TEXT BOOK DEVELOPMENT II

CC 6553

Unit 6
ALLIED MATERIAL
DEVELOPMENT

ASIF JAVED
 INTRODUCTION OF UNIT
 The other teaching material like workbooks,
assessments, lesson plans, assignments, charts,
graphs etc. are likely to be developed as per
textbook designing principles and techniques.
 This unit, dealing with these aspects is divided
into two parts.
 1. The allied material development is discussed
in the 1st part along with the applied researches
and examples.
 2. The development of commercial materials is
discussed in the 2nd part as copy-righted
material.
 The activities and self-learning exercises given in
every portion are for reinforcement only.
 OBJECTIVES OF UNIT
 After studying this unit you will be able to:
 1. know about the process of allied
material development and its commercial
aspect;
 2. understand the research oriented lesson
planning and material
 development processes; and
 3. change the teaching-learning process in
a picture and higher direction.
 CONTENTS OF UNIT
 1. Allied Material Development
 1.1- Instruction Material for Teachers/
Students
 1.2- Workbook & Examples of pages
 1.3- Diary and Planner Books
 1.4- Lesson Plans
 1.5- Sample Lesson Plan
 2. Development of Copy Righted Materials
 2.1- Introductory concepts
 2.2- Section to Look into
1-ALLIED MATERIALS DEVELOPMENT
There are three components for Instructional Materials
Development
Instructional Materials:
 It supports the creation and substantial revision of comprehensive
curricula and supplemental instructional materials that are research-
based;
 Enhance classroom instruction,preK-12;
 It also included workbook, diary and lesson plans. Often the lesson plans
are called teacher’s guide.
Assessment:
 supports the creation of tools for assessing student learning that are tied
to nationally developed standards
 reflect the most current thinking on how students learn mathematics and
science.
Applied Research
 supports the research for development of the
 programs and projects supports the research for development of the
1.1 Instruction Material for Teachers
Students
 The allied instructional materials must exhibit a
coherent content framework
 It must align with standards developed by national
professional organizations.
 It has foster inquiry, including critical thinking,
problem solving, decision-making, and
communication at increasing levels of complexity.
 focus on appropriate and important topics at each
grade level.
 Projects should be grounded in recent research on
teaching and learning
 further an understanding of the connections among
science, technology, engineering,
.  Projects should be planned and implemented by
teams consisting of appropriate combinations of
practicing scientists, mathematicians, and engineers.
 It should take expert opinion from educators,
classroom teachers, professional curriculum
developers, assessment experts, and instructional
technology experts.
 Projects should include research designed to
understand better the effectiveness of the materials
in increasing student learning and changing teacher
practice.
 Appropriate design the material should include
products designed to help parents understand, and
teachers.
 It must include strategies and tools to assess the
impact of the instructional materials, particularly on
student learning
. 1.2 Workbooks and Examples of Pages
 Workbook:
 It is defined by Carter V. Good as: “A study or learning
guide for pupils, often related to a particular textbook or to
several textbooks: may contain exercises, problems,
practice materials, directions for use, space for rewarding
answers, and, frequently, means of evaluating the work
done”
An exercise book can be called a workbook but it is out of the
scope of our study.
A good work sheet have
 designing,
 Arrangement
 and presentation
 Insertion or breakers
 reinforcement
Examples of Pages of Workbooks
Fig:2- Workbook-(GTZ)
1.3 Diary and Planner Books
 Student diaries or planning books need
special attention in the development of
materials.
 A student has to write down what he learnt
and what were the new points he found in
the lesson, what he wants to find and what
should be added in the textbook?
 Sometimes diaries are included in the
textbooks or workbooks and sometimes
these are produced separately to be used
and filled by the students as their home
work.
1.4- Lesson Plans
 Lesson plan is a teaching outline of the important
points of a lesson arranged in the order in which
they are to be presented.
 These are teacher guides, be prepared with the
textbooks, may include:
 objectives,
 points to be made,
 questions to be asked,
 reference to materials,
 assignments etc.
 The lesson plans is also called a blue print of a
teaching/ training session, step by step.
 1.4.1- Trainer’s Tool for Conducting Training
.  The trainer needs his/her own guidelines in black-n-
white for conducting training.
 These guidelines are planned with care and necessary
details.
 They are compiled for each session or unit of learning.
They are known as "Lesson Plans".
1.4.2-Purposes of a Lesson Plan
 Is prepared using reference and resource material
therefore it is a
 learning exercise for the trainer
 Including materials from reference books also is very
useful for the
 learners particularly when library facilities are poor
 Eliminates the need for dependance on memory
1.4.2-Purposes of a Lesson Plan
.  Ensures proper sequence and organization of
teaching activities
 Gives confidence to the trainer to have "things to do"
written down and available
 Provides guidelines for preparation of support
material beforehand
 (Handout, AV aids, equipment for demonstration etc.)
 Serves as a record for later evaluation of both
teaching and learning activities
 Defines boundary lines for discussions, demonstration
etc. so that the trainer sticks to the ELOC to be
achieved in mind and gives the necessary details only
 Breeds respect for the trainer who walks into a
training room fully prepared.
1.4.3- Before Preparing a Lesson
Plan
 Check the objectives of the training session and the time
available for the session (s).
 Determine the Expected Level of Competence (ELOC) to be
achieved by the trainee for the objectives (s).
 ELOC depends on:
 The tasks assigned to the workers.
 The priorities of the tasks assigned to the worker.
 Safety element involved in each task.
 Some educators write the ELOC within the objective.
 Others prefer to define these separately.
 Both approaches serve the same purpose as long as it is
done BEFORE the details of teaching learning activities are
decided
1.4.4 Guidelines for Preparing a Lesson
Plan
 State the objective and ELOC
 Take the topics, subtopics and practical experience included under
that objective (s) in the teaching plan,
 Decide on the extent of details to be taught theoretically and
practically.
 The details will depend on ELOC. .
 Make sure that the content of the lesson matches the objectives of
the session.
 Decide the best combination of teaching methods to be used.
 Decide what support materials (like handouts) are needed including
 Audio Visual Aids and list these.
 Identify and include hints about stories and examples to help clarify
concepts.
 Review the content of the lesson along with the total time allotted
for
the session, as well as the time audio-visual aids will take.
1.4.4 Guidelines for Preparing a Lesson Plan
 Identify where during the session discussion is needed or
questions car be asked. List the questions.
 List all teaching activities and learning activities including
 demonstrations and the supervised experience.
 Plan details according to the amount of guidance you as a
teacher require during the session.
 Plan the assignments and include these in the lesson plan.
 Plan the introduction or the review of the last session to judge
the
 current level of knowledge and skills of the students.
 Plan the "end of the session" summary (also called
recapitulation to cover the main learning activities of the
session.
 Plan tools for evaluation for lesson plan.each session and
include these in the
1.4.5- Format of a Lesson Plan
 There are no hard and fast rules. Many
approaches are used by the trainers.
 Some commonly used formats include the
following:
 1. Topic and time allotment
 2. Objective(s).
 3. Preparation needed to conduct the
session.
 4. The actual content for teaching.
Format of lesson plans
(a) Two column format: The page is used either
vertically or horizontally and is divided into 2
columns.
 column one gives the teaching points
 column two has the teaching/learning activities
(b) Three column format
 The page is used horizontally and divided into three
columns.
 column one has the topics, the subtopics and the
points to be taught
 column two has the learners activity
 column three has the teachers guidelines
1.5- Sample Lesson Plan
 This is a structure not a checklist or a
recipe. Your approach, is just as valid a way
of presenting this lesson plan.
 This sample lesson plan will aid you in
integrating technology-supported
presentations into your lesson.
 Planing and preparing are elements to
support the actual teaching, which is
directed by the spirit.
 This lesson plan will aid you in expressing
the principles needed to be an effective,
inspiring teacher
 Lesson Plan
Lesson Elements Teacher reflections Learner
Interactions
Objective:
Principle: Your
insight.
Concept/content
pool:
ntroduction
Tide one
Tide two
Tide three
Conclusion
Lesson plan ..2
The lesson sheet is divided into three parts.
 The left side is the structure ofthe lesson an
outline that could be derived from almost any
lesson manual.
 The middle column represents your experience
with the lesson.
 The right column represents what the learner will
see or experience. The right column is your activity
or interaction plan.
 This lesson plan allows you as a teacher to reflect
upon your own understating of the principles
juxtaposed to what you anticipate the learner will
know, feel or experience during the instructional
period.
2- DEVELOPMENT OF COPYRIGHTED
MATERIALS
 2.1-Introductory Concepts:
 Copyright Basics, begins with the following definition:
"Copyright is a form of protection provided by the
laws to the authors of original works of authorship,
including literary, dramatic, musical, artistic, and
certain other intellectual works. This protection is
available to both published and unpublished works.”
 The copy right means:
 To reproduce the work in copies or ;
 To prepare derivative works based upon the work;
 To distribute copies or phonorecords of the work to the
public by sale or other
 transfer of ownership, or by rental, lease, or lending;
The copy right means:
 To distribute copies or phonorecords of the
work to the public by sale or other transfer of
ownership, or by rental, lease, or lending;
 To perform the work publicly, in the case of
literary, musical, dramatic, and choreographic
works, pantomimes, and motion pictures and
other audio-visual works;
 + In the case of sound recordings, to perform
the work publicly by means of a digital audio
transmission.
 2.2 Sections to Look into for copy
rights
 Section I- Ownership Principles:
 From a legal perspective, all copyrighted works made by any
Institution/ Board/ University/ (IBU) employee within the
scope of his or her employment begin as "works made for
hire“
 As has been the tradition at IBU and most of its peer
institutions, the IBU assigns the copyrights in such works to
their creators, unless one or more "Special Circumstances"
exist.
 The Special Circumstances that cause the IBU to retain
copyright ownership are set forth in Section II, below. Works
for which Special Circumstances exist and of which the IBU
retains ownership are called "IBU owned" works in this Policy.
Section II - Special Circumstances in which
the IBU Retains Copyright Ownership
1.Creation of the work involved substantial use
without charge of equipment, materials, or staff
services of any of the various units of the IBU;
2. Creation of the work was supported with money,
released time, or other substantial resources from
any unit of the IBU;
3.Creation of the work occurs in IBU-approved faculty
outside work for pay, if in the opinion of the
administrators approving such outside work for pay
the work predictably competes with IBU functions
or products that are, or reasonably might be,
developed and offered by the IBU in the
furtherance of its mission.
Section III —- IBU Authors of Works Owned by
MSU
 For the purposes of this Policy, an IBU Author
of a work is anyone of the following who,
IBU owned work:
a. faculty member,
b. specialist,
c. librarian,
d. executive manager,
e. postdoctoral research fellow,
f. research associate or assistant appointed
through the academic personnel system
Section IV - External Constraints on Copyright
Ownership
 Copyrighted works created by IBU employees and produced under
grants to the IBU from the federal government or other extramural
funding sources,
 Or produced under contracts between the IBU and third parties, shall
be subject to the contract or
 grant with respect to copyright ownership, distribution and use, and
other rights.
Section V -- Internal Use of IBU-Owned Works:
 Use internal to the IBU requires approval of the unit primarily
responsible for the creation of the IBU owned work.
 As long as a faculty member who is an Author of IBU owned
material that was not directly commissioned by the IBU
remains a member of the faculty of the IBU, his/her approval
shall be required for internal use of the IBU owned work,
. Section VI -- External Use and Publication
 Subject to the provisions of this Policy, the IBU may, at
its discretion, assign, transfer, lease, or sell all or part of
its legal rights in a IBU owned work,
 The following conditions are met:
a. such transfer is agreed to in advance by the complete
set of authors,
b. the work in question was not directly commissioned by
the IBU,
c. neither the authors nor their unit(s) will receive
compensation for such transfer,
d. such transfer is reported promptly to the IBU via the
administrative system provided for that purpose,
e. except for the transfer of copyright, the transfer
agreement does not contractually bind the IBU,
. Section VII -- Revision of IBU-Owned Works
 The IBU Author(s) of a IBU owned work may revise it
at any time, provided that the revision does not
require substantial IBU resources, and that he/she
gives the IBU and other IBU Authors of the work (if
any) notice of the revision.
 All surviving IBU Authors primarily responsible for
the creation of a IBU owned work must concur in its
revision, unless the work was directly commissioned
by the IBU.
 The revision of IBU owned works that were directly
commissioned by the IBU may also be initiated by
the IBU at its election, with or without the approval
or participation of the work's original IBU Authors.
 Section VIII -- Payments to IBU Authors
. Section IX -- Transfer of Rights to IBU Author:
 If the IBU discontinues use of IBU owned
instructional materials in their existing form for more
than two years, if no revision is in process, if the IBU
is not otherwise bound by grant or contract,
 If all living IBU Authors of the instructional materials
so request in writing, the IBU shall transfer the
copyrights in such instructional materials to the IBU
Author(s), provided that the IBU
 Author(s) shall be required to pay all costs associated
with the transfer, including expenses associated with
copying, mailing and handling, duplication and
copyright transfer, but not to include original costs of
production.
ANY QUESTION…….?

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