Selecting Instructional Materials A Guide for K-12 Science (1999) / Chapter Skim
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4 Guide to Selecting Instructional Materials
4 Guide to Selecting Instructional Materials
Pages 39-94
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From page 41... ...
The process used to select those materials is critical to providing students and teachers with a solid foundation for achievement and successful teaching. This guide is designed to help school personnel review and select science instructional materials.
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From page 42... ...
is in place that is base(1 on stan(lar(ls anti (1escribes a scope anti sequence for student learning. It also is assume(1 that the selection process involves (recisions about which instructional materials are most likely to help students achieve the learning goals given in the framework.
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From page 43... ...
The final products include a review team summary report and recommendations to the decisionmaking body. Provision is made for consideration of the costs of the materials and reviewer opinions about the need for teacher professional development.
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In order to make a rough estimate of the time that will be required to do the review, use the following gui(leline taken from fieldtest experience: three hours per reviewer (use a minimum of two reviewers) to carry out a review using three stan(lar(ls on one piece of instructional material that is designed to support about eight weeks of the school curriculum.
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From page 45... ...
Use their advice to compile a broad account of local science education efforts, including a history of STEP ] : A FACILITATOR PLANS THE REVIEW recent professional development in science, sources of current funding, and projects and programs in science teaching and learning that are under way or planned.
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From page 46... ...
This information is usually provided along with the overall scores to school administrators. Professional development in how to interpret and apply the test-item analysis information is useful for principals and teachers, who are then better prepared to provide information on student achievement.
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Selection criteria should include science content knowledge, demonstrated knowledge of effective teaching practices, and depth of knowledge of science standards. Individuals who have participated in professional development in science wail have a common base of experience.
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Sometimes members of the review and selection team are political appointees, a situation helpful in gaining eventual approval of the instructional materials recommen(le(l. Adequate training will be even more important in (leveloping a common un(lerstan(ling of the task anti a common background knowledge about science program goals, if the members of your team have an uneven knowle(lge about science education stan(lar(ls, effective instruction, anti local policies.
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From page 49... ...
Another source of mi(l(lle school science review information is the Ohio Systemic Initiative (Ohio Systemic Initiative, 19981. If there is community-wide agreement on the success of some elements of the current science program (e.g., high student achievement anti teacher satisfaction)
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From page 51... ...
They should not only discuss the data collected about the effectiveness of the current science education program but also (leci(le on strategies to remedy shortcomings and reinforce strengths. Reviewers should also become familiar with local policies governing the curriculum selection process and reach consensus on any choices that may be open to them about how to proceed.
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From page 52... ...
Materials do not teach by themselves; so reviewers will need to judge how successfully local teachers wall be in using the materials to help students meetlearning goals. Reviewers should base their judgments on the explicit guidance and support the materials provide for the teacher the teacher's gui(le, lab manual, (Erections for each lesson, overall format and organization as well as on the availability of professional development.
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From page 53... ...
Form 5 records information from the reviewers on which components offered by the publisher they STE P 2: TRAI N I NG REVI EWE RS believe are necessary and the professional development needed to support the use of the materials. (See Figure for an overview of the review process.)
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From page 54... ...
, i I ~' = Task for reviewers Am = Task for facilitator Collate all the review data for each material Draft a ranking of materials for each grade-level and subject (Use Form 71 Review the content (Use Form 21 1 Review the instructional design (Use Form 3) 1 1 ~ J i Give the material a summary rating (Use Form 41 ~ _ _ 1 1 1 1 i i i i , Consider professional development , needs and which components to buy ' (Use Form 5)
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From page 55... ...
Without it, the first review will become the training experience. For the mock review, choose a sample of high-quality instructional materials of sufficient complexity to simulate actual review challenges.
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From page 57... ...
Their review of the student learning criteria should then be carried out for the sections in which their assigned content is found. A conference among all the reviewers is likely to be nee(le(1 to a(l(lress overall concerns, such as identification of any gaps, recommen(le(1 components, anti likely needs for professional development.
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Revisit the purpose and steps of GU~3E TO SELECTING INSTRUCTIONAL MATERIALS
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Then gather all reviews for one piece of instructional material and record the results on the Review Team Summary (Form 61. Staple all Form 5s to the back of Form 6.
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From page 60... ...
~1 · · · 1 1. ~ 1 nls organizing en cl preliminary ranking will help the launch of "Step 4: Selecting Materials." If you have too little time or too few reviewers to handle the number of materials that need to be reviewed, you may need to review the instructional materials by sampling.
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From page 61... ...
The standards that describe in detail what middle grade students should understand and be able to do are then the standards applicable to instructional materials under consideration for use for sixth grade life science or integrated science classes. When looking at unfamiliar instructional materials, it is not always obvious what standards they address.
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From page 62... ...
Topics not found in the standards have SELECTING INSTRUCTIONAL MATERIALS
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From page 63... ...
When you address professional development, be as specific as possible and apply your knowle(lge of the level of science background and teaching skills of the "average" teacher. Since you have studied the materials very carefully with student learning in mind, your advice will provi(le important guidance for those who plan professional development.
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From page 65... ...
Finally, another decision-making body, such as a school board, win usually make the final decision about which materials wall be purchased. The recommendations developed through the selection process need to make a strong case, citing evidence to support the validity of the process used while focusing on the role of instructional materials in supporting student learning goals.
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From page 66... ...
4. Professional development requirements.
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Consider professional development likely to be needed to implement each set of materials, as noted in reviewers' comments on Form 5. Make tentative selections of instructional materials for each subject and grade on Form 7.
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From page 68... ...
Now you have the product of the entire processrecommended instructional materials chosen for their carefully assessed ability to meet student learning goals. Of course, professional development and ongoing materials management are essential for successful implementation.
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From page 69... ...
For more information on planning and implementing a science program, see Designing Mathematics or Science Curriculum Programs: A Guide for Using Mathematics and Science Education Standards (NRC, 1999a) and Designs for Science Literacy (AAAS, forthcoming a)
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From page 70... ...
Review how your district and state will gather data on student achievement with the new materials. The coor(lination of the implementation of new instructional materials with any new assessment plans, the content of professional development, and knowledge of the political climate will enhance success of the science program (I)
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From page 71... ...
If a (leman(1 for evidence of student improvement is ma(le in the first year or two, be prepared for student achievement data to be disappointing. Changes in education practice are multidimensional and require numerous changes, such as new teaching approaches anti new kinds of materials.
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From page 73... ...
Forms ~ through ~ referred to in the preceding section are provided here. Each reviewer will need Forms 1-5 for each instructional material and mutiple copies of Forms 2 and 3.
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From page 75... ...
Title of Instructional Materials: Name of Reviewer: Use this sheet to recorc] the stanc~arc~s you are using to review the instructional materials, anc]
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Title of Instructional Materials: Name of Reviewer: Use a separate set of Forms 2, 3, anc] 4 for each stanc~arc]
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2.2 Is the content scientifically accurate arc! significant?
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Title of Instructional Materials: Name of Reviewer: StancIarc! # from Form 1 3.1 Do the materials actively engage the students to promote their unJerstancling of the subject matter of the stanclarcl?
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From page 80... ...
3.2 Will the students develop a depth of unclerstancling of the content of the stanclarcl through use of the materials? Consult the definition c~evelope c]
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From page 81... ...
references. Be sure to consider whether this material can help all students achieve the stanc~arc]
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3.4 Do the materials provide informal and formal assessments for both the teacher and student to evaluate progress in achieving the stanclarcl? Provide specific evidence, examples, explanations, anc]
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From page 83... ...
Title of Instructional Materials: Name of Reviewer: StancIarc! # from Form 7 Use this sheet to provide your summary rating on how well the materials uncover review will help all students achieve the stanc~arc]
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From page 85... ...
on Form 1. How much and what kind of professional development is likely to be needed by the teachers in order to use these materials effectively?
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From page 86... ...
Most materials are made up of several components (e.g., teacher's manual, materials kit, unit tests, videos, software, enrichment materials)
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From page 87... ...
4. To facilitate the selection process, complete a separate team summary for each unit or set of materials reviewac]
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From page 89... ...
Gracle Level ancl Sub Sect: (e.g., thirc] grace physical scienceJ 1 2 3 4 5 6 7 8 9 10 11
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From page 91... ...
Make a combined list of all the components mentioned by reviewers on Form 5 (e.g., teacher's manual, materials kit, unit tests, videos, software, enrichment materials)
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From page 92... ...
For example, the reuse of a "science kit" implies a refurbishment system that may require new staff and space. Decisions about how to equip a classroom can depend on such teaching practices as cooperative learning or team teaching.
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From page 93... ...
This is an estimate of the cost per stucIent per year of implementing this set of instructional material. For more information on buying, refurbishing, and managing science instructional materials, contact the Association of Science Materials Centers listed in "Contact Information." D E F G H K F< - n A A O F3 A ~ ~ a)
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