Look at the graph below.
Prices may not be accurate. Gathered from http://www3.cde.ca.gov/impricelist/implsearch.aspx on 3/23/17. Please don’t sue me! 😉
Our Class Question (pick 1):
1. How bad does an instructional material have to be to be good enough for a school district to adopt it, but bad enough that teachers want it replaced within 4 years?
2. How much money does each company make on a new adoption?
3. What are the benefits for each company to publish a high quality instructional material that can be used for an extended period of time?
What do you notice? What do you wonder? What do you need to know to solve this problem?
- Prices are based on materials for 1 student
- Prices are based on 3rd grade materials
- Prices are based on CA edition
- Williams vs California (2004) legally requires each student to have access to instructional materials, meaning each student must have 1 set.
Show your work. Explain your conclusion using words & pictures.
We think that a lesson means one learning experience for the students.
I’m not asking, I’m stating. We may say we don’t believe that, but nearly all of the lessons I have taught & observed have students engaging in a single learning experience.
Two of the most memorable lessons I’ve seen sent the students to work in small spurts – no longer than 10 minutes at a time – and then brought the class back together multiple times. This happened 2 or 3 times in a lesson. Breaking up the lesson like this seemed to allow students to practice a discrete skill so that when it came time to conceptualize the big idea, they had schema which allowed them to make connections faster.
What are your thoughts? Have you taught a lesson recently where you broke it into a few mini-lessons? Is there a name for this type of lesson? Can I name it the “Broken Lesson” because it is broken up into multiple parts?
In a science lesson, the teacher began by showing a video and connecting to prior learning. Continue reading