Most surveyed teachers make small customizations to OpenSciEd materials often or daily, commonly to shorten lessons, increase engagement, support prior knowledge and increase relevance¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most teachers reported making small changes often or daily, with larger customizations occurring less frequently. → McElhaney 2024 q2 i? Common customization reasons include shortening lessons, increasing engagement, supporting prior knowledge, and increasing relevance. → McElhaney 2024

Evidence¶

McElhaney 2024¶

McElhaney, K. W., & Kamdar, D. (2024). Updated summary and synthesis of OpenSciEd research [White paper]. Digital Promise. https://doi.org/10.51388/20.500.12265/231

q2 · i? · review · r2

The review reports, citing McNeill, Fine, et al. (2023), an online survey with follow-up interviews on teachers' customizations of OpenSciEd units; the synthesis notes the survey covered 169 teachers across 41 US states. No effect sizes are printed.

"The large majority of teachers reported that they made small changes often or daily, while larger customizations were more likely to occur sometimes."

Discussion¶

Related Claims¶

• Assessment for learning improves achievement — the general claim this finding bears on, with the studies behind it
• OpenSciEd practitioners' highest-priority needs group into six areas: student engagement, classroom culture, assessment, materials adaptation, planning/reflection time, and teacher capacity. — related
• Working-group synthesis identified four crosscutting research themes for OpenSciEd — related
• Most surveyed teachers report accounting for learner prior knowledge and material complexity in instructional design — related
• Teachers and education leaders differ in which OpenSciEd challenges they prioritize: teachers rate student engagement higher, leaders rate materials adaptation and teacher capacity higher. — related