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

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..

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

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

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

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7.Infusing self assessment/thinking base question/tasks/additional information

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

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.

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)

Use the textbook review format to critically review the book

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.

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.

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.

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

ImplementationImplementationImplementation Implementation

Production and printingProduction and printingProduction and printingProduction and printingEvaluation / feedback Evaluation / feedback F th i iF th i iFurther revisionFurther revision

SELECTION OF AUTHORSSELECTION OF AUTHORSSELECTION OF AUTHORSSELECTION OF AUTHORS

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

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.

PsychologistPsychologist toto looklook intointo aspectsaspects ofof comprehensioncomprehensionLevelLevel andand cognitivecognitive stagestage ofof learninglearning..

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..

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