posted by:
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Joni Falk
on August 29, 1999
at 0:25AM
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subject:
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From: Rick Vanosdall,Mesa Public Schools
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From: Rick Vanosdall, MSI Science Specialist (LSC), Mesa Public Schools Roger Spratt, Science Specialist, Mesa Public Schools
What instructional materials have you used for middle school science?
Mesa Public Schools currently uses a combination of district developed, BSCS Middle School Science & Technology, Science Plus, Science Interactions, and Castle Electricity Kits from PASCO Scientific [Units 1 & 2 in 7th grade, and Units 3 & 4 in 8th grade].
Strengths
This approach provides classroom teachers at each of our 12 junior high schools with the opportunity to customize the district wide curriculum to fit the needs of their specific student population within parameters. This results in improved teacher interest because they have control over purchasing equipment and materials to best meet their local needs. The teacher can purchase the things of science rather than the books of science, and students can learn how to do science rather than only learn about science.
Weaknesses
There is no "real" way to check to verify that the curriculum is delivered as designed other than some end of course district testing.
In considering a new initiative for curriculum development, what do teachers and admin want/need in instructional materials to provide high quality science education to their students? Anytime change is involved, those involved need the freedom to make mistakes. Some of these mistakes involve decisions to purchase specific kits or other curricular materials. In order to minimize the impact of these mistakes a communication network between schools is needed. When a school tries a new kit, or piece of curricular material, their evaluation may provide valuable insight for other schools. The positive side of the local control method is that mistakes are smaller, and usually have a lesser negative impact on the schools ability to help students learn.
Teachers need to see and experience what good science teaching looks like, and feels like.
Teachers may require content background support.
Teachers must be risk takers, or a least some of them must willing to receive and give staff development opportunities.
Should new curricula materials for middle school be in the earth, life, physical science, or multidisciplinary or interdisciplinary?
The curricula materials should support an intra-disciplinary plan in science, and spiral. That is to say, the curriculum should continually cycle through the principle concepts, and progress to higher and higher levels of thinking. Modular to year long Modular, to make sure the intra-disciplinary component is supported and continued. Integrated across subject domains Yes. Tests to match activities like high school Yes. Would you rec. social/societal context, historical context, or traditional We incorporate both the social/societal context, and the historical context.
What are the primary barriers to implementing such a curriculum (teacher certification/training, in-service, pre-service, facilities, and materials)? The teachers are trusted to make decisions. Therefore, many of them may need some training in making the types of team decisions at the school site.
In Arizona, teachers are certified for elementary (K-8) or content (grades 7-12). Therefore, we have a number of teachers in grades 7 and 8 working together that have different certification/training. This diversity of teacher backgrounds in middle school may require some sensitivity and support. Elementary teachers are traditionally trained to focus on the student and provide an interdisciplinary approach, while the secondary teacher training focuses mainly on content. Many secondary teachers need models for intra/inter-disciplinary teaching.
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