SEMINAR / workshop SEMINAR / workshop on on Textbook and Module Textbook and Module

WritingWriting

Professor Alberto R. Rocero, MAEdProfessor Alberto R. Rocero, MAEdUniversity of Perpetual Help System LagunaUniversity of Perpetual Help System Laguna

College of EducationCollege of Education

STEPS IN WRITING TEXTBOOK1.  Evaluate your writing skills

2. Choose a subject with which you are familiar.

3. Find textbook publishing opportunities.

4. Outline your book.

5. Write each chapter.

6. Include activities and demonstrations for teachers to use in class.

7. Keep the text simple, interesting and informative.

Tips & Warnings

Be sure your resume, credentials are strong. Proofread everything! Anyone writing for education publishers must demonstrate superior writing and grammar skills.

 

How Teachers Use TextbooksAs starting point from which teachers are

stimulated and motivated to create lessons for their classes

As resource books for ideas and activities rather than as instructional material (Kitao, 1999)

As initial framework which must be adapted by each individual teacher to match the needs of their students (Cunningworth, 1999)

From these viewpoints, it can be deduced that textbooks can simply enhance teachers’ effectiveness and that they probably do not reflect actual classroom practice.

Some teachers tend to follow the sequence, methodology, pacing and vocabulary for the following reasons:

1. ease of organization of lessons

2. provide stability for the students and assure that comparable instruction is being presented across courses

3. meet the needs of the students although they were not specifically designed for any particular groups of

students

4. meet the needs of the students

Why Teachers Use Textbook

Textbooks are required by program administrators.

Developing classroom materials are extremely difficult and an arduous process for teachers.

There is limited time to develop new materials due to the nature of the profession.

There are external pressures that may restrict many teachers.

Approved textbooks/course books fulfill the goals of the curriculum (Lamie, 1999). However, the learners needs are subjugated in favor of the limited possibilities of the text. Materials should be seen as teachers’ servants and not their masters (Cunningsworth, 1999).

Methods of Textbook Evaluation

Hartley (1994) presented three (3) content areas to assess:

1. Does the book meet the teaching objectives?

2. Is there sufficient depth and breath of the material?

2. Will it need to be supplemented?

Methods of Textbook Evaluation

Many experts suggest a very detailed examination of a course book’s language content, cognitive and affective factors.

Bloom’s Taxonomy of the Cognitive Domain to assess the processes of skills textbook require

learners to perform is utilized by many experts like Skiers and Chall & Conard.

The rating of a textbook will directly reflect the level of skill it demands. For example, a book that uses synthesis and analysis would rate higher that one that demands only comprehension.

Using only textbooks, from cover to cover, without any supplemental material is not the satisfactory method for meeting students’ needs. However, both teachers and students need a framework on which to build and textbooks definitely provide this. It is important that instructors strike a balance between being a slave to their texts and providing organized, objective-based instruction.

In language classroom, course books must provide students with language and tasks that are authentic and effective in enhancing communicative competence.

Textbooks alone cannot provide students with all the knowledge they require, but they are a major tool in enabling learners to progress.

Creation of Checklist1. Clear organization2. Meeting the objectives3. A balance of both the practical and theoretical

concerns4. Consistency of style5. Layout/ Physical characteristics ( Interesting? Attractive? An appropriate mix of

graphics and text?) ( Clear? Well-organized? Effective use of

headings?6. Consideration of cultural component ( Filipino? Asian? Global? Free of stereotypes ? Inclusive of all cultures? Sensitive?7. Language-related considerations

No textbook is perfect. Therefore, teachers should have the option of assigning supplementary materials based on their specific needs in their own specific teaching situation.

Arrangements for using a textbook

1. A textbook is a framework which regulates and times the

program.

2. In the eyes of the learners, no textbook means no purpose.

3. Without textbook, learners think their learning is not taken seriously in many situations

Criteria in Textbook Evaluation

Internal Criteria: Content-related

External Criteria: Broader view of the book

Time-Tested Methods The Inductive Method

Induction is a process of arriving at a given generalization. It starts from the known to the unknown, from the specific to general, from the particular to the universal, from simple to complex, and from the concrete to the abstract.

Steps of the Inductive Method a. Preparation: It may refer to motivation. It may be in a

form of activities that will prepare the learners to the lesson proper.

Suggestopedia: Teacher asks students to a music simulating an excursion to the some places in Luzon. Teacher describes the places as students make the travelogue. Students may guess the name of the place.

b. Presentation: Teacher may present the map of the Philippines. Teacher may further ask to match various crops with the places, Expected results would be charting the various crops with the places that produce them.

c. Comparison and Abstraction: Analytical questions can

be raised here like “ Can the Ilocos region raise as much fresh fruits, flowers and vegetables as Baguio City? Why does tobacco not grow well in Baguio City? Why do people in Batanes prefer root crops and not other crops like rice, tobacco, and even flowers and vegetables?

4. Generalization: Teacher leads students draw out reasons. In this particular lesson, teacher brings out the reasons why certain plants do not grow well in some places.

5. Application: Teacher may ask why weather condition or climate plays a very important factor in growing some plants. Considering all the conditions, how can these plants (e.g. apples) can grow in our country and if they grow what must be the difference of the crops in terms of size, taste, etc.

The Deductive Method The deductive method begins with a

generalization and subsequently all examples and specific situations to be given are supportive of this generalization.

The deductive method starts with a generalization, and arriving at a specific statement or conclusion .

A generalization or rule or principle is used to arrive at a specific statement. In a broad sense, when the learners think in a logical sequence and arrive at a specific item, they are deducting.

One example of a deductive scheme of a formal argument is syllogism. It usually consists of a major premise, a minor premise, and a conclusion.

Steps of the Deductive Method

a. Introduction: The concept is introduced. For example the teacher introduces by asking the students how many of them have written a letter as the most common way of communicating.

b. Statement of Generality: The teacher presents the parts of a letter: the heading, the salutation, the body of the letter, the complimentary close, and the signature.

c. Explanations of the general idea: The teacher explains the parts of the letter.

d. Illustration: The teacher presents a sample letter on the board and asks students to read, see and observe how each part is correctly written.

e. Evaluation: The teacher may present a letter that is incorrectly written and have the students correct them. A combination of explanation and illustration or citing examples will make students find a better grasp of the lesson. Evaluation may also include performance tests to find out how much students absorb the lesson.

Applicability of Inductive and Deductive Methods

Both the inductive and deductive methods can be employed in all subject areas. It all depends on the teachers’ instructional objectives.

The inductive method is best for the following purposes: a. To make the teaching-learning process more student - oriented; b. To develop the higher levels of thinking among the learners; and c. To treat every topic in a more in-depth manner

The deductive method, on the other hand , is designed to facilitate the explanation of relatively difficult and abstract topics to our students.

The Integrated MethodIntegration is the process of combining

different elements and presenting them as one unifying whole. In several instances, it combines two subjects in the curriculum like science and health.

In language teaching, literature is used as a springboard to teaching grammar. The literature topic is well-chosen so the structure needed in the grammar part is contained in it.

The integration method combines two give methods or two techniques in one given lesson. It aims to make learning a total process. What is learned in one method is further strengthened in the other method; or what one method lacks is properly compensated by the other.

The integrated method usually combines:

a. Lecture- discussion b. Demonstration- Lecture c. Film-Showing Discussion d. Reporting-Discussion e. Inductive-Deductive

The Lecture MethodThe lecture method is a teaching procedure

for explaining and clarifying a major idea. It makes use of exposition which may be a narration or a description.

The main objective of the lecture method is to guide through a great mass of information characteristic of subject areas. Its use is justified under the following conditions:

1. When the teacher can give affective information in one-hour of lecture and demonstration instead of taking up a lesson in two or three hours laboratory work to reinforce learning.

2. When the teacher has available data that would be hard for the class to obtain.

3. When a new topic is to be introduced so as: a. to show how the new topic fits the work; b. to give a bird’s eye view of the work to come; c. to arouse interest in the new work; and d. to give adequate explanation for students to begin a new work.4. When summaries are needed at the close of

the day’s work; close of the topic; end of the chapter; and end of a unit.

5. At the beginning of the hours, to create proper mind set to generate interest, or to arouse appreciation.

6. On occasions where problems arise or questions are asked that are valuable and pertinent.

7. When visual materials such as slides, pictures, graphs, films, and specimens need explanation.

Steps of the Lecture Method 1. Preparation for the Lecture. a. It must contain cognitive framework upon

which to develop the topic selected; b. Appropriate language and manner of

presentation, that is considering the kind and nature of

the learners; c. Selection of audio-visual aids and

instructional materials;

d. Anticipating certain difficulties and problems during the lecture;

and e. Finding suitable solutions and alternatives to

these barriers to a successful lecture.

2. Introduction to the Lecture It should be done briefly but effectively for

if it were executed poorly, it could kill off the enthusiasm of the students.

Appropriate start may include making the learners anticipate what they expect to learn from the lecture; making them aware of the importance of the topic for a given purpose; asking them what they know of the topic; making casual remarks about the topic; and establishing good rapport with the class either by praising the learners or by sharing interesting joke or a puzzle.

3. Giving the body of the lecture The teacher should have a given cognitive

framework upon which s/he relies to achieve a more logical lecture presentation.

4. Conclusion of the lecture The teacher wraps us the lecture by: a. Summarizing the major points presented; b. Paraphrasing the key ideas shared; c. Forming generalizations; and d. Giving implications.

Problem Method The problem method gives direction to a

discussion and prevents wandering off from the topic. It stimulates reflective thinking and furnishes guide for organizing ideas. It directs attention to the task to be done and it encourages concentration.

It may be used in two ways:1. A whole unit of subject matter may be presented as a problem; or 2. Problem-solving may be one of the methods

utilized in a unit of work.

Source: Principles and Strategies of Teaching by Acero, Javier and Castro (2000). Rex Book Store: Manila

Do your best, and to God

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