the frustrations of hands - on experimentation — develop not just students»
content knowledge and intellectual ability, but their noncognitive capacities as well:
what Camille Farrington would call
academic perseverance and
what others might call grit or resilience.
They can also consult lists of words relevant to important
content areas: for example, in E. D. Hirsch's Cultural Literacy:
What Every American Needs to Know (Vintage Press, 1988) and Robert Marzano's Building Background
Knowledge for
Academic Achievement (ASCD, 2004).