I don't have a good feeling about this. Will science actually get new materials (textbooks, on-line texts, resources) or will we be the step child and end up with some half-baked on-line resource again? Based on what you said below that seems a real possibility.
Since the money comes from the district's Instructional Material Allotment, does that mean the district can decide how to spend the money. For instance, could the district spend all the money on the math materials and say the heck with science?
On 3/09/13, muinteoir wrote: > On 3/09/13, AW to muinteoir wrote: >> Heard anything? > > > Yeah. Proclamation 2014 is calling for K-12 textbooks for > science, K-8 for math, and Teach Apps K - 12. AP science books > are not included, > > Samples should be at TEA and the ESCs in May. Samples must be > electronic. Print samples are optional and can be worked > out between districts and publishers. > > Review panels meet in June. > > To be approved (not conforming anymore) a resource must meet > 50% of the TEKS. However, every district has to certify 100% > coverage of the TEKS. If a district adopts product that > covers only 50% of the TEKS, they are required to certify > that it has other products to cover the remaining 50%. > Districts can combine adopted and purchased products to meet > the 100% requirement - like cscope or district created > materials. > > Everything will be paid for from the district's Instructional > Material Allotment, and pricing for resources has changed, > Publishers have a lot more flexibility now, so there will be > all sorts of pricing options. > > It's going to be very different. We are looking at re-doing > our local procedures now
> > I don't have a good feeling about th...See MoreOn 3/11/13, AW wrote: > Our science textbook is from 2002. Math in the meantime already > adopted a new textbook, resources, etc. Now they are up for > another adoption?
Yep. The math TEKS were revised, again. The revisions are pretty significant too, from what I understand.
> > I don't have a good feeling about this. Will science actually > get new materials (textbooks, on-line texts, resources) or will > we be the step child and end up with some half-baked on-line > resource again? Based on what you said below that seems a real > possibility.
The plus side of all textbook $$$ going directly to districts, is that districts now have a LOT of r]freedom and flexibility when it comes to purchasing instructional materials. Local control becomes truly local.
I was able to get supplemental adoption materials for 5 - HS in the supplemental adoption. I was also able to materials for K-4, even though that was not part of the adoption. The local control of the IMA gave me that opportunity.
Our Social Studies teachers have been able to get new resources even though they aren't up for an official adoption for a while.
If science is a step child when it comes to resources in your district, then you and your peers need to band together and present a good case for the new materials. It shouldn't be hard, it's pretty obvious. In my mind, anyway :)
> > > Since the money comes from the district's Instructional Material > Allotment, does that mean the district can decide how to spend > the money. For instance, could the district spend all the money > on the math materials and say the heck with science?
Every district has to create their own policies and procedures for use of the IMA. No district can say the heck with anything. Each superintendent has to certify that the district has instructional materials to cover 100% of the TEKS in each subject.
I will say that we have had sufficient funding in the IMA for anything we have needed. So no one content area has had any advantage over another.
1. students with significant cognitive gaps gets "cookbook" type labs.
2. as students build skills, or for students who come with some degree of skill already get the same lab, but have to create t heir own data tables, or procedure
3. students that have strong skills get the same lab - same question or problem but are only given the question an list of materials. They have to develop a procedure, way of recording data, etc on their own.
You can always adjust the type of conclusions to labs too. Direct questions, short answers, essays....
Differentiating for specific students require me to know what the child needs - is he below grade level in reading, an ELL with academic vocabulary issues, and so on.
A couple of ideas:
1. start with tthe activity I have linked below.
I know it says middle school, but I think you can use it for your standard.
---use as is; do not include extra questions
---take out data charts; have students create their own (that's gonna be tough); do not use extra questions
---take out data charts; have students create their own; include extra questions
I googled "natural selection lesson plan" and found quite a few that you could use using this type of modification. Unfortunately, I can't but the links in this message. The web owner is trying to keep out spam.
The help is appreciated! nfmOn 3/11/13, muinteoir wrote: > In general, I found differentiating labs to be easiest to do by > adjusting the processes and practices in the lab. > > 1. students with significant cognitive gaps gets "cookbook" type > labs. > > 2. as students build skills, or for students who come with some > degree of skill already get the ...See MoreOn 3/11/13, muinteoir wrote: > In general, I found differentiating labs to be easiest to do by > adjusting the processes and practices in the lab. > > 1. students with significant cognitive gaps gets "cookbook" type > labs. > > 2. as students build skills, or for students who come with some > degree of skill already get the same lab, but have to create t heir > own data tables, or procedure > > 3. students that have strong skills get the same lab - same > question or problem but are only given the question an list of > materials. They have to develop a procedure, way of recording > data, etc on their own. > > You can always adjust the type of conclusions to labs too. Direct > questions, short answers, essays.... > > Differentiating for specific students require me to know what the > child needs - is he below grade level in reading, an ELL with > academic vocabulary issues, and so on. > > > > A couple of ideas: > > 1. start with tthe activity I have linked below. > > > I know it says middle school, but I think you can use it for your > standard. > > ---use as is; do not include extra questions > > ---take out data charts; have students create their own (that's > gonna be tough); do not use extra questions > > ---take out data charts; have students create their own; include > extra questions > > > I googled "natural selection lesson plan" and found quite a few that > you could use using this type of modification. Unfortunately, I > can't but the links in this message. The web owner is trying to > keep out spam. > > > Does this help
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The OP asked if how much textbooks were used in designing lessons, not the overall value of texts in general. I took that to mean following the plans, lessons, labs, activities that are described or listed in the books. I think there are much better resources for science teachers than textbook materials.
About the responses
I don't think anyone has said that "all textbooks s*ck"
There have been comments about the quality of textbooks. Some [admittedly older] research by AAAS shows some significant problems with the accuracy in texts.
And the age of texts has been called into question. In Texas for example, elementary science texts were last adopted in the late 90s, and secondary texts were adopted in 2002. Our standards have changed since then, and at K-8, the changes were substantial. This has resulted in teachers with instructional materials that are not at all aligned with what we are supposed to teach. So yeah, our texts are pretty much useless at this point.
No one has said that that "real teachers" don't use textbooks or that "really good teachers" spend hours and hours to reinvent wheels, and create entertaining "multimedia stage shows." To even imply that anyone made that point is disingenuous and the sarcasm and hyperbole in those posts is ludicrous.
However, the responses raise an interesting question.
What is the role of textbooks in K-12 science instruction? Or, if not textbooks, other reading materials? I am a firm believer that critical reading of scientific/technical text and writing are necessary in science instruction in order to
1) learn the science.
2) develop the skills needed to successful in any number of endeavors outside of my classroom.
This does take quality reading materials. Fortunately, these are very easy to find (without "staying up half the night to do so") with a quick Google search. And once you have a few favorite sites to go to, it's even easier
This Science Education site provides materials for kindergarten through college level students, including specialized sections for different age groups. Read more at the link below, in Teachers.Net Gazette.
If textbooks are almost all but worthless for students in k- 12, then why do colleges require students to purchase textbooks? And many times, more than one text...
My child is a 2011 graduate of a major, tier one research university. Majored in a science. Bought very few texts. Most professors put materials online or sent selected readings to a print shop for purchase. Particularly in the science courses, textbooks were not used as often as in the past.
I think much textbook use at colleges and universities is about money. Profs write the book, make money. Two years later come out with another edition, make more money. I suspect, but have no proof, of kickbacks for requiring certain books. That's the cynic in me.
On 4/06/13, just curious wrote: > If textbooks are almost all but worthless for students in k- > 12, then why do colleges require students to purchase > textbooks? And many times, more than one text...
It's often important, too, to explain the obvious (or what we think is obvious). Just as an example, it amazes me how many students don't realize that the blue or green boxes that say Formula or Theorem or Definition or whatnot indicate material that they need to MEMORIZE. Some kids really don't pick up on that until the teacher points it out, and points it out again.
On 4/06/13, just curious wrote: > If textbooks are almost all but worthless for students in k- > 12, then why do colleges require students to purchase > textbooks? And many times, more than one text...
I'm comfortable with them. I don't think they are perfect, but I do think they are pretty good. The writing committee obviously spent time looking at feedback from the public. I can see the changes suggested by the review team from Texas,and we aren't even a partner state.
There will be lots of resources and support for these standards.
I have no issues with this except that I can only do so much in 45 minutes. What about the other 18 hours of a day the kid is not parented, not given home support and no engaged in their learning potential????? Sorry to be negative, but that is the increasing reality in many areas of our country. On 4/14/13, what new evaluation instrument? wrote: > You mentioned this: > > > > "For us in the trenches it will be a nightmare- as > > is the new evaluation instruments that tie kid's > performance on standardized tests to our ranking and > possibly pay." > > > > Would you please explain. I have not heard this discussed > at our school. Is the ranking for the district? Will > teachers now get paid differently? >
I don't have a good feeling about this. Will science actually get new materials (textbooks, on-line texts, resources) or will we be the step child and end up with some half-baked on-line resource aga...See More