In every staffroom up and down the country there is the group of ‘superteachers’ huddled in a corner drinking quadruple espressos and making snide comments about ‘teacher X’ whose ‘kids just work out of the textbook every lesson’. Fast forward to the weekend; Mr X is spending time with his family, flying a microlight, trout fishing or doing whatever else normal people do at the weekend while the ‘superteachers’ are spending hours and hours re-writing huge chunks of textbooks to make booklets, handouts and worksheets, occasionally misinterpreting theories and concepts in the hope of dumbing them down, or because they are just too tired to think about what they are writing.
If you are the ‘superteacher’ type PLEASE STOP this nonsense NOW! Not only are you affecting your own mental wellbeing but you are also not helping your students to learn. During hours and hours of martyrdom spent making a variety of differentiated tasks and activities for each topic, it is the teacher who is preparing for the exam in 30 different ways rather than the individual preparing themselves. Worse still, it makes very little difference to student performance and can actually make it worse.
There is absolutely nothing wrong with textbooks. They are written by experts in your subject who know the specification and are more often than not approved by the relevant exam board. Decades of recearch into memory shows us that long term memories are laid down when students actively engage with the material to be learned, be it presented in a textbook or any other form, and that effective learning depends on regular recall of that information. This means that it is the students who have to interpret, apply and analyse the information they need, not you.
Instead plan lessons and prepare activities for students based on their textbook. For example, ask students to summarise a theory in 6 key sentences or sketch-note a key study as you read it to them. Ask them to respond to a picture as a lesson starter or write one multichoice question as a plenary.
You can find more details including activity, resources, format, differentiation and teacher/student input using the link below. I hope you can adapt, use and develop them so that the students are the ones doing the work. A good rule of thumb for any planned activity is: If the teacher input is more than or equal to student input; scrap it now!
Oh and, by the way, I have a family, 4 granchildren, horse ride every week and practise cello every day. I do not and will not work evenings and weekends on a regular basis as that is my time. Happy textbooking!