The problem is this: For the most part, our methods for making materials educative is simply to provide more and more information. To help teachers anticipate student thinking, we supply sample student work.
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To give teachers a model of how a discussion might play out, we script questions and sample student dialogue. To help teachers discern the intended takeaways from each activity, we provide the rationale for the activities and the reasons they are sequenced as they are. I understand the purpose of providing it. Davis and Krajcik laid out five high-level guidelines for creating educative curriculum materials, and the first four have to do with providing the kinds of information described above.
Why do we think materials that tell teachers what to do step by step will be educative? There are other issues with overspecification, too. In our eagerness to use educative curriculum materials to support teacher learning, I think we have lost sight of the fact that implementation is, in a sense, a second act of curriculum design. So what can we do better? If educative materials need to provide so much information, and providing that information tends to lead to overspecification, which in turn limits the development of pedagogical design capacity ….
Are we stuck? In a curriculum delivered in print, perhaps.
In a curriculum delivered digitally, perhaps not. Several research teams have identified ways in which a digital medium could ease this tension between providing needed information and overspecifying. For example:. Ball, D. Reform by the book: What is — or might be — the role of curriculum materials in teacher learning and instructional reform?
Educational Researcher, 25 9 , 6—8, Choppin, J.
Trends in the design, development, and use of digital curriculum materials. Davis, E. Designing educative curriculum materials to promote teacher learning. Educational Researcher , 34 3 , 3— Herbel-Eisenmann, B.
Journal for Research in Mathematics Education , 38 4 , — Hoyles, C. Cornerstone Mathematics: Designing digital technology for teacher adaptation and scaling. Remillard, J. Gueudet, B.
Citations per year
Trouche Eds. Springer Netherlands.
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'Lived resources' book — Educmath
Does this product have an incorrect or missing image? Send us a new image. Is this product missing categories? Add more categories. Review This Product. Welcome to Loot. Checkout Your Cart Price. Description Details Customer Reviews What kinds of curriculum materials do mathematics teachers select and use, and how? This question is complex, in a period of deep evolutions of teaching resources, with the proficiency of online resources in particular.
How do teachers learn from these materials, and in which ways do they tailor them for their use and pupil learning?
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Teachers collect resources, select, transform, share, implement, and revise them.
Related From Text to Lived Resources: Mathematics Curriculum Materials and Teacher Development
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