How to Use This Printout When children read books, they naturally form favorable or unfavorable opinions about what they have read. Encourage children between the ages of 8 and 12 to summarize, quote, and give reasons for recommending a book using by using this form.
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In today's classrooms, textbooks serve as tool and tutor, guidebook and gauge. Teachers throughout the world use texts to guide their instruction, so textbooks greatly influence how content is delivered Association for Supervision and Curriculum Development, Schmidt, McKnight, and Raizen identified textbooks as playing an important role in making the leap from intentions and plans to classroom activities, by making content available, organizing it, and setting out learning tasks in a form designed to be appealing to students.
To make the most effective use of a textbook, however, teachers must decide which textbooks are appropriate for their needs. A teacher needs to determine the extent to which a textbook focuses on and is aligned with a coherent set of significant, age-appropriate student learning goals that the teacher, school, or district has identified as integral to the understanding of and progress in a particular academic subject.
They must also assess how well a textbook's instructional design effectively supports the attainment of those specified learning goals. The only way to gain this information is through careful evaluations of textbooks and other curriculum materials.
Projectthe long-term science education reform initiative of the American Association for the Advancement of Science, began work on a curriculum-materials analysis process in with funding from Book evaluation form National Science Foundation.
Since then, support for an evaluation of textbooks for their match to benchmarks and standards has grown. For example, the National Education Goals Panel has called for "an independent and credible 'consumer reports' review service" to inform educators, policymakers, and the general public about "the degree to which instructional materials are aligned with challenging academic standards.
Earlier this year, Project released the results of an evaluation of middle school--grades 6 through mathematics textbooks using its curriculum-materials analysis procedure. Results from a similar evaluation of middle school science textbooks will be released this fall.
Together, these evaluation reports will be the first components of a K database of curriculum reviews that will be easily available to educators online and in print. While there are other, more abbreviated methods for evaluating curriculum materials, the Project procedure is unique.
It reveals how well a textbook can support teachers in their efforts to help students learn specific ideas and skills, specifically those in nationally accepted standards and benchmarks. A Project textbook evaluation gives busy educators the solid information they need to make informed choices about which textbooks can help their students improve their knowledge and skills in science and mathematics.
Content Analysis The first step in evaluating a textbook is to identify the learning goals with which the textbooks should be aligned. Although the Project curriculum-materials analysis procedure was developed using the learning goals in its own Benchmarks for Science Literacy and the national standards for mathematics and science, subsequent work has indicated that state education frameworks also can be used Kulm, The process can be applied to any K school subject for which well-defined learning goals have been agreed upon.
There are, however, two conditions that the learning goals must meet: The Project procedure is based on the assumption that an in-depth examination of the quality of a material's treatment of a few, carefully selected, learning goals is more revealing than a superficial look at many learning goals.
In the course of developing its analysis procedure, Project did indeed find that by studying a material's treatment of a small set of learning goals the strengths and weaknesses of the material's instructional design and support can be identified.
For example, to conduct its evaluation of middle grades mathematics and science textbooks, Project chose learning goals representing three important mathematical strands--number, geometry, and algebra--and ideas that encompass several important concepts in physical, life, and earth science-- the kinetic molecular theory, the flow of matter and energy in ecosystems, and processes that shape the earth.
Once the learning goals are selected, the analysis of the content begins with making "sightings" in the material -- specific activities, lessons, exercises, and other learning opportunities in the student or teacher material in which the specific benchmarks and standards are addressed.
The judgement on whether the material actually addresses these learning goals is based on two main ideas: Reviewers keep both ideas in mind as they evaluate the material.
They consider whether the activities address the specific substance of a learning goal or if there is only a "topic" match. It is easy for a material to achieve alignment at the topic level--the table of contents of most textbooks reveals that they cover the same topic heading.
However, although there are many different textbooks that cover the same topic--fractions, states of matter, graphing, weather, etc. The distinction between activities that correspond only to the general topic of the content learning goal and activities that actually address its substance, is based on a careful study of the ideas contained in that learning goal.
Reviewers also consider whether the activities are developmentally appropriate. That is, do they reflect the level of sophistication of the learning goal or are the activities targeting a learning goal at an earlier or later grade level.
Classroom teachers and higher education faculty learn Project 's analysis procedure during a three-day workshop. Instructional Analysis Project 's analysis doesn't stop with an examination of content but goes further to evaluate the quality of instructional support for the included content.
The purpose here is to estimate how well each activity addresses the targeted learning goal from the perspective of what is known about student learning and effective teaching.
Rather than looking at the textbook's instructional design as a whole, reviewers must consider whether the instructional strategies that relate to an activity will help students learn the specific concepts and skills contained in the learning goals used in the evaluation. Working with science and mathematics educators and cognitive researchers, Project identified important instructional criteria that represent a set of features that are characteristic of good instructional design.Schmidt, McKnight, and Raizen () identified textbooks as playing an important role in making the leap from intentions and plans to classroom activities, by making content available, organizing it, and setting out learning tasks .
under my supervision in a satisfactory manner. The trainee has successfully performed all tasks in the PTB for the position. textbooks, and balancing the need for thorough evaluation with the need for efficiency. This checklist is based on recent research in second language (L2) instruction and Is the cover of the book appealing?
(1,2,3) 4 3 2 1 0 M O N ii. Is the visual imagery of high aesthetic quality? (1,2,3,14) 4 3 2 1 0 M O N iii. Are the illustrations. textbooks, and balancing the need for thorough evaluation with the need for efficiency.
This checklist is based on recent research in second language (L2) instruction and Is the cover of the book appealing? (1,2,3) 4 3 2 1 0 M O N ii. Is the visual imagery of high aesthetic quality?
(1,2,3,14) 4 3 2 1 0 M O N iii. Are the illustrations. Title: Textbook Evaluation Tool* Author: Jefferson County BOE Last modified by: Jefferson County BOE Created Date: 2/28/ PM .
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