Overcoming Textbook Fatigue
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Our esteemed guest, and author of the ASCD published title "Overcoming Textbook Fatigue", ReLeah Lent, shares ways in which over-reliance on textbooks as a sole-source of curriculum instruction can unintentionally create a barrier between our students and 21st Century effectiveness. Ms. Lent discuss actionable strategies for navigating this barrier while engaging our students more effectively.
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Overcoming Textbook Fatigue
- 10. TEXTBOOK FATIGUE
- 11. The Big Question – How? 1. Create Instructional PLCs (and encourage use) of professional judgment 2. Emphasize student engagement (teacher engagement follows) 3. Build a culture of literacy within disciplines (reading, writing, speaking, listening)
- 18. Additional Readings “First Case Bubonic Plague in 2011 Appears in New Mexico” from Time: Heath and Family “The Black Death of 1348 to 1350” from The History Learning Site “All bites are off – Fleas did spread plague” from the Worcester News “Bubonic Plague Case: Fleas Almost Kill 7-Year old” from WebPro News “The Church’s Involvement in Bubonic Plague” from a high school project “Bubonic Plague” from About.com: Rare Diseases “Bubonic Plague traced to Ancient Egypt” from National Geographic News “Boccaccio: The onset of the Black Death” a primary document from Fordham University 1/29/2015 Literacy Learning Communities 18
- 21. http://www.cdc.gov/flu/weekly/ 1/29/2015 Literacy Learning Communities 21
- 22. Final Project
- 23. 1/29/2015 23
- 28. The Big Question – How? 1. Create Instructional PLCs (and encourage use of professional judgment 2. Emphasize student engagement (teacher engagement follows) 3. Build a culture of literacy within disciplines (reading, writing, speaking, listening)
- 29. Engagement is the Key To Common Core and 21st Century learning
- 34. The Big Question – How? 1. Create Instructional PLCs (and encourage use of professional judgment 2. Emphasize student engagement (teacher engagement follows) 3. Build a culture of literacy within disciplines (reading, writing, speaking, listening)
- 35. How to Create a Culture of Disciplinary Literacy Do students read something in every class every day? Do students write something every class every day? Do students ask more questions than they answer?Do students listen to text being read aloud in every discipline? Do students collaborate to deepen understanding and solve problems? Do students find, evaluate and apply new information?
- 53. Thank You
Editor's Notes
- Bio, books
- Bio, books
- Common Core and 21st Century Skills Require Major Shifts. Picture of ‘New Paradigm Ahead’
- Shifts for Teachers (picture of teacher): Facilitate more than ‘teach’ Scaffold rigorous learning Model literacy within disciplines Create lessons around problem solving/investigation/inquiry Focus on higher-order skills Utilize a wide variety of texts Integrate technology in teaching
- Shifts for students (picture of students in group discussion) Move toward independence Develop strong content knowledge Read and write within disciplines Solve complex problems Work collaboratively Use evidence to think critically Infuse technology in all learning
- Common Core Arrow Picture – Common Core is about helping kids learn to read, write, speak, think, and apply what they’ve already learned using a wide variety of texts
- Picture – Tablet Textbook - The textbook should be one resource among many
- What is Textbook Fatigue? (Picture of a kid asleep with a textbook on his face) Large volume of information covered superficially Inconsiderate writing Insufficient vocabulary explanation for conceptual understanding Stale information One size fits all approach Fideltity to textbook and table of contents instead of to deep learning
- Dangers of Textbook Fatigue Creates barriers to CCSS/21st Century Learning Contributes to aliteracy (what is that?) Discourages wide reading from multiple sources Promotes disengagement and Passive learning rather than inquiry-based exploration
- How do you overcome textbook fatigue Create Instructional PLCs (& encourage the use of professional judgement Emphasize student engagement (teacher engagement follows Build a culture of literacy within disciplines (reading ,writing, speaking, listening)
- Does anyone know what this is? Students in a biology class were tasked with free-writing for a brief amount of time on what they know about fleas. They were asked how they know about it. Alright, now do some research to find something that other people might not know about fleas. Write your findings as a brief article for fleaology magazine. They then got into groups to discuss items they found about the flea, and then present it to others.
- Free Write Picture What do you know about Fleas? How do you know this?
- Group Study Picture again Research: Find out something about fleas that you don’t think your peers know – write your findings as a brief article for Fleaology Magazine and cite your source (but make sure it is credible)
- What they found were excellent credible sources from the open web like PBS’ Secrets of the Dead on the Mystery of the Black Death
- Lets take a look using Gale’s Student Resources in Context [click] As you can see here, we have done a search on the Bubonic Plague [click] Gale’s resources separate the content out by type Users can view [click] video content [Click] audio content [click] academic journals for higher level or study [click] or by sorting by content level, you can show content at lower reading levels to differentiate based on the needs of all students
- With regards to that last selection of text, I wanted to call out some of the built in tools for differentiated instruction. For example [click] all articles are denoted by a content indicator that denotes whether an article is at a beginner, intermediate, or advanced level. In addition to this, the content can be searched by this level as well as lexile level. In addition to this [click] every article can be read aloud within the product, or downloaded as an MP3 and listened to on a device. [click] all articles can be translated into 11 different languages to meet the language needs of all of our students And [click] our newest feature called ‘highlights and notes’ allows users to annotate within the article for critical study and application, or simply for furthering their research beyond the simple reading of the text. Or if you’re an educator [click] there are built in curriculum standards (including CCSS) and additional resources (including lesson plans) that assist with the use of Gale resources as a primary component to classroom instruction
- Student Groups Picture again What did you learn from your articles? Write the best sentence in the article. Why did you choose it? What did the writer include that could have been left out? What more did the writer need to include? How would you revise the article? (organization, introduction, etc.) Illustrate a fact in your article to present to the class
- Create Relevance – How is the Plague connected to things today
- Final Project – Picture – Healthcare Professional Create a class wiki/website on the Black Plague Interview a health care professional about new illnesses. Write up the interview and exchange in class. Do research on H1N1, Ebola (other ‘newsworthy’ illness) and create a brochure for the health department Invent a new disease and write about its characteristics Write an essay where you persuade the class that a certain illness is most dangerous to our future Read a book of fiction and create a project
- Non-fiction reading
- One of the coolest aspects of all of this is the fact that all of these areas are all of a sudden intertwined. This is interdisciplinary in nature.
- Junk food example in a flipped classroom – anecdote from a customer in Tennessee
- Again, 21st Centry Learning is about helping kids learn to read, write, speak, think, and apply what they’ve learned using all types of texts
- How do you overcome textbook fatigue Create Instructional PLCs (& encourage the use of professional judgement Emphasize student engagement (teacher engagement follows Build a culture of literacy within disciplines (reading ,writing, speaking, listening)
- “Reading engagement connects to achievement more strongly than to home environment or student’s family background. Low engagement is a precursor to dropping out of school. “
- Engagement results in Student investent in learning and Perseverance in the face of challenges
- How do you overcome textbook fatigue Create Instructional PLCs (& encourage the use of professional judgement Emphasize student engagement (teacher engagement follows Build a culture of literacy within disciplines (reading ,writing, speaking, listening)
- Asheville, NC Middle School Inquiry Project
- Problem: How Will we survive without fossil fuels? Problem Statement: What is the best renewable source for the future?
- Inventory of Knowledge – What do we know? Brainstorming Carouseling Free writing Small group discussions/share with class What do we know? What are fossil fuels? Why are they not renewable? What are renewable resources? Will they work? Which one is most feasible for the future?
- New Learning Teacher: Youtube videos, website articles in small groups, textbook Students: Choose one renewable resource to research
- Explain why renewable resources you chose will most likely replace fossil fuels in the future?
- This is an interdisciplinary project Science: Provides focus on problem and new knowledge; led research activities ELA and Social Studies: Provide books and articles related to topic; help students write paper Technology: provides websites of industry and environmental groups to determine legitimacy of each Math: Provides assistance in creating scale drawing or model of alternative source
- Teacher’s Reflection How will we improive this project for the next group of students? Did students learn what we wanted them to learn? How do we know? Students’ Reflection What did we learn? What will we do with what we learned? What more do we want to know?
- Textbook fatigue is a 20th Century problem
- “Today’s Graduates need to be critical thinkers, problem solvers, and effective communicators.”
- At this time, we would like to open our lines to questions for ReLeah or for myself.
- The Gale products that you’ve seen today are a part of the In Context suite of products including Student Resources in Context, Opposing Viewpoints in Context, Biography In Context, History in Context, and Science in Context
- In Addition to the aforementioned In Context databases, Gale is pleased to offer our online classroom portal product, Classroom In Context, which aligns our In Context products to State and national curriculum standards in a customizable and interactive interface. For more information, please contact your local sales rep.
- And Finally, ReLeah’s Book, Overcoming Textbook Fatigue, as a part of a collection of ASCD eBooks that are offered on Gale’s eBook platform, GVRL. In addition to a large collection of titles offered by ASCD, you can also find professional development resources from ISTE and Corwin. Again, contact your sales rep for more information.
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