Page 116 - Powerful Social Studies for Elementary Students 4th Edition

88 Powerful Social Studies for Elementary Students
FIGURE 4.2 Textbook Assessment
CIRCLE YOUR RESPONSES
Goal-Oriented Approach
Yes No Yes No Yes No
Content Selection
Yes No Yes No Yes No
Coverage
Yes No Yes No Yes No
Skills
Yes No
Yes No Yes No
Are the goals clearly spelled out?
Do they represent understanding, appreciation, and life application? Do they focus on the big ideas?
Is the content adequate?
Where appropriate, are multiple perspectives provided to alleviate bias? Does the content connect to important social education goals?
Does the sequence of ideas or events make sense?
Are relationships between the big ideas apparent?
Are prior knowledge and/or experience issues recognized?
Is what is promised as front matter in the teacher’s guide delivered in the student text?
Are the skills linked to the knowledge content?
Is a range of skills included (i.e., map and globe skills, information gath- ering, report writing, critical thinking, decision making, value analysis?)
Teacher-Student Relationships and Classroom Discourse
Yes No Yes No Yes No
Activities and Assignments
Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No
Assessment and Evaluation
Yes No Yes No Yes No Yes No
Yes No
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Are there planned discussions of key ideas?
Would the plans yield sustained, critical and reflective dialogue? Are there opportunities for student-student discourse?
Are the activities and assignments goal oriented?
Are they at the appropriate level of difficulty?
Do they focus on concepts, generalizations, and applications? Do they tie in to current events?
Do they apply to life outside of school?
Are they properly scaffolded?
Are the suggested learning processes well suited to the content? Are integration activities clearly social studies driven?
Are the activities and assignments cost effective?
Do assessment items and activities clearly reflect the social education goals?
Do they focus on major social studies understandings instead of trite facts?
Do they incorporate skills meshed with the content?
Is there an absence of memorization and regurgitation of miscellaneous facts?
Do the assessment and evaluation measures, as a whole, reflect the big picture of the unit?
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