by that point in my career, i had selected materials for other content areas, but i had been the only teacher making the choices, and the process was simple: pick the text i like most, and submit it to the district. the first option was not surprising: it was the newer version of what we were currently using, and we were ecstatic about the resources that would be at our fingertips. every page was filled with great photos, graphics, and icons, along with thoughtfully formatted text on glossy pages; technology supports were integrated throughout; accompanying video clips were provided; lab books and student worksheets were coordinated with the student text; and a tall stack of fancy color transparencies (yes, this was a few years ago) were at our disposal. in addition, the teacher’s guide was a separate volume with little except text to support instruction. because my district had a process and criteria that allowed us to focus on what mattered most while giving us the autonomy to make a wise decision, we were able to select the materials that would help us improve our instruction.
additionally, because we came to this realization through the process rather than having it imposed on us, we owned the implementation of the materials and used it as an opportunity to advance instruction in our classrooms. you want materials that will make your classroom one in which students develop and use all three dimensions of the standards to make sense of phenomena and design solutions to problems. because this is likely the most significant science-specific expenditure your district will make, it’s worth devoting the time and resources needed to select materials in a thoughtful, strategic way. this article was featured in the february issue of next gen navigator, a monthly e-newsletter from nsta delivering information, insights, resources, and professional learning opportunities for science educators by science educators on the next generation science standards and three-dimensional instruction. visit nsta’s ngss@nsta hub for hundreds of vetted classroom resources, professional learning opportunities, publications, ebooks and more; connect with your teacher colleagues on the ngss listservs (members can sign up here); and join us for discussions around ngss at an upcoming conference.
the process of selecting quality materials includes determining the degree to which they are consistent with the goals, principles, and criteria developed in selecting instructional materials provides a rigorously field-tested procedure to help education decisionmakers evaluate and choose materials for the science develop a selection process that brings teachers together to build a common understanding of what good materials are, and use carefully selected, guidelines in selecting instructional materials pdf, what are the principles in selecting instructional materials, criteria for evaluating instructional materials, criteria for evaluating instructional materials, effective instructional materials.
instructional materials provide the basis for what learners will experience and learn. they hold the power to either engage or demotivate learners. therefore, instructional materials must be carefully planned, selected, organized, refined, and used. instructional materials are the content or information conveyed within a course. these include the lectures, readings, textbooks, multimedia components, when asked whether they had a formal set of cri- teria that they used when selecting supplemental materials, most teachers responded that classroom needs drove how do teachers make informed decisions about selecting quality instructional materials that support positive outcomes for students?, instructional materials must be, how to prepare instructional materials in teaching, problems in selecting instructional materials, the role of instructional materials in teaching and learning. what are the things to be considered in selecting instructional materials in teaching? what is the importance of selecting your instructional materials?
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