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Curriculum Resource Center, [online database].
New York: Facts on
File.
The Curriculum Resource Center is an excellent online
version of many
of the On File binders published by Facts On File, such as "Maps
On File,"
"Science Experiments On File," etc. Many curriculum labs
have most
of these binders in their reference collection, but the online
resource is much
more accessible.
It is divided into two groups—Grades K-5, and Grades 6-12.
Grades K-5 Contents: Maps and Flags, Timelines, Science
Diagrams,
Science Projects, and Printable Job Profiles from Facts on File's
popular
"Career Ideas for Kids" series.
Grades 6-12 Contents: Maps (geographic, historical and
statistical), Science Diagrams, Science Experiments, Historical Images,
Historical Timelines, and other handouts including explanations of
major events in world history, concepts and ideas of US
government.
The database is simple to use, using Adobe Acrobat Reader you can
print out
some highly readable diagrams, pictures, and timelines. Several
different kinds
of maps can be printed, with and without labels. In addition, the
Career Ideas
section has activities that could be used as the basis for lessons or
activities.
They plan to update it only twice a year, so it will not be useful
for keeping
up with breaking events.
Curriculum Resource Center is a new resource, it would be
hard to say
how useful it is in practice, but it's a well organized,
user-friendly resource
for quick handouts for teachers. It would supplement but not be a
replacement
for the Kraus Curriculum Development Library.
Pages: N/A Price: varies by
institution size ISBN: N/A
Reviewed by Sheila Kirven, New Jersey City University & Lorna Lueck,
University of California, Santa Barbara
Kallick, Bena & Wilson, James M. III, editors (2001)
Information
Technology for Schools: Creating Practical Knowledge to Improve Student
Performance. San Francisco: Jossey-Bass.
The subtitle of this book is the more accurate description of its
goal.
"Creating Practical Knowledge to Improve Student Performance" is the
real aim and
technology is only the means. The editors set the stage by discussing
the
Feedback Spiral, a model that encourages educators to see change as a
process
that requires data gathering, analysis, reflection and repeated
modifications of
implementation strategies. The two next sections move to a case study
approach,
discussing common district challenges: planning for technology, and
finding ways
to use existing information to improve instruction. This is followed by
Costas
and Bobowick's presentation of their technology self assessment
process.
The book then moves to the classroom discussing class level
implementation
of technology in both general and specific terms. Like all edited
collections
there are strengths and weaknesses here. Two chapters are particularly
strong.
Sherry King's "Tracking Data on Student Achievement; Questions and
Lessons"
details her efforts to bring the disjoint data gathered in her school
district
together into a useable basis for both district wide and individual
change. The final chapter by editors Kallick and Wilson is an excellent
overview of the issues discussed and techniques needed to meet the
challenges of
utilizing technology to improve education.
Timeliness can be a significant issue with books about technology.
Many of
the interventions discussed are no longer cutting edge. The Feedback
Spiral was
first introduced by the editors in 1994. Hildebrandt Klais' chapter on
"Teaching
Computer Searching Skills," which advocates the use of the phone book
as a
database model, may be outdated due to the growing use of cell phones
and pagers by the high school age population, since her project in the
mid
1990's. Still the volume offers valuable food for thought for those
looking at
technology planning issues.
Pages: 121 Price:
$20 ISBN:
0-7879-5522-1
Reviewed by Kate Corby, Michigan State University
Lawyer-Brook, Dianna & McVey Vicki (2000).
Shifting Focus: A Handbook for ITV Educators.
Lanham, MD: Scarecrow
Press.
Two way interactive television (ITV) is not the latest "hot"
technology, but it is accessible for many schools at all levels.
Lawyer-Brook and McVey draw on personal experience and other published
accounts to discuss equipment, lesson planning, instructional
techniques, even the dress and demeanor of the instructor. Their
emphasis is on illustrating how active learning and community building
can happen in an ITV setting. As a person who has never used the
technology I was encouraged at first by the authors' willingness to
admit that it was both complex and demanding, requiring training and
practice to use effectively. As the book progressed, and more and more
do's and don'ts were added to the list, I began to feel overwhelmed by
the number of issues that must be considered.
Part of the reason for this is the rather choppy format. In order
to highlight crucial points and make them easy to find, the authors
pepper the text with icons highlighting glossary words, important
points, cautions and such. These features and the fairly frequent use
of text boxes break up the flow of the writing. They also mean that no
one topic is explored in much detail. I was particularly disappointed
with the lack of depth in the examples, which tend to focus on how
students responded to a lesson rather than how the lesson was planned.
For me, the final chapter was the saving grace. It is a series of
summaries of the preceding chapters, pulling all the concepts
together, making the whole process seem more manageable.
Pages: 147
Price: $27.95
ISBN: 0-8108-3756-0
Reviewed by Kate Corby, Michigan State University
Wormeli, Rick (2001)
Meet Me in the Middle: Becoming an Accomplished Middle-Level
Teacher.
Portland, Maine: Stenhouse
Publishers.
In the introduction to Meet Me in the Middle, Rick Wormeli
tells the reader to "take the pieces from this book that seem most
useful to you now and leave the rest for another day." That is sound
advice considering that each chapter Wormeli writes could be an entire
book of its own. Meet Me in the Middle is a book written by a
teacher for teachers. Wormeli inspires readers to be the best teachers
they can be, to challenge themselves as much as they challenge their
students, and to use "what's effective, not just what's comfortable or
familiar."
Wormeli has published many articles in Middle Ground
(National Middle
School Association) and Crucial Link (Virginia Middle School
Association). Some of these articles formed the basis for chapters in
the book. The book is divided into 3 equal parts: Creating a Culture
of Learning, Higher Student Achievement, and Extending our Professional
Practices. Throughout these sections Wormeli presents ideas that have
become staples of middle school philosophy, including active learning,
games, differentiated instruction, block scheduling, writing in the
content areas, team teaching, and outdoor education.
Chapter one begins with a look inside the teacher. What is the
teacher's motivation for teaching? What does the teacher learn from
his or her students? What attitudes do we reveal as we teach? Chapter
two presents methods the teacher can use to motivate young adolescents.
Wormeli begins with a series of questions to ask oneself to determine
whether or not one's current methods are motivating. He describes
simple things a teacher can do to help motivate students, including
being interested in the students, creating a safe classroom
environment, using stories and suspense, playing games, cooperative
learning, showing enthusiasm, communicating clear goals, meeting the
students' learning needs, and providing frequent feedback.
Chapter three provides an overview of Bloom's taxonomy and
highlights from the last 10 years of brain research. Wormeli provides
several pages of ways to use reasoning and logic in the classroom to
develop critical thinking. Chapters four and five stress the
importance of active rather than passive learning. Wormeli presents
many ideas that can be adapted to any subject. (These ideas could even
be used successfully at faculty meetings!)
Part two focuses on student achievement. In chapter six, Wormeli
points out that state standards for education do not have to restrict
teaching and create "cookie cutter" students. Rather, in order to meet
the standards, teachers should put the students first, keep up with
current research, collaborate with their colleagues, and give frequent
feedback to the students. Chapter seven discusses ways in which the
teacher can provide differentiated instruction to meet the needs of the
students. It is important to provide a range of assignments and to
match the challenge to the student. Wormeli outlines a sample plan
demonstrating how to provide differentiation.
Chapter eight emphasizes that clear goals at the beginning of a
unit of study is the first step in effective assessment. A variety of
formats of grading are examined. Chapter nine advocates longer class
periods for all subjects, even though that means the classes meet fewer
times per week. Chapter ten outlines ways to include writing through
all the content areas. Writing helps students learn the content and
learn to express themselves. Many pages of writing activities are
presented, most of which can be adapted to any subject area.
In part three, Wormeli takes us beyond the isolated classroom.
Chapter 11 shows how team teaching can build positive relationships
between teachers, students and parents. Interdisciplinary units help
students see relationships between what might otherwise be disjointed
topics. Teacher advisory programs are examined in chapter 12.
Teachers meet with small groups of students daily or weekly to
encourage communication and to build relationships. During this time,
students might work on service projects or take time to reflect.
Chapter 13 provides an overview of outdoor education, showing ways that
teachers can integrate learning across the curriculum through one day
or weeklong adventures.
Chapter 14 describes the roles of new teachers and veteran teachers
in the mentoring process. Chapter 15 discusses ways teachers can reach
out to parents, including ideas for using technology to improve
communication. In Chapter 16, Wormeli presents the idea of teachers
becoming certified by the National Board of Certification, a voluntary
process in which teachers evaluate other teachers. Wormeli believes
that teachers who make the effort to become certified find themselves
shifting from teacher-centered classrooms to student-centered
classrooms, and from teaching subjects in isolation to teaching
interdisciplinary units. This is a step that mid-career teachers could
take in order to renew and stretch themselves.
The final chapter, entitled "The Truth about Middle School
Students," describes a permanent fixture in Wormeli's classroom called
the "graffiti wall." Within certain parameters, students are allowed
to write whatever they want on a butcher paper-covered wall. Wormeli
includes throughout this chapter some of what his students have written
on this wall. Their words are profound, revealing active minds.
Wormeli asks that teachers begin to challenge the stereotypes of
adolescents as presented in the media.
While there are no photographs and few diagrams, Meet Me in the
Middle is a quick and interesting read. Scattered throughout the
book in the margins are quotes from real middle schoolers about their
learning experiences. The 11-page index provides quick access to the
many topics presented in the book. The five-page bibliography lists
books and articles written mostly in the 1990s, with a few 2000 titles
and a few older titles from the 1970s and 1980s. Included are web
sites full of teacher resources or author and association information.
Of special interest is the 22-page appendix of ready- to-use (or adapt)
lesson ideas.
Meet Me in the Middle will appeal to all middle level
teachers, serving both as an introduction to middle school education
for novice teachers and as a tool to reinvigorate mid-career and
veteran teachers. Upper elementary and high school teachers could also
use many of the ideas presented, as the core ideas include putting the
student first and building positive relationships.
Pages: 243
Price: $28
ISBN: 1-57110-328-7
Reviewed by Kathy M. Irwin, University of Michigan, Dearborn
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