Recently, I received a question about the appropriateness of the Daily Five to the Common Core. Interesting question….
I think the purpose of the Daily Five is to provide teachers with a curriculum framework that guides them to spend time on a certain set of activities. Many teachers embrace it because it gives them a way to make sure a variety of things take place in their classrooms each day. Teaching is a complex job and frameworks that help simplify choices can be very useful.
Although the Daily Five plan bears a superficial resemblance to what I used in the Chicago Public Schools, it differs from my approach in at least one big way: it focuses on teaching activities rather than on learning outcomes. “Reading to someone” or “listening to someone read” are fine activities, so I don’t oppose them, and yet, there are enough pressures on teachers to submerge themselves in the activities at the expense of the outcomes.
The Daily Five ensures that certain activities are included, but this can be a real distraction from making choices that support student learning. I’d much rather have a teacher, wanting to expand students’ vocabularies, who decides to read a book to them to facilitate this learning, than one who is going to read to the kids and can either seek a purpose for it or not.
There are lots of ways to a goal, and I deeply respect the teacher who has a clear conception of what she is trying to accomplish and the choices that entails. Starting with the activity instead of the outcome, however, allows someone to look like a teacher without having to be one.
That’s a big difference, and I think the common core separates itself from the Daily Five even more. The common core state standards emphasize goals –not activities, and they provide a specific delineation of the specific levels of demand or complexity or quality that has to be evident in performances of these standards. Nothing like that in the Daily Five.
Obviously one could combine the Daily Five and CCSS. “I’ll use the Daily Five to guide my lesson planning and I’ll aim those lessons at the goals specified by the Common Core.” Lessons are always a bit of dance between goals and activities—and, ultimately, it doesn’t really matter where you start out as long as the two are closely and effectively connected in the implementation.
The Daily Five establishes a very low standard for teaching by emphasizing activities over outcomes, and by not specifying quality or difficulty levels for student performances. Teachers can successfully fulfill the Daily Five specifications without necessarily reaching, or even addressing, the standards.
Perhaps, teachers could animate the Daily Five framework with goals and proficiency standards from the common core. I think any of the activities could be stretched or shaped to somehow address the core standards. And, yet, I wonder if it’s worth the extra time this represents. What does it add?