This past week, I participated in the #ditchbook Twitter chat. Named after the book by Matt Miller (see on Amazon here), the chat focused on moving students from being consumers to creators and pushing teachers to be creators themselves, particularly when it comes to their own curriculum and resources. The teacher side of the discussion particularly challenges the traditional way of thinking of curriculum and resources in the classroom.
Many districts still spend time and money on traditional curriculum review cycles, which ultimately result in the purchase of some sort of textbook and related resources. The thing is, though teachers spent a fair amount of time and district money to choose the textbook, they are almost always dissatisfied with their purchase. But by then it’s too late; there’s not usually a return policy for a mass purchase of textbooks.
Then once the books arrive, teachers are always so excited because they think that this book might just be “the one;” the one-stop shop that allows them to just teach and not have to scramble putting together extra resources when the book doesn’t meet their students’ needs. Yet time after time, they eventually come to the same realization that they will still be hunting and gathering to get the job done.
So why do we keep doing this? If we have been buying textbooks for decades only to be continually disappointed, why haven’t we figured out that the only way to fix it is stop buying them? Even when some teachers are on board with not purchasing textbooks, districts often say no and force them to purchase them anyway.
One reason I hear from teachers who cling to textbooks is that it would take far too much time to curate or create all of the resources they’d need to teach their course. A fair point to some extent. But if you’re already scrounging for extra resources to fill in the gaps of a textbook, why not just start there to begin with? Start with the standards you are expected to teach and then select the best resources available to teach them.
Textbooks are boring. When was the last time anyone was at all excited about the content in a textbook? This is particularly true when I look at texts for English/Language Arts. I have yet to see a textbook that can remotely compete with the excitement of a good novel or short story. How on earth do we expect to create kids who are passionate about reading if all they ever get to read are the awful, canned stories from the textbooks? Why not teach using the latest YA novel that kids are raving about anyway?
On top of that, textbooks in some subjects, such as science, are virtually out of date the moment they’re printed. And since many district don’t purchase new texts for at least seven years, there could potentially be drastic changes to the information before a new purchase is made.
Guess what else? Teaching boring materials is boring. Remember how most teachers got into education because they were excited and passionate about teaching kids? It’s pretty hard to be passionate about textbooks. Textbooks don’t make subject content come alive; passionate teachers do. How much easier would it be to spring out of bed each morning if you knew you were teaching a concept you were absolutely nuts over using resources that were exciting and engaging? Now compare that to your excitement about teaching chapter 5, page 12.
A word of caution here: teachers sometimes confuse teaching with passion with just teaching whatever they want and throwing standards out the window. That doesn’t work either. But good teachers can use something they’re excited about to teach virtually any concept by the connections they make with the material and the resources they support with learning. In fact, they might even become more efficient because they will realize that they can tackle multiple standards with a particular resource.
One thing I haven’t mentioned yet is the fact that some teachers might feel compelled to use the resources provided by the district. It’s as if the teachers need to hold up their end of the bargain in exchange for the district pulling out its wallet. That needs to stop right now. Yes, I know there are districts that mandate textbook use; some even go so far as to designate what is taught on a given day in each classroom with the excuse being high numbers of transient students. I actually do see the benefit of some consistency in what standards are being taught when, but I believe it should be up to the teacher to determine how that happens.
Finally, what works with one group of students doesn’t work with all. And what is relevant one year might not be in five years. Creating or curating your own curriculum resources ensures that the person who knows the students best is choosing materials specific for them, rather than some generic textbook that is supposed to “fit” students all over the country.
This process I’m suggesting here is not an overnight fix. Building these types of resource collection takes time and effort. So start small. Choose one standard or group of standards that is presented in a particularly terrible way in your current textbook and completely transform it. How could you teach it so it would absolutely blow your students’ minds? What resources would you choose? Where could you allow students some choice in what or how they learn? How will you have students show you what they know? How might technology fit in? I promise, if you take the time do really do this well, it will likely grow to be your favorite unit all year. Imagine if you worked up to all of your units being taught that way – you’d have the best job ever!
Full disclosure, I haven’t even read Matt’s book yet and I know I’m totally on board. In nine years of teaching, I never used the textbooks provided to me by the district (unless you count using one or two to prop up a projector or flatten something). The material wasn’t great quality, the books themselves were not great quality, and the book didn’t support the sequence of concepts and skills set forth by our district.
If any of this resonates with you, join the #ditchbook Twitter chats on Thursday nights at 7pm CST and follow Matt Miller on Twitter!