Designing Educative Curriculum Materials to Promote Teacher Learning Author(s): Elizabeth A. Davis and Joseph S. Krajcik Source: Educational Researcher, Vol. 34, No. 3 (Apr., 2005), pp. 3-14
This article was a refreshing change of pace, in that the focus was on teacher learning rather than student learning. I support the three heuristics proposed by the authors that materials created should add new information to the teachers’ repertoires, help teachers make connections between new and existing ideas, and apply knowledge to new situations. I also respect the authors’ point that no matter the content of curricular materials, teachers have many responsibilities and finding time to read the material is a challenge.
I connected my own experiences most to Heuristic 3 -- Supporting Teachers in Anticipating, Understanding, and Dealing with Student’ Ideas About Science. I have been teaching AP Calculus for 10 years with measured success. Last year 40 out of 46 students scored a perfect 5 on the AP Calculus Exam. Upon reflection, I realized that over time I have not just deepened my understanding of Calculus concepts, but more importantly, my comprehension of what it is that my students do not understand has deepened. This realization has improved my instruction because I approach each topic with possible student misconceptions in mind. After years of asking questions and listening to the questions that my students ask, I can anticipate the errors in their thinking that are likely to occur. If I had had access to educative curriculum materials that highlighted these areas for concern and typical misconceptions when I first began teaching Calculus, it would have hastened my own education along with my students. I see great value in materials which inform teachers not only of content, but the rationale for modes of delivery as well.