posted by:
|
Mack McCary
on August 30, 1999
at 9:52AM
|
subject:
|
materials review, implementation barriers
|
> 1) TWO-WEEK ELECTRONIC FORUM ON MIDDLE-SCHOOL > SCIENCE CURRICULUM > > 1. YOUR REVIEWS: What instructional materials have > you used for middle > school science? What is your take on their strengths > and weaknesses?
Several years ago, we became involved with the GLOBE project as part of a Goals 2000 regional collaboration. We found GLOBE after looking for science materials which would give students the opportunity of applying math and science skills & concepts in a real world setting. GLOBE trains teachers in scientific protocols for collecting environmental data, which students then post to the Internet. We have used it from elementary thru high school. At middle school students are involved in monitoring weather and water quality. It has been enthusiastically received by many of our middls school science teachers, and seems to have really helped students learn to apply data analysis and statistics to scientific data. It has also helped develop a very strong & committed cadre of teacher leaders, who also provide district leadership in science through the science council.
> 4. BARRIERS: What are the primary barriers to > implementing such a > curriculum (teacher certification/training, > facilities, materials)? >
Tho we have not yet implemented middle school science curriculum (on tap for this coming year), we have been implemented an inquiry based math reform series, Connected Math. The major lesson we learned in this 7 year project is that it isn't the materials, but the culture of teacher reflection on inquiry which makes all the difference in the world. We found that teachers honestly thought they were implementing the curriculum when they used the materials, even tho observation confirmed that most of them accidentally turned high level challenges into traditional teacher-directed instruction. We used a consultant to model how to reflect on lessons using inquiry as a framework. This gradually led to a commitment to regular weekly meetings among the middle school math department which focused on using teacher journals, videotaped lessons and collaborative reflection. We have had tremendous results..over 80% of 7th graders at or above grade level, in a district with 50% poverty. Gains at 6 & 8 are impressive but not as strong, but have been achieved despite large teacher turnover. The process has also built extremely strong teacher-leaders who take the responsibility for training new teachers as will as continuing the culture of reflection on inquiry.
|
|