Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards Proceedings of a Workshop (2018) / Chapter Skim
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4 Models for Developing and Distributing Instructional Materials
4 Models for Developing and Distributing Instructional Materials
Pages 39-58
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From page 39... ...
Jay Diskey provided the viewpoint from the Association of American Publishers, and Jeff Livingston of EdSolutions and Bert Bower of the Teachers' Curriculum Institute described their own experiences in the business of producing and selling instructional materials. According to Mickey, a total of $640 billion was spent on K–12 educa tion in the United States in 2013–2014, with a small fraction of that spent on instructional materials ($8.56 billion in 2016)
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From page 40... ...
Research indicates that the need to adapt the curriculum to better fit particular district requirements or pressures can also influence whether teachers seek supplemental materials, explained participant Darleen Opfer of RAND Education in a follow-up comment. Jay Diskey said his observations support these data.
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. Models for Developing and Distributing Instructional Materials 41
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An analysis of companies who comprise the competitive landscape in science materials in K–12 indicates that traditional publishers dominate, stated Mickey. Often new or open-access resources create materials to address particular issues rather than complete pro grams, she added.
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From page 43... ...
Among the factors that most influence teachers' use of digital content are the recommendations of other educators, the ease with which it can be integrated with other instruction, how much it engages students or facilitates personalized learning, whether it includes assessment, and whether it is provided by the school or district. Finally, Mickey offered several lessons learned from interviews with 31 education leaders at the state and local levels that shed light on how they are thinking about instructional materials in science.
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From page 44... ...
Publisher Perspectives on the Instructional Materials Market Jeff Livingston of EdSolutions provided his views of the instructional materials market based on his years of experience working with a large K–12 curriculum publisher. He emphasized that widespread adoption of instructional materi als requires significant sales and distribution efforts.
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From page 45... ...
Teachers purchase a subscription to access curriculum materials online and can also purchase science kits for their classrooms. This online "ecosystem" also provides teachers with a way to connect and share resources with other science teachers.
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One business model he observed focuses primarily on pro fessional development, offering the materials for free but charging fees for train ing. One function of this professional development, suggested Livingston, is to help teachers improve their teaching skills more generally, such as how to teach a diverse group of students.
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From page 47... ...
Developing a Textbook to Reach Teachers at Scale Joseph Levine of Pearson Education described the instructional program in biol ogy that he and his colleague, Ken Miller, developed. Scientists by training, Levine and Miller began nearly 30 years ago to develop educational materials for high school biology because they found existing materials largely out of date, inac curate, and focused on remembering facts.
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From page 48... ...
Providing annual professional development is also a means for learning what systemic constraints teachers face in changing the way that they teach science, how these constraints are evolving, and how they can be eliminated to facilitate science education consistent with the NGSS. 48 Design, Selection, and Implementation of Instructional Materials for the NGSS
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From page 49... ...
However, teachers face challenges in teaching science at this level, in part, because they are expected to be experts in all subject areas. Therefore, Berson and his colleagues have approached their work as "engineers" developing a solution to a problem, systematically breaking down the barriers to teaching science consistent with the NGSS (e.g., cost or lack of professional development)
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The Carbon TIME curriculum is comprised of six 3-week units addressing ideas in life, earth, and physical science. The curriculum emphasizes 3D learning consistent with the NGSS, and units are part of a broader system that includes curriculum and assessments, professional development, and teacher support networks.
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From page 51... ...
Carbon TIME provides teachers with a toolkit to help them implement in the classroom, but "using it successfully requires classroom discourse that's rigorous and responsive," Anderson said. Teachers participate in 2 years of professional development through in-person and online training, and through intersecting and supported professional networks (e.g., teacher team meetings and research team meetings)
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From page 52... ...
Initiated prior to the release of the NGSS and after the publication of A Framework for K–12 Science Education (hereafter referred to as "the Framework"; National Research Council, 2012) , the partnership focused on the development of a year-long high school biology course, as well as an English Language Arts course.
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They use this knowledge of the diverse ideas that students are Models for Developing and Distributing Instructional Materials 53
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Mutualism also means that decision-making responsibility lies more often with practitioners and community members, and researchers are not engaged in trying to implement their own agenda. Finally, the partnership among researchers, practitioners, and com munity experts is informed by the history and context that characterize school districts and other affected organizations.
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Darleen Opfer of RAND Education presented the results of an ongoing 3-year study of teachers' use of curriculum materials to implement Common Core State Standards (CCSS) in mathematics and English Language Arts (ELA; Opfer et al., 2016)
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From page 56... ...
Teachers also use online materials for instruction with nearly all teachers using Google to locate materials, but also high percentages using Pinterest (86%: elementary; 63%: secondary) , TeachersPayTeachers.com (87%: elementary; 53%: secondary)
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From page 57... ...
"One of the conclusions we've come to is that the reason Louisiana teachers understand and are implementing the standards more so than in other states is because the state has very clearly signaled to them what they should be doing and what they should be using," Opfer stated. However, recommending curricula aligned with standards needs to be paired with aligned assessments and professional development to keep teachers from getting mixed messages about what and how they should be teaching.
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