At the start of the school year I used to take the books and cross out half the chapters.
And that was with me only having textbooks for two of the 8-9 subjects that I taught.
It’s not that I don’t believe in textbooks. Well-made textbooks have the benefit of providing linguistically aware, researched, factual, non-politicized and easily accessible information that highlights the core content of the curriculum while offering an interesting way to present it.
However – I feel like regardless of how well they have been written, textbooks will not answer to every student’s needs. No single activity, material, resource, or even teacher can do so.
I have three key issues with books – and none of them have to do with the quality or quantity of content. It’s to do with how books are by design.
First and foremost, books will mostly focus on teaching one thing at a time. The chapter on division focuses on division. The chapter on the Roman Empire focuses on that. Multidisciplinary education is on the rise, but that isn’t reflected in books – and how could it? Ultimately methods such as Phenomenon-Based Learning or Project-Based Learning rely heavily on teachers to adapt to their classroom’s needs. That cannot happen if there is a constant rush to get through the book.
This brings me to the second fundamental issue: textbooks only include superficial differentiation. The textbook writers will not know how little Alex from grade 2F in a school in Helsinki will struggle. And even if they did, what about Siri in grade 2A in Pihtipudas? What textbook makers can be expected to do is to write out some ideas for the teacher to use to differentiate “up or down”, to simplify the matters or add complexity.
And, third: books have no contextual awareness. What they cannot do is adjust to the fact that Minna missed her football practice yesterday and cannot focus, Liam’s older brother got in an accident, it’s Joel’s birthday today and also the principal decided to make an announcement just as you’d gotten everyone to settle down.
As the old saying goes: fire is a good servant, but a bad master.
Lighting the fireplace for warmth or some candles for light is great. You have a purpose. You are in control. Starting a fire in the middle of the room and hoping it gives you both at the same time – not so great.
Using the texts for content and picking out the most suitable activities is great. Giving the children a book and cramming your way through a chapter per lesson.. Well, I’d rather burn that book.
Throughout my special education studies, I will explore different options, share ideas, and happily engage in discussion. Follow along to see where this all leads!
Notebook Half Full 