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I just address it and move on while teaching the correct information. In science, it is expected that we will learn more and move on from previously held theories and overturn prior ideas that are proven later to be erroneous or incomplete. So this is easy for me. I try really hard to make sure that students understand that dogma and science should have nothing in common. But it’s hard, especially right now when social media is feeding them crap all of the time and the culture has shifted to a point where we can’t believe what we see anymore. Remember that old saying?
Plus culture also has shifted to make adults untrustworthy and teachers have a very low level of authority with young people now, due to the Marxist-style approach taken by many activists to further their own agenda.
As to other approaches for the classroom, it’s a good opportunity to talk about how history is recorded, I guess?
Can you give an example of something you’ve had to address in science class?
It you know the information is wrong, prove it with other sources and move on.
Crazy interesting! Can you show them both sides and then a T Graph- graphic organizer? Let them be the judge…such a great lesson using critical thinking skills
I taught for 42 years and a lot has changed in 4 plus decades but I’ve always taught what is factually proven even if it contradicted what the textbook said but I never pushed my opinion if I disagreed with what the textbook stated. Today everyone seems to put their spin on everything and interject their opinion into the story. The show Dragnet in the 1960’s had a saying, “just the facts please” and that’s what I always tried to convey. My job was always to teach you how to think not what to think.
A textbook?
I remember those...
They weighed a ton. Each major subject area teacher handed one to you and threatened you w your life if you don’t return it. Walking home was so much fun carrying all those books in your arms- no backpacks. Ppl did not carry backpacks don’t know why. Blast from the past lol
I tell them correct information but also try to contextualize misinformation.
So let's say it is factually incorrect information about Columbus, I would explain the bias against Italian-American immigrants and the push to create and promote curriculum in schools that would highlight a "hero" to generations of American school children, changing the narrative surrounding the identity of Italian-Americans.
I don’t really use text books anymore! I find errors in our curriculum all the time, but these are more editing errors rather than content errors. I tell my students that everyone makes mistakes when they pick them out. Sometimes I can tell my curriculum is glossing over some finer details - but I teach 3rd grade. I personally don’t think it’s developmentally appropriate for me to dive deep into subjects surrounding violence and other non age appropriate topics. I’ll let you high school social studies tackle those types of things once their brains are a little more developed. That’s got to be tough!
Oh wow, this is interesting! I've never come across this, since my kids are quite young and they aren't learning things like history and science yet. I'm honestly not sure what I would do, to be honest.
https://www.teacherspayteachers.com/store/the-reading-and-math-workshop-by-miss-c
Take a peek! report any errors to author!
Correct the wrong in your book, the books that your students are reading. Tell others and email the publisher.
Absolutely override. And, it’s called history… intended to be added to as events take place.
The most common place for me to see things that are not best practices is in my computer apps class. It is just points of formatting.
I use the SEC Plain English Handbook and the MLA Writers guide. Sometimes there is a difference between those two and how a lesson is presented. I point out the difference and then do the assignment according to the two mentioned above. At the same time, if a student does exactly what is in the book, I don't mark them down for it.
In programming, I tend to declare my variables in a different way than is in the material. I generally show them how I would have done it, and then use the approach that is in the lesson material.
I would most likely point out the difference and move on
Obviously what’s in the textbook has to be addressed. If it’s since/math related and involves something concrete like a formula that’s wrong- that has got to be corrected.
What subject is the textbook?