Can curriculum and instructional materials be developed to not only support students in building knowledge and skills, but also support educators in honing their practice? Educative curriculum materials help teachers acquire new content and pedagogical knowledge, typically through embedded notes, annotations, and models of practice. The presence of educative features in a curriculum has been shown to improve teachers’ instructional planning and curriculum implementation as well as student learning.
Defining Educative Curriculum MaterialsIn 1996, Ball and Cohen introduced the concept of educative curriculum materials in their seminal paper, which suggested that curriculum resources themselves had the potential to support not only students’ learning but teachers’ learning as well. This idea differentiated educative curriculum materials from those that mainly focus on instruction without developing teachers’ own content and pedagogical knowledge.
For example, teachers using highly educative mathematics curriculum materials are more likely to identify the big ideas in a curricular program while planning collaboratively and are more likely to maintain cognitive demand and elicit student thinking during a lesson (Stein and Kaufman 2010). Research also suggests that teachers who use educative curriculum materials show increases in pedagogical content knowledge and use a greater number of strategies to support student learning (Schuchardt et al. 2017).
In 2005, researchers Elizabeth A. Davis and Joseph S. Kracjik—who was also a Next Generation Science Standards writing team leader—offered five design principles to help guide the development of educative curriculum materials, stating that educative resources should do the following:
All Great Minds® curricula were intentionally and uniquely designed to contain educative elements because we believe in empowering teachers to not only deliver a high-quality curriculum, but also to effectively adapt it to meet the unique needs of the students in their classroom. Unlike a scripted curriculum where content is provided to educators with little to no guidance or rationale, our educative curricula help teachers improve their practice while enabling all students to achieve greatness.
The PhD Science® Teacher Edition is one of the core resources that teachers use to plan for and deliver instruction. Crafted by our team of teacher–writers, the Teacher Edition includes five educative features that support teachers’ own learning and help them achieve flexible, high-quality science instruction for all students.
Each module contains 25 to 30 lessons organized into concepts that help students make sense of an anchor phenomenon. All lesson sets for a given concept have a Prepare section that includes the following information to help teachers get ready for instruction:
Each lesson also contains embedded instructional supports and sidebar notes with additional information for teachers. These notes help teachers deepen their knowledge of science content, pedagogy, and the progression of student learning.
Lessons include sample teacher questions as well as sample student responses. These sample discussions demonstrate for teachers what a classroom discussion might sound like. They are an educative component—not a script—that illustrate a possible trajectory of questions and possible student responses, but teachers are also encouraged to accept accurate responses, reasonable explanations, and equivalent answers for student work even if they differ from the sample.
At the end of each module’s Teacher Edition, appendices provide support for teachers before and during instruction. These resources include the following:
One of the great strengths of PhD Science is its educative nature and its usefulness as point-of-use professional development with these embedded supports. Of course, PhD Science professional learning is available in many forms, including professional development sessions, coaching, implementation services, and a variety of digital resources. Providing teachers with ongoing, curriculum-based professional learning is key to unlocking the potential of high-quality instructional materials.