Neue Blickwinkel, 2nd Edition
Core Code Alignment
Foreign Language
German
03040000112: IB German B HL 2
German
03040000112: IB German B HL 2
Recommendation
Reviewed, Not Recommended
Evaluation
Neue Blickwinkel, 2nd Edition, appears to be intended for AP prep use. The content in the book alone is good if only used as a reading resource. I did not have a physical copy to review so this is based on the online content. The online content is neither very interactive nor very intuitive. The online book is a vertical scroll (PDF) style setup. There are only a few interactive links on the book for assignments, that may or may not be self-graded and they require 4 different clicks to begin the assignment. This is very unnecessary and inefficient. If this were just a textbook and reading resource for AP prep, this might be an acceptable resource. As an online resource, it would not be an efficient resource. A teacher could put together his/her own AP resources for a little bit more work than what this resource would require of the teachers who use it.
Educators Using These Materials
No educators found.
Rubric : Generic
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Alignment | The content of this resource aligns with appropriate grade-level core standards and is current, well-researched and referenced from reliable sources. | The content of this resource aligns with most grade-level core standards but will need supplementary materials to ensure coverage of all the objectives for this course. | The content of this resource aligns with a few grade-level core standards for a portion of the course. | The content of this resource does not align with standards and objectives for this course. | ||
| This content includes no obvious alignment to the Utah state standards. There are some general ACTFL alignments listed, but they are not aligned to the USBE standards. A teacher would have to go through the entire book with the USBE standards and find where they align so that this resource might be used to assess proficiency toward those standards | ||||||
| Scaffolding | Scaffolding supports for these materials are complex and challenging, engage learners from various skill levels, assist all students in enhancing conceptual understanding, and offer opportunities for students to share evidence and research. | Scaffolding supports for these materials engage learners from various skill levels and assist students in enhancing conceptual understanding. | Scaffolding supports for these materials engage learners from various skill levels. | Scaffolding supports for these materials do not engage learners. | ||
| As an AP prep course, this does not necessarily appear to be a scaffolded resource for student growth, but a resource for topical readings with limited multimedia support, to help intermediate students prepare for the AP. They are not necessarily engaging. With the lack of interactivity, inconsistency in assignment methods and grading, and difficulty navigating the system, students may struggle not only with engagement but motivation to continue to use. | ||||||
| Navigation | Students can navigate the material independently. Instructions are clear and understandable. | The material contains instructions that are understandable and easy to navigate. Students may need educator support to navigate material. | The material may be used with direct educator support but lacks clear instructions. | The instructions in this material are unclear, and navigation is difficult. | ||
| Navigation is cumbersome and not very intuitive. Though students may be able to quickly sort out how to navigate the materials, it is difficult to figure out how things are navigated, and why. (again, not very intuitive) | ||||||
Accessibility
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Physical Characteristics | This item has not been graded. | |||||
| No Physical book provided for review | ||||||
| Technical Standards | The material goes above and beyond meeting all the technical standards, ensures student data privacy is safeguarded, and can be easily installed or accessed without technical assistance. Licensing information is clearly stated in the description. | The material meets all the requirements of federal and state laws, along with the accepted technical standards (ISTE Standards and VPAT Compliance). Additional technical specifications and limitations, including hardware requirements, bandwidth demands, student data privacy, and software/ web access restrictions, are adequately noted in the description. The design of the material allows for error-free installation or access without purchasing additional components. | The material is limited by specifications requiring additional materials, technical assistance, hardware, software, or infrastructure. Student data privacy could be at risk. Resources within the material end after a trial period. | Student data privacy is at risk. | ||
| Web-based program appears to work with a variety of OSs. It appears to be easily accessible and secure. | ||||||
| Adaptability | The material is currently relevant and adaptable for teacher and student use in individualized or group instructional settings across multiple content areas. The material can be customized for the needs of diverse learners. | The material is currently adaptable for a teacher or student to use in a limited instructional setting across a few content areas. The material can be utilized by diverse learners (not customizable). | The material has some features adaptable for students in at least one content area. The material has limited options to address the needs of diverse learners. | The material is not adaptable or easily incorporated into various educational settings or with various diverse learners. | ||
| This appears to have been designed as an AP prep course and is, not very adaptable for use outside of that. The materials could, however, be adapted for use in a pre-AP prep class. for a reading resource and for assessments and assignments. | ||||||
Pedagogy
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Instructional Support | The material provides multiple examples and strong support to educators of ways to deliver instruction. These may include: -Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. Furthermore, this material has content that can be problem/project-based, with incorporated skills and concepts that are integrated with all disciplines equally to support student sense-making. (Transdisciplinary/ Interdisciplinary Content Integration) | The material provides some examples to educators of ways to deliver instruction. It contains a few of the following: Scaffolding Lesson Plans, Personalized/Differentiated Instruction, Experiential Learning, Concept Mapping, Questioning Techniques, or Family Involvement. | The material contains limited instructional support on using the material with diverse groups of students, various skill levels, and student needs. | The material does not provide instructional support or examples for the educator. | ||
| This material is meant for an intermediate group of high-achieving students to prepare for the AP test. It is not very diverse and does not cater to a diverse group of learners. | ||||||
| Supplemental Resources | The material provides a wide variety of supplemental resources that are evidence-based and are linked to real-world circumstances and current events. | The material references numerous available supplemental resources. | The material references some available supplemental resources. | The material does not refer to any supplemental resources. | ||
| There is are a few supplemental resources; mostly limited, however, to vocab lists and flashcards. More easily accessible audio and video resources would be a great addition to this book. As it is, the resources are lacking. | ||||||
| Assessments | The material contains a variety of formative and summative assessments aligned with Utah Core Standards, Personalized Competency-Based Learning, and Universal Design for Learning. It provides appropriate intervention strategies that lead to observable performance and real-world experiences for students. The assessments are ADA-compliant. | The material contains summative assessments aligned with Utah Core Standards with few interventions and is ADA-compliant. | The material contains a limited number of assessments without intervention strategies but is ADA-compliant. | The material does not provide assessment materials. | ||
| There are assignments that can be used as assessments. These assessments are however not obviously aligned with the Utah standards and include not intervention strategies for learners not reaching proficiency. | ||||||
Culture of Learning and Belonging
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| Bias Free | This material is free from bias and is in compliance with all relevant federal and state laws, rules, and regulations, as listed in the next “2-Adequate” section for this item. Furthermore, this material focuses on shared identity and includes the unique characteristics & cultural differences of students in Utah. (53E-4-204.1) This material supports civic and character education. (53G-10-204) | This material is neutral and is in compliance with the laws, rules, and regulations below: -It can be used by all students regardless of sex, race, religion, sexual orientation, gender identity, or membership in any other protected class, such as ethnicity, or disability, as described in (R277-328). -This material supports educators to be in compliance with (53G-10-202.4), where they may not use their positions to endorse, promote, or disparage a particular religious, denominational, sectarian, agnostic, or atheistic belief or viewpoint. -The material is free from discrimination and does not support stereotyping of character traits, including hard work ethic. (53G-10-206) -It is free from advertising, e-commerce, or political interest and is in compliance with the law and community standards. | This material may be interpreted as biased. Or promoting advertising, e-commerce, or political interest. Or maybe considered to regard or treat some groups unfairly. | This material does not comply with federal and state laws, rules, and regulations. This material is biased and favors a point of view that may be distracting to the educational experience of students. | ||
| The images and references throughout this text do appear non-biased and include images and references to diverse cultures and ethnicities. This does not however appear to be inclusive of people with disabilities or people with differing body types. It does include images and descriptions of same-sex couples. Presented in a non-biased way. | ||||||
| Cultural Awareness | This material promotes respect for distinct socio-cultural identities by representing various cultural and social aspects of society. The material accurately reflects the culture, languages, traditions, beliefs, values, and customs of people from diverse backgrounds, including various forms of cultural philosophy and epistemology. | This material displays respect for distinct socio-cultural identities and cultural awareness. Creates opportunities to recognize and incorporate the diverse ethnic histories, cultures, contributions, and perspectives of peoples from Utah, the United States, and the world. | This material has limited themes of social and cultural histories within the United States and globally. | This material lacks cultural awareness and recognition of diverse perspectives and/or contributions. | ||
| This material accurately reflects the present culture of Germany. It includes same-sex relationships, political issues, and immigration concerns facing Germany. All presented in a factual non-biased way. | ||||||
| Inclusive Components | The material uses a range of texts, examples, scenarios, applications, and imagery to promote diverse representation, inclusion, and belonging. The material provides cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. It includes diverse characters representing people of color, people with disabilities, various body types, complexions, ages, personalities, and societal roles. | The material provides a range of texts, examples, scenarios, imagery, and applications focusing on various cultures. It includes some diverse characters. | The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The components of this material are not inclusive or diverse in nature. | ||
| This resource includes people of various ethnicities, backgrounds, and cultures. It includes a section on immigration highlighting people from various cultural backgrounds who now make up large segments of the German population. This resource is inclusive of same-sex couples as well. This does not appear to be inclusive of various body types or physical disabilities. | ||||||
| Shared Values and Character Traits | The material focuses on the shared values of diverse people and communities, including the common elements that unite Utahns and the world. -Such as diverse histories, family units, geographies, cultures, socioeconomic environments, livelihoods, etc. Additionally, figures in the material may be described by their behaviors, beliefs, and values regardless of education, income, or occupational descriptors. The material fosters the development of character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles contained in the Constitution. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. | The material lacks a sense of either shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing character traits. | The material does not include character traits and shared values. | ||
| Common elements included are the topics-based learning experiences (free time, hobbies, education, family etc) that unite people of various cultures and backgrounds including Utahans. Students can unite over learning about similar interests and activities. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807