Unit 1 CC 6552 by Shahzada Alamgir

TEXTBOOK DEVELOPMENT
PART-1 CC 6552
UNIT #1
CONCEPT AND
SCOPE OF
TEXTBOOK
RESOURCE PERSON : SHAHZADA
ALAMGIR
M.Phil ( Education)
Ph.D.( Scholar)
INTRODUCTION OF UNIT 1
 It is a very new concept to study "Textbook" as a part of
pedagogy and in broader sense a concept logy, technique and
course of study. You may consider it a very recently emerged
discipline.
 Starting from this unit "definition of a textbook" up to the "future of
the textbooks" you will see it very interesting and discovering field
of knowledge and expertise.
 In this unit an overall philosophy (concept) and history (scope) of
textbooks is described and elaborated to its current position in the
pedagogy and its future use.
 The unit is divided into two parts, ie. Definition and History. Some
other issues e.g. textbook controversy and textbook war are also a
part of it.
OBJECTIVES of unit 2
After studying this unit, you will be able:
to know the entire concept of textbook
with its limitations.
to take a start to become a textbook
developer.
to differentiate between a pedagogical
text and a general reading material.
Definition of Text Book
◦A textbook, is a book that contains detailed information about a subject
for people who are studying that subject
e.g. a science textbook, a history textbook, a textbook of chemistry
etc.
◦“A book used in schools or colleges for the formal study of a subject”.
(The American Heritage Dictionary: 2000).
◦"Standard book on a particular subject". (Collins Gem English Dictionary:
1991).
◦"A book containing the main principles of a subject“ (Chambers English
Dictionary: 1989).
◦"The term textbook refers to materials employed by school or college
students as standard works on particular subject. They are designed for
classroom use with appropriate vocabulary, illustrations, student
exercise and teacher aids" (The Encyclopedia of Education: 1971).
◦"Textbook" refers to "learning material used in the classroom".
◦This is a replacement of the term "school book".
◦All of these definitions emphasize the role of textbooks as:
 a tool for learning the curriculum.
 a nucleus of all learning activities related to a particular curriculum or
syllabus.
Advantages and Disadvantages of Textbooks
 Advantages  Disadvantages
◦ Book is not inherently interactive.
◦ The textbook defines curriculum. ◦ Texts are often so thick that they
◦ Serves not only to support overwhelm students seeking key
instruction but also to symbolizes information.
that instruction. ◦ Texts are often forced to rely on
◦ For many people, visual processing historical or dated examples.
(i.e., reading) is faster than auditory ◦ They rarely give a sense of the
processing (i.e., listening to lectures), discovery aspects and
making textbooks a very effective disorganization of information.
resource. ◦ Proper way of utilization of
◦ Reading can be done slowly, textbook is not adopted as it is
accompanied by extensive note time consuming and pain taking
taking, or it can be done rapidly, by job i.e. Asking questions while
skimming and skipping. they read, seek answers within
◦ Arrangement of information in a the text, and identify other
meaningful hierarchy of related sources to explore ideas not
major and minor concepts contained in the text.
Textbook and Effective Learning
 Recent work categorizes the structure of science text
as either a proof-first or a principle-first
organization.
Layout and illustrations: are important
predictors of a text's effectiveness.
◦ Students with low verbal aptitude, is a simple multicolor line
drawing.
◦ Although more visually appealing are more prevalent in the
current textbook market, realistic drawings or photographs
are less effective at enhancing student learning.
◦ The organization of information on a page also affects
student learning.
HOW TO Textbook Development
Textbook development is much more than a
writing process.
 The process starts from:
◦ the analysis of the curriculum and the syllabus for a particular subject, and
◦ involves people of different specializations, such as writers, professional
editors, layout designers, illustrators, printers and publishers.
◦ the product goes into the hands of the users (teachers or pupils).
◦ "Textbooks are not produced in a vacuum. They are related not
only:
 To the educational system, but also To the publishing industry, To the
fiscal realities of the nation, and
 To the broader 'book consciousness of society.
The Design of a Textbook Program/Lesson
 Classroom teachers are facing a more diverse and
academically "needy" student population, and
 Because teachers, not textbooks, teach students how to
read and think.
 Common among most models which address both
reading and strategy building are three phases:
 (a) "before" textbook reading,
 (b) "'during" textbook reading, and
 (c) '''after'' textbook reading.
3-Phase Textbook Teaching Technique
 1. Before Your Students Engage in Oral or Silent Textbook
Reading....
a) Set the Purpose for Reading.
b) Activate Students' Prior Knowledge.
c) Inspire Students to Think. d)
Help Students be Better Prepared for Conceptually Dense Texts.
e) Introduce Concepts and Vocabulary.
 2. While Your Students are Engaged in Oral or Silent Textbook
Reading (for classroom or homework assignments). . . .
a) Help young readers "Track the Line of Print:" b)
Teach Self-Correcting.
c) Stop of Critical Points in Text. d) Teach Older Students
Active Reading Techniques.
3-Phase Textbook Teaching Technique…2
3. After Your Studentshave Completed the
Reading Assignment (for classroom or
homework assignments) ....
a) Require oral or written reformulations or summaries.
b) Teach students to complete chapter maps, networks that

highlight text structures, and other text features.
c) Encourage them to reread highlighted material.
d) Teach students to identify "types" of chapter questions
before answering them (e.g., fact, inference, opinion).
e) Provide mnemonic instruction for recall, develop a
repertoire of evaluation techniques that are not limited to
written, timed tests.
Today's Textbooks
 The pictures draw the students in.
 Many teachers in Pakistan manage with out-of-date and dilapidated textbooks, of
textbook boards more often teachers whose students come from poor or isolated
communities.
 Other teachers prefer "real books" to textbooks, relying on libraries and book stores
for the riches that they have to offer.
 The books are visually captivating.
 Equally important, they are durable.
 The covers are hard and waterproof.
 The glossy pages are tear-resistant, and the bindings sturdy.
 The books can survive rough treatment, short of being run over by a car, dropped
into a water puddle, or defacement with graffiti.
 In Pakistan we can say poor textbooks, printed on news print, loosely bound, without
teacher edition and teacher's training reflects basic features of our aristocratic
society.
 Our books are noteworthy for their unattractiveness.
 Schools need to move from exposure to engagement, from memorization of factoids
toward understanding
2..History of Textbook
 The Sub-continent:
 Darse Nizamia in Eighteenth centuries tried to introduce a
list of textbooks in India but it was too lengthy to be
grasped by a student of a definite grade level.
 After the advent of the British era in Indo-Pak sub-
continent the textbooks were started to be written according
to a syllabus or curriculum in the late ninteenth century.
 Still there were no textbook committees or boards, until in
1926 a textbook committee was formed.
 In Pakistan the 1st phase from 1947 to 1959 was a phase of
alternate textbooks.
 The textbooks entered the scene in 1969-70.
 In 1971 the textbook boards at every provincial headquarter
were made responsible for textbooks from grade 1 to 12 to
inculcate the concept of sole textbook.
 It is their constitutional obligation to prepare textbook, in
line to the curriculum recommended by the curriculum
Wing, Federal Ministry of Education, Islamabad.
 In the beginning of the 21st century the alternate textbooks
are allowed to be taught in Pakistan schools but
recommended or approved by the Curriculum Wing as per
National Textbook Policy 2006.
 This new era begins after the 1st decade of the 21st century.
Recent Trends In text book
 Since the 1916 Report was issued, many political, economic, social,
and educational changes have taken place.
 The changing political events in Eastern Europe and China over the
past year reflect the speed, interaction and influence of worldwide
occurrences.
 National self image also plays a part in the curriculum and related
textbooks.
 Contrasting viewpoints over the United States position in the world
create difficulties for textbook writers.
 Dealing with these issues forces textbook authors to treat content in a
different manner than the descriptive, declarative, and informational
models of the past.
 In recent years, high school textbooks of United States history have
come under increasing criticism.
 Science textbooks have been the source of ongoing debates and have
come under scrutiny from several organizations.
Text Organization
 The text is to serve as a source of base information for this action.
 In contrast, approaches from developmental psychology have
required authors to organize and present information at the
appropriate cognitive level of the learner and in a style and format
suited to that developmental level.
 Advocates of this position argue for a hierarchical arrangement of
the content in a text, concept, generalization ascending order.
 They contend that this sequence promotes:
◦ vocabulary development (concept development),
◦ student ability to categorize,
◦ to develop relationships, and
◦ to form conclusions (higher order operations).
Publishing Industry
 The publishing industry, as it is the last step in the process of
producing a textbook, is the focal point of all prior problems.
 Since the final product, the text, is a visible product, textbook
publishers are held responsible for all inadequacies.
 As a result, "textbook bushing" has become a popular pastime.
 The publishers must be held accountable for their products, but
publishers must also sell books in order to make a profit and
remain the business.
 What sells drives the market place and shapes the final
product.
 Publishers are faced with a dilemma, if innovative ventures
lead to large unsold inventories in the warehouse, diminished
profits will result.
The Textbook Range
 The evidence is clear and overwhelming that textbooks and other
print materials are a major part of the teaching-learning situation.
 For a number of reasons, students are provided with this basic tool in
all of their classes.
 The controversial issues relate more to the form and substance of this
tool than to its existence.
 It is an inanimate object-it just rests on the desk.
 However, as a visible end products, it stands out and is subject to the
scrutiny of all.
 The textbook, as the curriculum, the teacher, and the educational
system in the country, reflect the prevailing norms of the community.
 As we are now in the 21st century, present and past community norms
are being tested.
 The testing does generate a degree of conflict, but it is the crucible
that produces future ends and goals.
MAIN POINTS OF UNIT 1
 A book containing text for teaching is called "textbook".
 . In a technical sense a teaching tool to help student, to
acquire some bearings, used as a reading and activity
material from class 4 up to higher stages in called a textbook.
 . Very first textbook is considered “The Visible World in
Pictures” (1658) by Comenius. A Dutch religious book was
in use in 1556 in the subcontinent.
 . Computer is more use friendly then a printed book.
 . A textbook can reflect curriculum to some extent. 6. A
textbook should be useable as good for a poor reader as for
as good reader.
 A textbook has several limitations.
 Textbooks are being changed by style and context
ANY QUESTIONS ….?

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TEXTBOOK DEVELOPMENT

b) Teach students to complete chapter maps, networks that

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