Background from OER Project Review Team
The Internet Academy is a public virtual school and part of Federal Way Public Schools. It is open to all Washington students in grades K-12. The Internet Academy developed this adapted version of a CK-12 Flexbook for use with their students. The CK-12 platform offers many supplemental video, audio, and interactive, learning objects and real-world applications that can be accessed to adapt and remix the Flexbook. This should factor into the viewer
A student who is looking for some skill-based review materials might find this useful.
This curriculum in no way aligns to CCSS, or attends to any of the shifts in the CCSS. 6.RP.3a, for example, requires students to use various representations of ratio relationships - none of which are included in these materials.
Lessons are almost all procedural in nature, and do not develop conceptual understanding.
Standards for Mathematical Practice are not included in the materials.
There are no supports for teachers, no included assessments, and no supports for diverse learners.
Rewrite lessons so that they attend to conceptual understanding.
Develop lessons that address the full intent of the CCSS.
Rewrite lessons so that students have the opportunity to engage in the SMPs, and identify when they are expected to do so. Provide guidance to teachers about how to develop them.
Develop a teacher's guide that will help teachers use these materials successfully in class. Create a suite of assessment tools. Consider how to adapt these materials for diverse learners.
This resource would have to be used by an experienced teacher looking for additional resources to fill a unit already established.
The curriculum seems incomplete.
Small pieces of the math practice standards were evident in one of the units. But for the majority of the curriculum they were absent or I found very little evidence of their inclusion.
There was little to no evidence of meaningful problems that supports learning across multiple domains.
Complete revision of curriculum to include:
Math tasks and activities that support Focus, Coherence, and Rigor.
Math Practice Standards
Cooperative Learning/Small Group activities that give students the chance to talk about meaningful math ideas (Math Discourse)
Prior learning from the previous years and meaningful problems that span multiple domains
Lessons flowed smoothly. There were places where the teacher had an opportunity to do guided practice and show students how to solve a problem.
This resource could be used by teachers to supplement a unit however, they would need to have experience in the classroom to help students clarify and justify their learning because that piece isn't evident. Also teachers would have to build assessments to compliment the unit.
There were no assessments or opportunities for students to show what they had learned.
No supporting materials for the teacher to use or suggestions on how to adapt the materials to meet the needs of all learners.
All of the practice and exercises that were asked of students were at the knowledge level – no rigor.
Write and include assessments of all types into the curriculum.
Write and include a teacher's manual with scaffolding, differentiation of instruction and meeting the needs of all students.
If you needed a lesson on a specific skill - you could probably find it easily. The book has the skills listed out as lesson titles. For example, 25.1 Mean 6.SP.5. Each lesson usually has a long list of exercises at the end if someone just needs to practice a procedural skill.
The ideal use scenario would be as a supplemental material to build skills by an experienced teacher who knows the Common Core and how to enhance the material to fit the need.
Some of this book is iPad friendly, but there are embedded Flash Player practice problems that would not work on an iPad.
Many standards or parts of standards were missing.
There are 7th Grade Ratio and Proportion standards included in the curriculum.
The curriculum is redundant and not organized effectively in a teachable order. The same concepts appear in multiple places, but they don't really fit there, they are just stand-alone. There concepts that are referred to in the first unit (GCF) that are not covered until later in the book. There are even two sections that are exactly alike, but with slightly different titles.
Make sure that all parts of the standards are included in the curriculum.
An audit of the book needs to occur to tighten it up, taken out duplicate material, and order it in a usable way.