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REGARDING REGARDING
TEXTBOOK DEVELOPMENT PROCESSTEXTBOOK DEVELOPMENT PROCESS
ByByByByProf. M.A. Shahid (Izaz Prof. M.A. Shahid (Izaz –– i i
–– Fazeelat)Fazeelat)
Programme Officer/GTZ CoordinatorProgramme Officer/GTZ
CoordinatorExEx Director TechnicalDirector TechnicalExEx--Director
TechnicalDirector Technical
Punjab Textbook Board, LahorePunjab Textbook Board, Lahore
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Curriculum – Syllabus – Textbook
•Curriculum: is a plan for providing set of learning
opportunities to achievebroad goals and related specific objectives
for an identifiable population.
•Syllabus: an outline of a specific course proposed for that
level. It includestopics to be covered, their order, resources and
other relevant information.
•Textbook: a manual of teaching and learning, collection of
contents,activities and assessments in a branch of study. It is
infact a translation ofCCurriculum demands.
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UNDERSTANDING THE CURRICULUMUNDERSTANDING THE CURRICULUM
StandardsStandards:: theythey definedefine thethe
competenciescompetencies byby descriptivedescriptive
statementsstatementsspecifyingspecifying broadly,broadly, thethe
knowledge,knowledge, skillsskills andand attitudesattitudes
thatthat studentsstudents willwillacquire,acquire, shallshall
knowknow andand bebe ableable toto dodo inin aa
particularparticular keykey areaarea duringduring thethe
coursecourseofof studystudy.. TheseThese areare
qualitativequalitative inin naturenature andand setssets outout
thethe learninglearning targetstargets.. TheyTheyofof studystudy..
TheseThese areare qualitativequalitative inin naturenature andand
setssets outout thethe learninglearning targetstargets..
TheyTheymaymay notnot bebe subjectsubject specificspecific..
BenchmarksBenchmarks:: theythey elaborateelaborate thethe
standardsstandards indicatingindicating thatthat thethe
studentsstudents willwillaccomplishaccomplish atat thethe endend
ofof eacheach developmentdevelopment levellevel.. TheyThey areare
subjectsubject specificspecific..
SLOsSLOs:: theythey areare detaileddetailed statementsstatements
describingdescribing whatwhat studentsstudents areare
supposedsupposed totolearnlearn andand bebe ableable toto dodo atat
eacheach gradegrade levellevel toto achieveachieve thethe
specifiedspecifiedlearnlearn andand bebe ableable toto dodo atat
eacheach gradegrade levellevel toto achieveachieve thethe
specifiedspecifiedbenchmarksbenchmarks.. TheyThey areare
activityactivity specificspecific andand generallygenerally
observableobservable andandmeasurablemeasurable..
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S fS fA Paradigm ShiftA Paradigm Shift
FromFrom TOTOTraditional approachesTraditional approaches1.1.
Based on contents & topicsBased on contents & topics2.2.
Focus on objectivesFocus on objectives3.3. Focus on teachingFocus
on teaching
Standard based approachesStandard based approaches1.1. Based on
standardsBased on standards2.2. Focus on SLOsFocus on SLOs3.3.
Focus on learningFocus on learning
4.4. Teacher centeredTeacher centered5.5. One way approachOne
way approach6.6. Assessment of content knowledge & Assessment
of content knowledge &
simple understandingsimple understanding77 Promote
memorizationPromote memorization
4.4. Student centeredStudent centered5.5. Variety of
approachesVariety of approaches6.6. Assessment of content ,skills
and attitudes,Assessment of content ,skills and attitudes,
deeper understanding, reasoning and applicationdeeper
understanding, reasoning and application7 Promote thinking7 Promote
thinking7.7. Promote memorizationPromote memorization 7. Promote
thinking7. Promote thinking
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What is new in a Textbook
From descriptive and reading approachTo
Information mapping Interactive elements life skillsInformation
mapping, Interactive elements, life skills activities, gender
equity, brain teasers for initiating
discussions, diagrams, illustrations, worked l I t ti i f ti i B
iti lexamples, Interesting information in Boxes, critical
thinking problems and FAQ’sFor
Effective Learning
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Envisage TextbooksEnvisage Textbooksgg
ProvidingProviding knowledgeknowledge whichwhich isis
usefuluseful forfor aa
developingdevelopingsocietysocietysocietysociety..
InculcatingInculcating problemsproblems--solvingsolving
approachapproach toto createcreateindependentindependent //
criticalcritical thinkingthinking..
ii killkill dd i di d ll i hi h ll liflif CreatingCreating
skillsskills andand attitudesattitudes relevantrelevant withwith
realreal lifelifesituationsituation..
ReflectingReflecting innovativeinnovative
writing/modernwriting/modern
productionproductionprocessesprocesses..
ContainingContaining uptoupto datedate && ageage
appropriateappropriate texttext.. BasedBased onon
conceptualconceptual assessment,assessment, thinkingthinking
basedbased
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exercisesexercises insteadinstead ofof fact/fact/ memorymemory
questionsquestions orientedorientedonlyonly..
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TEXTBOOK DEVELOPMENTPROCESS
1. IDENTIFICATION OF NEEDSData collectionR i d C i l
PROCESS
Input sourcesResource mobilizationRevised Curriculum
FeedbackSurveyData analysis
DEVELOPING THE LEARNING MATRIALPlanning
Resource mobilizationPanel of authors
PlanningWritingDetermine layout of the
materialEditingReviewing
PILOTING
REVISIONIMPLEMENTATION
PRODUCTION /PRINTING
REVISION
EVALUATIONRevisionReview
PRINTING
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Identification of Needs
This is the planning stage where the developer is required
to:
Establish the need for the learning material;Evaluate the
existing materials;
compare the existing materials with identified outcomes of
learning reflected in the curriculum/programme/module;
Id tif b t th tIdentify gaps between the two;
Understand quality principles for developing learning
materials;Ensure that a system for managing material development
quality is in place;Ensure that a system for managing material
development quality is in place;Outline activities or project plan
for developing learning materials;Identify constraints; andConsider
the needs of the target group
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WHO SHOULD WRITE A TEXTBOOKWHO SHOULD WRITE A TEXTBOOKWHO SHOULD
WRITE A TEXTBOOKWHO SHOULD WRITE A TEXTBOOK
A coordinated panel of:A coordinated panel of:A coordinated
panel of:A coordinated panel of:
i Authors
ii
iii
Editor/Editors
Psychologist
iv
V
Sociologist
Language Experts
vii
V
vi
g g
Designers/Illustrators
Technical Editor
99(Contd…….)
vii Technical Editor
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DEVELOPING THE LEARNING MATERIAL
This is the most important section in the learning material
development process. It includes:-
MATERIAL
p p
1. Research & Planning 2. Curriculum mapping
3.Determining Layout of the material
2.Writing/DraftingInteractive elements
4.Editing 5.Reviewing
6.Sequencing learningactivities
1010
7.Infusing self assessment/thinking base
question/tasks/additional information
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Curriculum mapping ItIt helpshelps toto identifyidentify
gaps,gaps, missingsmissings andand
repetitionsrepetitions inin aa curriculumcurriculum andand
providesprovidesrepetitionsrepetitions inin aa curriculumcurriculum
andand providesprovideslinkages,linkages, progressionprogression
andand logicallogicalsequencessequences ofof contentscontents ItIt
requireesrequirees::sequencessequences ofof contentscontents.. ItIt
requireesrequirees::A.A. Curriculum reviewCurriculum reviewBB
Concepts/ topics / activities /skills/Concepts/ topics / activities
/skills/B.B. Concepts/ topics / activities /skills/ Concepts/
topics / activities /skills/
assessment / resourcesassessment / resourcesCC Fixing common
concepts/topics/ subtopics ofFixing common concepts/topics/
subtopics ofC.C. Fixing common concepts/topics/ subtopics of Fixing
common concepts/topics/ subtopics of
the curriculum for the textbooks.the curriculum for the
textbooks.D Development of conceptual framework /D Development of
conceptual framework /D. Development of conceptual framework / D.
Development of conceptual framework /
templatetemplate1111
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For the book
Bring writing team together under the leadership of theEditor(s)
Review Curricula document to ensure decision are in linewith the
objectives of National Curriculum, standards andbenchmarks and
decide how and where SLOs could best be met.
Develop an outline of the textbook
Agree on a common format, writing style, terminology and
unitsetc.
Develop a timeline for publication include dates for receipt of
1)Outline, 2) First draft and 3) Final draft
Periodic weekend meetings to review progress of eachother.
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For a chapter
Develop an outline
Determine topics and subtopics that will be includedDetermine
topics and subtopics that will be included
Decide on key idea, facts, concepts, skills, values that willbe
developed
Develop potential illustrations
Decide on likely activities / interactive elements.
Decide on end-of-the-chapter exercisesMove from lower to higher
order thinking
Develop multiple intelligences
Contextually relevant
In keeping with local teaching and learning
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Writing
It is a dynamic process of diversified approaches.Good writing
certainly requires passion, time andcommitmentcommitment.Ensure
content is up-to-date and accurate anddevelopmentally
appropriate
Ensure culturally and contextually appropriate
Ensure language isAge appropriateg pp p
Culturally appropriate
Fair to all groups
Grammatically correct
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Writing
Aim to engage and hold readers attentionAim to engage and hold
readers attention
Keep sentences small and simple.
Paragraphs to deal with single idea etcParagraphs to deal with
single idea etc.
Identify illustrations requiredDiversity of illustrations and in
kinds of illustrations
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Ensure illustrations are purposeful – add to text, explain text
or replace text.
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Bring in a design expert to determine how best to layout the
material
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Ensure the textbook is in line with the objectives of
NationalCurriculum, meets benchmarks and learning outcomes
Ensure accuracy and authenticity
Ensure similar language across the textbook
Footnotes and side notes may be inserted wherever necessary
Ensure the text material is free from ambiguities and errors
(bothmathematical and typographical)
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Use the textbook review format to critically review the book
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Piloting is done to determine the suitability, strengthsand
weaknesses of the developed material in order toand weaknesses of
the developed material in order totake necessary remedial actions
prior to its fullimplementation. The developer is expected to:
Develop monitoring instruments for piloting;Develop monitoring
instruments for piloting;
Identify institutions and/or learners for piloting;
Use a variety of learning methods;Use a variety of learning
methods;
Encourage and receive feedback from the learners &teachers
on structure and content, approaches, durationand assessment
strategies;and assessment strategies;
Provide frequent feedback to the learners and teachers;and
Use feedback for ongoing adjustments in the
learningprocess/material.
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P f i l A ti t/ t hi t t dP f i l A ti t/ t hi t t dProfessional
Artist/computer graphic expert to draw Professional Artist/computer
graphic expert to draw attractive and eye catching illustrations,
layout designing attractive and eye catching illustrations, layout
designing and title covers. and title covers.
They contribute to the effectiveness of textbooks and They
contribute to the effectiveness of textbooks and reading materials
by conveying and enhancing the author’sreading materials by
conveying and enhancing the author’sIntentions through visual
means.Intentions through visual means.Intentions through visual
means. Intentions through visual means.
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An experienced person who should be responsible forover all
physical presentation, layout, page designing,line spacing, style,
and size of font, optimum use ofavailable space, coherence, paper
selection/bindingand cost effectiveness etcand cost effectiveness
etc.
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TEXTBOOK ELEMENTS OTHER THAN TEXTBOOK ELEMENTS OTHER THAN
TEXTUAL MATTERTEXTUAL MATTERTEXTUAL MATTERTEXTUAL MATTER
Physical FormatPhysical Format Internal AspectsInternal Aspects
PaperPaper SizeSize
P b kP b k
Title & Back coverTitle & Back cover Spine & Spine
LabelSpine & Spine Label Inner Title Page Inner Title Page
&C&C PaperbackPaperback BindingBinding
LaminationLamination
Verso Page &Contents PageVerso Page &Contents Page
Foreword, Preface Foreword, Preface
IntroductionIntroduction Prologue AcknowledgmentsPrologue
Acknowledgments LaminationLamination
Dust CoverDust Cover Prologue, AcknowledgmentsPrologue,
Acknowledgments Name & Subject Index & Name & Subject
Index &
GlossaryGlossary Annexure & BibliographyAnnexure &
Bibliography Annexure & BibliographyAnnexure & Bibliography
Epilogue, Appendices, TablesEpilogue, Appendices, Tables Maps,
Diagrams ,Pictures & Maps, Diagrams ,Pictures &
PhotoPhoto
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ImplementationImplementationImplementation Implementation
Production and printingProduction and printingProduction and
printingProduction and printingEvaluation / feedback Evaluation /
feedback F th i iF th i iFurther revisionFurther revision
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SELECTION OF AUTHORSSELECTION OF AUTHORSSELECTION OF
AUTHORSSELECTION OF AUTHORS
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Who should be an Author
Subject Experts/Working Teachers
Who can minimize barriers to comprehension usingtheir teaching,
field and research experience.
Who simply enjoy writing and personal satisfaction ofhelping
learners.
Who have the commitment to share knowledge withother teachers
and learners.
Who have the skills and aptitude to present ideas andinformation
best suited to their target audience.
Who are committed, dedicated, devoted and sincere tothe
cause
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Who should be an EditorWho should be an Editor
A person with vision and expertise.
A person having knowledge of the subject and the skillof editing
to shape the material into most suitable andand interesting for the
intended audience.
Experienced author/authors may act as editor/editorsfor
symmetrical and harmonized arrangement oftextual matter reflecting
unity and coherencetextual matter reflecting unity and
coherence.
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PsychologistPsychologist toto looklook intointo aspectsaspects
ofof comprehensioncomprehensionLevelLevel andand cognitivecognitive
stagestage ofof learninglearning..
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SociologistSociologist toto looklook intointo culturalcultural
socialsocial gendergender ethnicethnicSociologistSociologist toto
looklook intointo cultural,cultural, social,social, gender,gender,
ethnic,ethnic,religiousreligious aspectsaspects ofof textualtextual
mattermatter andand photographsphotographssoso thatthat theythey
dodo notnot offendoffend anyany sectionsection ofof thethe
societysocietyoror doesn’tdoesn’t looklook alienalien..oror doesn
tdoesn t looklook alienalien..
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ffLanguageLanguage expertexpert toto looklook intointo
linguisticlinguistic aspectaspect ofof textualtextualmattermatter
confiningconfining thethe texttext toto consistsconsists ofof
shortshort sentencessentencesandand simplesimple wordswords
withwith inin aa rangerange ofof
predeterminedpredeterminedgradedgraded
vocabularyvocabularygradedgraded vocabularyvocabulary