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Overcoming textbook fatigue means reaching within and beyond the textbook to access all sorts of 21st century tools, the same ones that students will be using in college, careers, and daily life.
ReLeah Cossett Lent
Textbook fatigue is a malaise that negatively affects teachers and students. It is the result of scripted programs and step-by-step teachers manuals that dismiss the individualization of schools, teachers, and students. Because textbooks provide a one-way distillation of information aimed at a broad, generic population, they offer little to engage or pique the interest of the 30 individuals in a classroom.
In this example-packed book, ReLeah Cossett Lent shows how educators can reclaim the curriculum by shifting the textbook from sole source to resource. She also gives advice on using Common Core State Standards throughout the school and in the classroom. Teachers, coaches, curriculum coordinators, and administrators will discover proven techniques that will revitalize teaching and learning in every content area:
*Discipline-specific writing activities that extend and deepen lessons.
*Strategies for using content-specific materials that encourage students to read to learn.
*Effective vocabulary strategies that work throughout the curriculum.
*Methods to tap into and build background knowledge.
*Fun activities that use relevant life skills to involve and engage students in learning.
Lent highlights what s to be gained from loosening the grip on textbooks and provides practical guidance on how to accomplish that goal, using real-life examples from schools that have made the change. Overcoming Textbook Fatigue is brimming with ideas to restore the joy of teaching and learning and, in the process, boost student achievement.
- Sales Rank: #536796 in Books
- Brand: Brand: Association for Supervision Curriculum Development
- Published on: 2012-11-16
- Original language: English
- Number of items: 1
- Dimensions: 8.90" h x .50" w x 6.00" l, .65 pounds
- Binding: Paperback
- 202 pages
- Used Book in Good Condition
From the Inside Flap
Overcoming textbook fatigue means reaching within and beyond the textbook to access all sorts of 21st century tools, the same ones that students will be using in college, careers, and daily life.
ReLeah Cossett Lent
Textbook fatigue is a malaise that negatively affects teachers and students. It is the result of scripted programs and step-by-step teachers' manuals that dismiss the individualization of schools, teachers, and students. Because textbooks provide a one-way distillation of information aimed at a broad, generic population, they offer little to engage or pique the interest of the 30 individuals in a classroom.
In this example-packed book, ReLeah Cossett Lent shows how educators can reclaim the curriculum by shifting the textbook from sole source to resource. She also gives advice on using Common Core State Standards throughout the school and in the classroom. Teachers, coaches, curriculum coordinators, and administrators will discover proven techniques that will revitalize teaching and learning in every content area:
*Discipline-specific writing activities that extend and deepen lessons.
*Strategies for using content-specific materials that encourage students to "read to learn."
*Effective vocabulary strategies that work throughout the curriculum.
*Methods to tap into and build background knowledge.
*Fun activities that use relevant life skills to involve and engage students in learning.
Lent highlights what's to be gained from loosening the grip on textbooks and provides practical guidance on how to accomplish that goal, using real-life examples from schools that have made the change. Overcoming Textbook Fatigue is brimming with ideas to restore the joy of teaching and learning and, in the process, boost student achievement.
About the Author
Lent is a 20-year teaching veteran, an award-winning author, and an experienced international consultant specializing in literacy and communities of practice.
Most helpful customer reviews
2 of 3 people found the following review helpful.
Good summary of what using textbooks in school should entail
By J.M. Jaco
Our staff read this as required by the administration. It generated some good discussions, and prompted many of us to reconsider our classroom practices involving textbooks. If you teach, it's worth reading. If you're a parent of a school-age child, it's also worth a look.
0 of 0 people found the following review helpful.
Four Stars
By Amazon Customer
Read it for a class and enjoyed it! Great reading strategies!
5 of 9 people found the following review helpful.
A Fuzzy Critique of Teaching Methods, Not Textbooks
By John Richard Schrock
"Overcoming Textbook Fatigue; 21st Century Tools to Revitalize Teaching and Learning" by ReLeah Cossett Lent, ASCD, 2012. 202 pages.
From the title, a reader might expect a researched discussion on why using printed textbooks presents learning problems for students, perhaps from a physiological "reading fatigue" or from some new perceptual shortfall of reading print on paper just discovered by psychologists. And digital enthusiasts may be looking for justification for their fanaticism with technology. Both readers will be disappointed.
In science, you know you are working with solid research when all terms are carefully defined. This book never provides any functional definition of textbook fatigue beyond a general "weariness with the entire business of using textbooks and programs as curriculum guides...." Thus the book is more about canned curricula than about any sensory problems inherent in the textbook format. For readers who do want solid science about the physiology of reading text, they should consult Gordon Legge's "Psychophysics of Reading in Normal and Low Vision" or any of the research by Charles Bigelow at RIT.
In science, the references cited provide an excellent gauge of the rigor and level of discussion, and this book relies more heavily on newspaper reports and educationist books that espouse various general educational philosophies. There is virtually no synthesis of actual primary research. This makes the book a "perspective essay" and not a synthesis of research, which is not unusual for ASCD publications.
There are observations in the book that correctly align with teacher experiences. The first chapter titled "Learning: It's all about Engagement" uncritically picks snippets from current literature. This next generation M named for media multitaskers just swallows the propaganda from the digital promoters that students deal well with multiple stimuli, when research clearly shows that multitasking dramatically erodes their performance across all of the tasks. The author muddles any definition of engagement by using Guthrie's model for engagement in reading, then alluding to control and choice, social interaction, self-efficacy, interest, and why it is not entertainment. This resembles the many blind men examining the engagement elephant--but engagement is never really defined in any scientific way. I can only provide one simple rule in assessing such educational constructs: if the graph or chart does not have units marked in numbers, it is not science.
I was hopeful that Chapter 2 on "Background Knowledge: the Glue that Makes Learning Stick" would provide some useful application of students' experiences to the meaningfulness of what they read, but there is absolutely no understanding of semantics, the relationship between direct experiences and the meanings ascribed to words. The only way to expand most student experience is to go outside of the classroom, and this chapter stays in the classroom trying to build "meaningfulness" on relationships between words, a house-of-cards that becomes ever more fragile as more and more student time is spent staring at the little device in their hands and ignoring the real world around them. It is here that we also come to realize that this book is not anti-textbook but merely wants to utilize textbooks in a different way. I see many teachers already doing this. This will disappoint those readers who are looking to this book to condemn the printed text and promote the handheld, back-lit, postage-stamp, slower read, lower comprehension, electronic substitute. However, this author perpetuates the electronic nonsense of virtual field trips when she quotes: "I can take them on location to Egypt and they can do a presentation in front of the Great Pyramid of Giza." They are no more "in Egypt" than they are when watching a travelogue. And any Army family will attest to the shortcomings of a video link compared to embracing their soldier when he comes home. This author is correct that background knowledge is a necessity, but never considers the need to move students out of the classroom to get that background.
That is why Chapter 3 on "Vocabulary IS the Content" needs to go back to the drawing board. If there is a need to alter the teacher training curriculum, the first class I would add is a class on semantics. Our confusion about words and "meaning" corrupts nearly all discussions in daily life. Understanding semantics is central to teaching. The nearest thing to a paradigm in education is communication, and understanding semantics should be a required course for every teacher. The lack of understanding of semantics is the basis for many erroneous observations in this chapter. This author is not the first to proclaim that a high school biology textbook throws too much vocabulary at readers too quickly. We went down the road of gutting "technical jargon" in science books in the late 1990s and it did not work. We can and must use more precise terminology, but the key is to increase students' experience base and that takes them outside the classroom. This book never goes there, and further ignores the fact that the new electronic media are dramatically accelerating the reduction in real student experiences. Some proposals for linking words with other words in vocabulary instruction are merely variations on the concept-mapping of Novak from 30 years ago.
Chapter 4 on "Reading to Learn" espouses the author's philosophy about avoiding "reading across the curriculum" but instead "reading within the disciplines" where every teacher is a teacher of content. There is much to be applauded in recognizing the special skills of reading teachers separate from content teachers, and legislators and administrators would do well to respect this expertise. Unfortunately, throughout this book there is no clear distinction and clear separate usage of "information" and "knowledge"--a common problem among teckie enthusiasts. A librarian hands out books or disseminates information, but the student does not know what it means. The teacher is in the knowledge business of helping the student understand that meaning. Therefore the discussion of effective reading strategies is not so much wrong as it is muddled. So what exactly is the basis for the statement: "Before reading, students should be invited into the text...."? This author is certainly not alone. Huge numbers of educators rail against "passive learning" and promote "active learning" but I have yet to see one good definition of either. Again, a table separating active and passive readers gives a flock of descriptors that might seem plausible to some teachers, but would drive a semanticist up the wall. --Just what does "internalizing meaning" mean? Ironically, some of the strategies suggested in this chapter, such as having students take two-column notes, seem to be one way to make a textbook excruciatingly boring, that is, actually promote "textbook fatigue" (if only that was better defined). There are some strategies here that may inspire a teacher to try something they would not have thought of before, such as having students read different texts (page 93) but the consequences of this are not pursued here, nor are any data given for the effectiveness of any strategies presented.
Chapter 5 on "Writing to Learn" starts off with a surprising assertion: "During the No Child Left Behind years..." as if NCLB was now gone. NCLB remains, renamed, and is, as Chester Finn has commented, "on steroids." Veteran tenured teachers in some states can now be fired if standardized scores to not continue to go up. This author seems to suggest that Common Core State Standards (which are actually in effect national standards) are a divergence from NCLB when they are merely the continuance of testing and the teach-to-the-test program.
This author compares "textbook prompts" or task-oriented writing with more free-form strategies including "authentic audiences," journals, interactive notebooks, and mentor texts. Some of these ideas may be useful to readers. Unfortunately, this is the place where the downside of blogs, wikis and the new input media should be discussed (but never is heard a discouraging word). College professors are already detecting the banalization of writing, as students spend more and more time inputting text on devices that provide the next most-common/likely word, thus channelizing writing. The downside to wikis is the "committee effect" where extremes of creativity are brought down to the common denominator--say goodbye to our next generation of great creative writers.
Chapter 5 on "Assessing for Learning" recognizes that the teach-to-the-test regime is diametrically opposed to other successful countries' systems of assessment. Condemnation of overtesting in this chapter is hard to reconcile with statements in earlier chapters, but the author does here reveal that NCLB testing continues. Discussion of "What Does It Mean to Understand?" is presented without understanding of semantics or the difference between information and knowledge. Therefore the discussion of formative, summative, portfolio assessment (scrapbook keeping), performance assessment, self-assessment, and redoing work is discussed without any communication theory framework.
As an alternative to marching through the textbook (leading to superficial coverage), the author proposes what may be of actual value to many teachers: the assemblage of "text sets." Consisting of periodical articles, short stories, cartoons, videos, biographies, etc. these materials form a more interesting basis for student learning. I have been long convinced that one job of textbook editors has been to take well-written and interesting text, often with story lines, and "bland it" into boring outline format text. The author's ideas here do have support, but again she does not cite the research that shows that the human brain is wired to understand in story format, not outlines. Missing is the critical concern to ensure that the materials are accurate. Again, much research (again uncited here) shows that sources that are not peer-reviewed are egregiously error-riddled. The one assurance provided by textbooks is that they have nearly always been through peer-review by experts in the field. In teaching, that is critical. Although this author exhorts teachers to "stick to websites that are consistently reliable and comprehensive," I could not find one mention of the role of expert peer review throughout this book.
"Going from Textbook Fatigue to Invigorated Learning" is Chapter 8. This is a chatty chapter that rambles through hazy distinctions between transmission and exploration, and hypes "inquiry-based learning," project-based learning, student collaboration, respect and relationships, trust, teacher communities, coaching in the teaching sense, interdisciplinary instruction, etc.
If we are ever to make education into a professional practice with a paradigm, it will be when we define our professional terminology far better than it is defined in current education books.
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