1. By Rachel Rasmussen with Geryl Schwab March 12, 2011

2.  Textbooks and materials should be student centered since it is the student who will be using the book during the learning process  How well does the book aid in student understanding?  Does the book have different strategies for all learning levels?

3.  Curriculum committee  Book piloting procedures – depends on your district’s procedures and policies.  Textbook companies’ policies and procedures. Which books should I pilot?

4.  What is the reading level of the book?  Is the page format reader friendly, short paragraphs?  Attractive layout?  Diagrams/pictures support student interest and learning of key concepts?  Adequate math examples and practice problems?  Review questions for each sections or chapter?

5.  Copy of revised curriculum  What textbook and teaching materials will be needed to support the curriculum and student learning?  Which textbooks and materials/will be piloted?  Who will pilot these materials?  How much time is going to be given to the piloting process?  Due dates set by the school district

6.  Once the decision has been made as to which books to pilot then you are ready to begin the student centered piloting process.  This method works best if you have already narrowed it down to two books.

7.  Discuss with the students the importance of helping to pilot different textbooks.  Each student will be assigned a book number to use while piloting and divide the class into two groups, A/B.  Each student will get a study guide handout for the topic being studied.  At the end of piloting, each student will get a student evaluation form to complete.

8. Group AGroup B  This group will use one of the books to read and answer all the questions for the chapter being studied.  This group will use the second book to read and answer all the questions for the chapter being studied.

9. Book A; chapter 18TopicBook B; chapter 21 A.Solid 1.Define 2.Shape 3. Volume 4. Particle Movement 5. Examples: B. Liquid 1.Define 2.Shape 3. Volume 4. Particle Movement 5. Examples: C. Gas D. Plasma

10.  During the chapter hold class discussions with the students about the books.  Pros and cons as they work with their assigned book.  At the end of the chapter, students will switch books and then use the other book for the next chapter.

11.  At the end of piloting, usually a semester in length, students will complete the Student Evaluation form.  There are three main areas that students will evaluate:  Content and Presentation  Activities/Labs  Supplemental Materials

12.  Reading level is appropriate for students  Chapter organization is student friendly  Writing style is interesting  Diagrams and pictures increase student understanding  Section/chapter review questions are clearly written and make the students think/apply key concepts  Math examples and problems promote math skills

13.  Clearly stated lab objectives  Appropriate safety precautions are included  Easy to follow lab instructions  Insightful questions promote understanding  Lab activity helps teach critical thinking and problem solving skills

14.  Handouts and study guides reinforce learning  Chapter summary and review are helpful to increase understanding  Book’s appendices are a quick reference: glossary, Periodic table, index  Book’s supplements help to develop science skills – concept maps, graphing, safety

15. A simple table helps to compile the data for analysis. Rating:1334Total - Average Question 1I I II I I 2 3 4 5 Etc.

16.  Students will rate the books as to being Poor, Average, Good, or Excellent  Features they liked  Features they did not like  Which book would they recommend and why

17. Liked about the book Didn’t like about the book  I prefer book A because it gives better info.  I am a fan of B, I believe its more “learning friendly”.  They don’t spend a lot of time talking about 1 subject. They get straight to the point and make it very understanding.  The questions are difficult to understand.  I did not like how the book never got my attention or made me interested in it.  Their math was a little hard to understand.

18.  Record comments made during the piloting process  Student evaluation data  Discuss student data with class and curriculum committee  Choose book!

19.  Once a textbook and various materials have been agreed upon how do you organize the delivery of said material?  Be in contact with your district curriculum director  Be in contact with the custodians that will deliver the materials to your classroom  Organize your book order with custodians for smooth delivery

20.  Discuss delivery procedures  Keep a list of the materials that have been order  The custodian should have folders for: himself the head custodian the teacher responsible for the book order

21.  Keep a folder for each book company or subject  List the materials that were ordered and check them off as they arrive  Make a chart of the book title, number of books, teacher’s name, room number, etc.

22. Teacher’s Name SubjectBook Title Number Of Books Room Number RasmussenMeteorolo gy Earth Science 35B201 RasmussenBiology 180B201 SchwabPhysical Science Physical Science 90B212

23. rachel.rasmussen@k12.sd.us  rachel.rasmussen@k12.sd.us or geryl.schwab@k12.sd.us  geryl.schwab@k12.sd.us Thank you for coming!