Taking Stock of Science Standards Implementation Proceedings of a Virtual Summit (2022) / Chapter Skim
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7 Curriculum and Instructional Materials
7 Curriculum and Instructional Materials
Pages 55-64
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From page 55... ...
The majority of materials used in science classrooms are commercially published textbooks, which include supplementary materials such as worksheets and laboratory handouts. Classrooms may also use materials that are developed by states, counties, districts, and dioceses; resources from free or subscription-based websites; commercially published kits and online courses (see Table 7-1)
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From page 56... ...
With this and other previous work in mind, this session of the workshop was designed to talk about the current state of curriculum and instructional materials implementation and opportunities moving forward, as well as to identify tools and resources needed to advance a more just, equitable, and inclusive learning experience. Shaw moderated the session by asking questions of the six panelists:
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From page 57... ...
Rumage added that it is critical to consider "who is and who is not written into our instructional materials" and "whose contributions, whose histories, whose ways of knowing" are being privileged. She said that this goes beyond diverse pictorial representation and into whether materials intentionally create space to study localized and relevant phenomena, or problems that foster students' interests, identity, culture, and agency.
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From page 58... ...
Teachers are expected to become experts on multiple topics, she said, including virtual and hybrid teaching, culturally responsive education, various models and frameworks, and designing classroom materials. This is "too much," said Kastel; providing high-quality materials, along with professional learning, can free teachers up to focus on their students.
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From page 59... ...
Rumage shared an example of a school in Oregon that was using instructional materials that were not reflective of their student population, nor coherent across multiple years and subjects. The students who were particularly impacted by this situation, she said, were those with disabilities and students of color.
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From page 60... ...
Part of the challenge, said Martin, is in facilitating autonomy, mastery, and purpose for teachers; the teaching profession has been systematically deprofessionalized over the past several decades, and "reprofessionalization" is critical to the realization of the NGSS and the Framework. INSTRUCTIONAL MATERIAL REVIEW PROCESS How does the comprehensive instructional material review process support the continuum of instructional materials development, se lection, adoption, and implementation?
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From page 61... ...
To build capacity for wider-spread adoption of new materials, said Kastel, they are reaching past early adopters to build broader excitement and interest, and to help schools understand how the materials can support current state standards and exams. Formal Review In Oregon, said Rumage, the Department of Education conducts a formalized review of standards and instructional materials every seven years.
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From page 62... ...
She noted that complex socioscientific issues, such as energy use or freshwater access, have to be locally adapted in order to be meaningful; facilitating local adaptation of science curriculum is "really more representative of how real science and real engineering work." DISCUSSION After the guided panel discussion, Shaw relayed questions from workshop participants to the panelists. Where should the field go next, and where are the opportunities ahead?
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From page 63... ...
Although many great ideas have been discussed at this workshop, implementation of these ideas won't happen "unless we actually convince people that don't come to webinars like this that science education actually has value." Epler concurred that communication is critical and said that communication about science education and standards with parents, families, communities, and local board of education members needs improvement. What is the role of professional development in the review of high quality instructional materials?
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From page 64... ...
Epler said that there is a need for a mindset shift in teacher preparation around preservice teachers as developers of curriculum versus skillful users of HQIM. Preservice teachers are "not curriculum developers, nor should we expect them to be." Martin agreed and said that both preservice teachers and preservice teacher educators could benefit from opportunities to "adopt the student hat." Adopting the perspective of a student can allow educators to better understand how to accomplish the engagement with phenomena, desired outcomes, and performance expectations, he said.
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