Name: Zartaj chohan

Roll no: BW502717

Assignment No.1
Q1: Make a comparison of the advantages and limitations of
textbooks in modern era. What essential changes are
required in the current style and content of AIOU textbooks
at M.A/M.ED level.
Answer:
A book containing a text define by the curriculum
to teach is “Textbook".
It is used even by the teachers as well as but the students.
Some also find it interesting and useful for their self esteem
to show their knowledge and ability to the others.
POWER OF BOOKS:

A book is a gift you can open again and again.

— ...
Literacy is a bridge from misery to hope. — ...
Once you learn to read, you will be forever free.
— ...
Any book that helps a child to form a habit
of reading, to make reading one of his needs, is
good for him.
DEFINITION AND LIMITATIONS :

A textbook as define in a lexicographical note, is a book

that contains detailed information about a subject for
people who are studying that subject e.g. a science
textbook, refers to “ learning material used in the
classroom”. This 8a a replacement of the term “
school book" which is also in vogue in some ccountries.
Below are further definitions of the term which may
specifically communicate the meaning:
“ A book used in school or college for the formal
study of a subject”.
“ Standard book on a particular subject “.
“ A book containing the main principles of a subject “.
“ A term textbook refers to materials employed by
school or college students as standard work on particular
subject”.
“ Textbook is the term for a book used in a course as
the base around which the course is built”.
 “A textbook is manual of instruction or a standard
book in any branch of study. They are produced according
to the demand of the educational institutions. Textbooks
are usually published by major publishing companies.
Although most textbooks are only published in printed
format, can now be view online”.

Textbooks: Advantages and Disadvantages

As you visit classrooms, you probably notice that
most, if not all, of those classrooms use a standard
textbook series. The reasons for this are many,
depending on the design and focus of the curriculum,
the mandates of the administration, and/or the level
of expertise on the part of classroom teachers.
Jabberwocky
y one or more teachers, college professors, or education experts who are
teaching materials, ideas, and activities to use
throughout the academic year.

Textbooks provide you with several advantages in the

classroom:
Textbooks are especially helpful for beginning
teachers. The material to be covered and the design of
each lesson are carefully spelled out in detail.
Textbooks provide organized units of work. A textbook
gives you all the plans and lessons you need to cover a
topic in some detail.
A textbook series provides you with a balanced,
chronological presentation of information.
Textbooks are a detailed sequence of teaching
procedures that tell you what to do and when to do it.
There are no surprises—everything is carefully
spelled out.
Textbooks provide administrators and teachers with a
complete program. The series is typically based on the
latest research and teaching strategies.
Good textbooks are excellent teaching aids. They're a
resource for both teachers and students.
Changes in Textbook( Style and Content):
The textbook is an almost universal element of ELT
teaching.2
Millions of
copies are sold every year, and numerous aid projects have
been set up to
produce them in countries such as Sri Lanka, Yemen, and
Peru. The
growth of ESP has also generated an increasing number of
textbooks for
more specialized areas, such as English for Draughtsmen,
English for
Fisheries, etc. No teaching-learning situation, it seems, is
complete until
it has its relevant textbook. Yet this phenomenon—the ELT
textbook—
which has such an impact on ELT, has been little studied.
And such papers
as have been written about textbooks have been generally
critical. Swan
(1992: 33), for example, gives this warning:
The danger with ready-made textbooks is that they can
seem to absolve
teachers of responsibility. Instead of participating in the
day-to-day
decisions that have to be made about what to teach and
how to teach it, it is
easy to just sit back and operate the system, secure in the
belief that the
wise and virtuous people who produced the textbook knew
what was good
for us. Unfortunately this is rarely the case.
Contemporary The idea that textbooks produce a kind of
dependency culture among
views of pedagogy teachers and learners is echoed by
Littlejohn (1992: 84). In his study of
some widely-used primary/lower secondary textbooks, he
concludes that
EL T Journal Volume 48/4 October 1994 © Oxford University
Press 1994 315.
In the last decade, the use of e-Textbooks has
received attention in research and practice.
However, the expanded use of e-Textbooks was
not easily achieved because of the missing
standards in learning content and
functionalities, and barriers in utilizing e-
Textbooks, such as screen reading and
intellectual property protection. This paper
provides insights on the design, development,
and learning with e-Textbooks by reviewing
studies, project reports, and cases on its use.
Results reveal the increased promotion and
implementation of e- Textbook development in
several countries. Criticisms on different e-
Textbook types began during the early stages of
open multimedia learning resources and
digitized textbooks, and continued until the
integration of information and communication
technologies, authoring tools, and learning
platforms. The study examined advantages of e-
Textbooks and different factors that influenced
e-Textbook applications. The study also reviewed
the literature on learning through e-Textbooks
in terms of acceptance and perception of users,
and the comparison of the learning effectiveness
of this format with printed
textbooks. Moreover, learning in e-Textbooks is
not fully realized, and requires increased in-
depth studies. This paper suggests investigating
the pedagogical design of e- Textbooks and
further evaluation of e- Textbook functions to
support learning.
This article examines secondary school textbooks
used in one province of Pakistan to explore how
particular political and religious beliefs are
embedded in the texts used to teach the English
language. The article shows how the authors of
these textbooks change the discursive practices of
global English to suit their own purposes. In
particular, the article discusses how the authors
appropriate the genre structure of biographical texts
and adapt lexico- grammatical resources for identity
management.
An appropriation of the language in the
textbooks, the article argues, curtails students’
access to the linguistic or semiotic tools that are
needed to read and engage with other globally
oriented texts. This may impact students’ views of
the world as well as limit their ability to understand
and appreciate alternative perspectives.
Q2: Explain methods of textbook evaluation. And
also some suggestions to students for using
textbooks.
ANSWER:

Textbook evaluation can be divided into separate

phases: pre-use (also known as pre-evaluation),
during use (or in-use) and after use (or post- use).
Pre-evaluation: analysis
Most textbook evaluation schemes distinguish two
essential stages that are necessary at the pre-
evaluation phase: a description or analysis phase,
and an interpretation or evaluation phase. In the first
phase, the contents of the book have to be carefully
described in terms of scope and sequence,
organization, and the types of texts and exercises
contained within. The analysis phase will involve
identifying these kinds of information:
Aims and objectives of the book.
Level of the book.
Skills addressed.
Topics covered.
Situations it is intended for.
Target learners.
Time required.
Components.
Number and length of units.
Organization of units.
Pre-evaluation: evaluation
This stage of evaluation is more difficult since it
involves subjective judgements, and these often
differ from one person to another. For this reason,
group evaluations are often useful. A number of
checklists have been developed to assist at this
stage of Pre-evaluation. However, checklists involve
somewhat subjective categories and usually need to
be adapted to reflect the particular book under
consideration.
In general, textbook evaluation addresses the
following issues:
Goals: What does the book seek to achieve and how
clearly are its learning outcomes identified?
Syllabus: What syllabus framework is the book
based on? Is the syllabus adequate or would it need
to be supplemented (e.g. through additional
activities for grammar or pronunciation)?
Theoretical framework: What language-learning
theory is the book based on? Does it present an
informed understanding of any underlying
theory?
Methodology: What methodology is the book based
on? Is it pedagogically sound?
Language content: What kind of language does it
contain and how authentic and relevant is the
content? Is it an appropriate level of difficulty for the
learners?
Other content: What topics and themes are covered
and are they appropriate for the target learners?
Organization: Is the book well organized into units
and lessons, and within lessons are the purposes of
activities clearly identified? Do units have a
coherent, consistent organization and do they
gradually progress in difficulty throughout the
book?
Teacher appeal: Does the book look easy to teach
and is it self-contained, or would the teacher need to
develop supplementary materials to use with it?
Would it require special training or could it be used
by teachers with limited experience, and by both
native-speaker and non-native-speaker teachers?
Learner appeal: How engaging would it be for
learners? How would they rate the design of the
book (including the photos and illustrations), the
topics and the kinds of activities included? Is the
material clearly relevant to their perceived
language-learning needs? Are self-study
components included?
Ancilliaries: What other components does the
book include, such as teacher’s book, workbook,
tests, and digital and web-based support? Are all of
these components published and available?
Price: Is the book affordable for the intended
buyers?
When a group-evaluation process is used, all of the
issues above and others specific to the teaching
context can be discussed, and if several books are
being considered, a consensus reached on the book
that most suits teachers’ needs. The decision may
not rest
entirely on the book’s merits. For example, if
students are known to use a certain coursebook in
private high schools, the book may be rejected for
use in private-language programmes that attract
university students.
Suggestions for using textbooks
Make notes all over your textbook. ...
Translate key words in your textbook. ...
Build vocabulary lists & concept lists based on what
you read in the textbook. ...
Highlight your textbook carefully. ...
Make your own notes on
paper using the textbook and external sources. ...
Always know the textbook references for your
current topic of study.
The textbook definition is “a book used as a standard
work for the study of a particular subject”. As such,
textbooks come in a variety of guises and formats,
depending on the subject and age range.
Most textbooks are printed on paper, which remains
an excellent medium, but an increasing number of
publishing houses and, notably, self- publishing
practitioners are using digital media (e.g. pub, iBook’s,
web pages…) to deliver content and contribute to
effective instruction and successful learning.
Whatever the case, in secondary education,
textbooks typically…
…introduce new topics
…show suitable illustrations
…present topics in blocks
…which can encourage massed practice
…provide problems to solve
…promote independent study
…provide extra resources for regular assessment
of learning
Textbooks differ in quality and some are much better
than others, so not all textbooks will fit this bill. But
the likelihood is that you probably recognise most or
all of these characteristics in the textbooks you use.
Since some approaches work better than others, it is
reasonable to consider what we know about effective
instruction and about how students learn best in order
to improve how textbooks support teaching and
learning.

What makes a great textbook?

These seven suggestions for improving the efficacy of

textbooks are based teaching and learning strategies
that have been shown to improve outcomes for
students.

Introduce new topics by referencing to what the

learner already knows

Many textbooks introduce new topics by making

reference to learning objectives and then dive in to
whatever new topic the chapter introduces. Since
research shows that better learning occurs when
students build on prior knowledge, my first
suggestions would be to start chapters with activities
that require students to recall and, in a sense, to
activate prior knowledge, thus strengthening the
connections between existing knowledge and the new
concepts about to be learnt.
Activities that require retrieval of prior knowledge or
that otherwise help make connections in the students’
minds between what’s already been learnt and what
needs to be learnt should preface every new topic.
Careful hyperlinking to previous content, multiple
choice quizzes, cloze exercises or vocabulary tests are
all easily embedded into digital resources to support
this principle.

Pairing graphics with text

Clearly textbooks should be aesthetically appealing.

We would be wise not to ignore affective factors that
could influence negatively a learner’s disposition to
learning before it has a chance to occur. Although
stereotypically we tend to determine academic rigour
to be in a negative correlation with the number of
illustrations, it is
possible to produce textbooks that are both appealing
and supportive of effective instruction.
My second suggestion would be to eschew superfluous
illustrations, which in any case often contribute to the
textbook becoming dated prematurely, and focus on
pairing text with graphics that will support learning by
presenting examples and depicting overarching ideas
or concepts and explaining how these ideas and
concepts connect. Well designed graphic illustrations
depict models clearly, represent abstract concepts and
reveal underlying knowledge structures that will help
learners make the required connections to take
learning further.
In digital resources, graphics can literally come alive,
which can be very useful, though it is important to
keep animations simple so that they do not become a
distraction in themselves.
Carefully chosen video clips can also be embedded (or
linked to from a paper based resource, using, for
example, a QR code) to provide examples and facilitate
conceptual understanding.
Interleaving different but related topics and skills

Interleaving is the practice of alternating different

topics and types of content. Although intuitively we
feel that we learn better by focusing on one topic or
skill at a time, research shows that better learning is
achieved when students interleave different but
related topics or skills, rather than focusing on one
topic or skill, then another topic or skill, and so on.
Although the illusion of better learning is achieved by
studying topics in blocks, it is actually by interleaving
topics and skills that long term retention and greater
overall understanding are achieved. This would be
very counterintuitive for publishers of content, as
many teachers and students might find it confusing
(and therefore feedback negatively) if a chapter,
instead of focusing on one topic at a time, as it is the
norm, alternates between related topics and skills as it
seeks to connect to and build on existing knowledge.
Students and teachers may find this approach less neat
and more messy, but research shows conclusively that
interleaving leads to better
overall learning in the long term. Once again, careful
hyperlinking between related topics can support the
interleaving of key topics and concepts if a digital
format is being employed.

Encourage distributed practice

Closely related to the principle of interleaving of topics

and skills, distributed or spaced practice is based on
the fact that learners remember information better
when they are exposed to it multiple times throughout
a course. Textbooks generally adopt a modular
structure: study one topic, assess it, move on. Job done.
Good luck for the exam.
In linear courses (such as IGCSE and the new GCSE and
A level), which typically last two years, it is
conceivable that a topic that is covered during the first
term of the course is never returned to before a hastily
arranged revision session just before study leave.
Although teachers can claim that the topic has been
covered — it has — they can’t claim to have covered it
in a pedagogically sound manner unless they have
ensured the topic has been studied more than once
during the teaching of the course.
Textbook publishers can facilitate distributed practice
by structuring the content so that students are
exposed to key topics and concepts more than once
and by building in review opportunities weeks and
even months after new knowledge is acquired.

Modelling solved problems

Modelling is a very effective classroom strategy.

Textbooks too can make the most of the powerful
effect of modelling by alternating problems with
written-out solutions, worked examples (i.e. where the
steps to achieve the correct solution are laid out) and
problems that the student needs to solve
independently. This is also a kind of interleaving.
This approach ensures that students become familiar,
not just with the mechanics of problem solving, but
also with the underlying principles required to master
the topic in question. The student can then be guided
to more complex but related problems or questions
and, as the students become more proficient, the
textbook can begin to increase the number of
problems or questions for the students to solve or
answer independently.
There are probably many textbooks that already take
this or a similar approach occasionally, perhaps to
help with particularly tricky concepts, but few
structure their exercises and tasks in this way from the
outset.

Teach independent study skills to boost

metacognition

Although many textbooks promote independent

learning by, for example, pointing students to
additional sources of reading, relevant websites, video
clips, films or TV programmes, few actively seek to
teach specific metacognitive strategies to help
students become better learners in a particular
subject. The view could easily be taken that, say, a
French textbook’s purpose is to teach students French,
not to teach students how to learn, which is the
essence of metacognition in this context.
This view would seem entirely justifiable until one
considers the important contribution that
metacognitive strategies bring to successful learning.
For example, research suggests that encouraging
learners how to plan, monitor and evaluate their own
learning by providing subject specific strategies and
guidance has great impact
on learning. Textbooks could interleave activities in
which students are asked to identify where a task
might go wrong; to lay out the steps required to
achieve mastery of a topic; to produce their own
worked examples, or to formulate appropriate
questions and provide possible answers.

Frequent assessments for better retention

My final suggestion deals with assessment and how it

is generally used to determine the extent to which a
student has learnt the required material.
In another counterintuitive turn, it turns out that
frequent assessment is more helpful to the learning
than it is to the assessing, that is to say, determining
the extent of learning.
Many textbooks already come with supplementary
assessment resources, usually in a separate pack,
which sometimes needs to be purchased separately. In
more than a few cases assessment is clearly an
afterthought for many publishers. These assessments
also come in the form of high stakes end-of-unit or
end-of-module tests and end-of-year exams.
Q3: Compare AIOU model of textbook publishing to
any other model textbook publishing.
Answer:
Importance of textbook
The function of a textbook is essentially to guide the
teaching and learning of the curriculum in a
particular subject. Against the backdrop of poor
teacher context knowledge, textbooks play a
fundamental role in supplementing teachers'
knowledge deficits.
The textbook plays an important role in teaching and
learning. It represents a useful resource for both
teachers as a course design- eras and learners as
persons who are acquiring the English language. ...
Textbook adaptation is a process of overcoming
problems in using only ready-made textbooks.
Allama Iqbal Open University textbooks
publishing:
Allama Iqbal Open University develops, print
publishes and markets textbooks in the same way as
Bath-Nelson with the exception that is this case no
external participation of private
sector publishing is involved at any stage and
that it produces books onlyfor its registered
students. This University develops it’s own
curriculum and has no concerns with the
National Curriculumof Pakistanfor even
secondary and post-secondary level. The
books relateto the very specialised field of
distance learning.
The university has evolved a very strong
infrastructure of textbook development
comprising panels of Authors/ Editors, it’s own
editorial, illustration and printing press and
professionally equipped marketing / mailing
department.
The whole process of textbook development in this
University is very systematic and exemplary. This
university based Pakistan Model can com with
the British Model on many aspects , some of
which are more established and well
organized than the British one.

Need of publishing culture

Here's how to publish a book step-by-step:
 Decide Why You Want to Publish a Book.
  Write Your Book.
 Get Feedback Before Publishing Your Book.
 Choose a Book Title.
 Hire a Great Book Editor.
 Design a Book Cover that Converts.
 Create Your Kindle Direct
Publishing Account.
 Format and Upload your Book.
THE ROLE OF THE TEXTBOOK PUBLISHER
Publishers set the editorial and commercial
direction for companies that publish books,
newspapers, magazines and digital content.
They make decisions about the markets their
companies will serve and the type of content
they will offer their audience.
Here, in my opinion, are the vital skills for
someone to succeed in publishing, and frankly,
in any modern business.
 Powerful communication and high
emotional intelligence. ...
 Openness, integrity, honesty. ...
 Creativity in problem solving. ...
  Learning with agility. ...
 Results-driven work.
Structural Organisations of an Editorial
Department:

The Organizational Structure of a Publishing department

A publishing company like anything else has a
hierarchy in their organizational structure . This
corporate structure includes departments and
sections which perform specific responsibilities
that collectively facilitate the whole process of
publishing. Here’s a breakdown of the hierarchy
in the firm to help us understand the
organizational structure of publishing company.

The Publisher
He/she is the foreman of the company – the owner
of the publishing house. This person regulates all
the transactions at an executive level including
the recruitment of employees, firing, fixing wages,
and including significant decisions for the
company. All employees, staffs, etc. work under
his supervision.
The Managing Editorial team
This is the group responsible for
all editorial work, including specific sections such as
art, editorial, and production. However, all these
sections come under two big categories:
1. Editor in Chief
This is the position under the Publisher and is
considered as the person spearheading the editing
team. He is responsible for the control of the main
production content and has a crucial role in
budget decisions and as well as contributing in the
hiring of other editors.
1. Editors department
Second in line of the editorial team after the chief
editor is the editors. This is part of the managing
editorial team that is responsible for editing, and
copyediting manuscripts and other publishing
documents, as well as providing alternatives for
writers. The editors play a significant role in
finalizing books.
III. Art Department
The art department of the managing editorial team
focuses on book cover designs, both interior texts, and
exteriors. They design, but the sales and marketing
departments make the approval of the covers.
This class is responsible for the physical production of
the book that includes the physical materials composing
the book. Physical entities such as the method of
bookbinding, paper stock, the trimming size, page
signatures, page count, and so on. It is a vital role as the
production scale costings of the books will have a
tremendous effect on the editor’s profit-and-loss
statements.
· The Proof-reader
The proof-readers are the next in the publishing
hierarchy and are responsible for proofreading. He is
the one responsible for assessing the grammatical
mistakes, including improving sentences syntax,
determiners, vocabulary, clarity, spelling mistakes. It is
a comprehensive job that requires time.
· The Literary Agent
This is the employee who is responsible for helping the
publication of literature and oversees the payment
process to the writer of the books. Their job as agents is
to follow up and pursue the contracts of unpublished
authors. Numerous literary agents are working for
publishing companies under a variety of literary genres.
These agents are categorized by the genre of books they
work with.
· The Creative Experts
This is a team of individual specialized in all the
necessary artistic designs and drawing.
· The Marketing Team
This group is responsible for creating the right
marketing strategies for the publishing house. Their
work includes coming up with promotions and
advertisements.
· The Financers
Last but not least are the people accountable for the
financial aspect of the publishing house, and they are
accountants and finance experts.
Q4: What collaboration mechanism is
adopted by curriculum and textbook
development formapping the curriculum ,
while designing textbook?
Ans:

Curriculum and textbooks are not the same

in meanings, as most of us think
and visualize. Curriculum envisages more
objectives and activities,
competencies then translated in to a
readable textbook. This translation or
transfer
is not 100% possible. At least 40%
responsibility lies upon the shoulder of
teachers and evaluators to get the
outcomes satisfactory.
1. PLANNING A TEXTBOOK
Before we start to do work on a textbook
one should sit to planning of its
organization. Text designing is not simply a
work of writing some pieces of
information to be read by the students as
most of us assume. It is there to organize
or arrange text as a brain functions during
learning. We should know something
about this aspect for implication for text
designing,
1.Mapping the National Curriculum
The relationship between the curriculum
and the textbook is well defined
by Westbury who says that textbook
defines the curriculum. But, the real
curriculum is often not being fully
translated into the textbooks available in
the
classrooms in Pakistan. This is evident
from the recommendations of the National
Educational Council, Ministry of Education,
Islamabad, The working paper of the
Institute of International Research on
Primary Education Development
Programme in Pakistan: Instruction and
Materials has also expressed the same
views about the textbooks of Pakistan. The
following extract of the working paper
is reproduced for ready reference in
Institute for International Research (1989):
"In Pakistan as in other countries that
depend upon opinion
for judging the suitability of curricula and
textbooks rather than
upon a rigorous and scientific process of
school trials and revision
before final publication, the effectiveness of
the materials suffers,
as does student learning. This may account
for some of the
extremely high dropout and poor academic
performance of
Pakistan's primary school students".
For successful and fruitful Curriculum
implementation, a closer
 relationship between curriculum and
textbook developers is vital. There is a
large
gap between these two most important
ends of the learning process. This gap
seems to be one of the main causes of
failure in implementing the National
Curriculum in Pakistan to its full extent.
Figure 1 on the following page helps to
explain this gap.

Textbook Development and Curriculum Mapping

A textbook is not written as most of our
teachers, educators and writers of
textbook writers panel think. These are rather
designed to cope with the
curriculum and the learning patterns of the
students in general. Planning of
textbook designing thus includes an overall
planning: having curriculum, content,
biological and psychological implications,
content planning, having facts,
concepts, skills, values, attitudes to be included
in the text; assignments: reading,
writing, calculation, practices etc. to be included
on teachable parts in the
textbook; structure planning with problem-
solving, cause and effect, compare and
contrast, heading-subheading arrangements;
then there is language planning;
vocabulary to be used, discourse (direct
discourse or indirect as meta discourse),
symbols and alternate genres to be used;
activities, question, projects, intellectual
and functional engagements of the learners,
teaching points for teachers and then
illustration and pictures.
Procedure for Development of Textbook
Following is a procedure for developing a
textbook so as to implement
some theories of textbook development e.g.
Elaboration Theory, Component
Display Theory etc.
1. Select and sequence the organizing ideas.
a) Select the kinds of organizing content ideas,
b) List all of the important organizing content
c) Arrange the organizing content ideas into
an Elaborative sequence and
group into chapters.
d) Allocate organizing content to chapters.
2. Select the supporting content for
each chapter, and sequence all content
within each chapter.
a) List all of the important supporting
content ideas for each chapter.
b) Sequence both the organizing and
supporting content within each
chapter.
3. Select strategies for relating new
knowledge to prior student knowledge
in- chapter synthesizers to include and where.
a) Decide what within-chapter synthesizers to
include and where.
b) Decide what cumulative synthesizers to
include and where.
c) Decide what student experiences can be
used as instances.
d) Decide what analogies to include and where.
e) Decide what motivational components
to include and where.
4. Select the review strategies
a) Decide which content ideas should
be included in the within-chapter
reviews.
b) Decide where to put cumulative reviews
and what to put in them.
5. Select micro strategies for each idea.
a) Select the appropriate micro model for
each idea or fact.
b) Decide on the appropriate level of richness
for that model.
c) Write the test items and the primary
and secondary strategy components
for each idea.
6. Write the remaining strategy components.
a) Write the integrative test items. b) Write the
synthesizers.
c) Write the reviews
d) Write the analogies,
e) Write any remaining motivational components.
7. Decide how to format all of the instruction
a) Separate aspects and label all ideas
and strategy components.
b) Format of the instruction
1.2.3- Steps of Development
Taking in view these theories one can easily
build his own steps to
develop a textbook as it is tried to in the
following points:
1. Briefing of targets.
2. Mapping with the Curriculum.
a) Curriculum Review.
b) Concepts/Topics/Activities/Competencies
Analysis.
c) Fixing Common Concepts/Topics of
the Curriculum for textbook
d) Development of Conceptual Framework.
3. Development of Review Criteria of
Previous Text Books.
4. Textbook Production Analysis:
a) Curriculum/Content, Panel Development, Text
Discourse Development,
Graded vocabulary. Editing, Illustration and their
problems.
b) Production/pricing/supply/distribution
problems.
c) Financial Problems/Sale/Return,
d) Competency Development/Projects.
e) Analysis and Findings.
5. Development of Instrument for Analysing the
Existing Textbooks and
other Material
a) Development of Action Plan/Scan Planning.
b) Overseas Working of Developed
Textbook Production to compare with
the Pakistani Situation.
c) Comparing report presentation-Key points.
6. Development of the programme for the New
Textbook, Teacher Guides
and Work Book, Teaching Material Preparation.
7. Finalizing/Approval of the Programme.
8. Model Lesson. Page layout.
9. Development of Checklist for the Textbook
Development.
10.Preparation of Pattern N(?
tes/Network Analysis/Copy Layout/Text
designing.
Q5: How brain function is associated with
learning? Discuss its implication for textbook
design?
Ans :

Brain Functions During Learning: Implications

for Text Design
Applied research regarding brain function,
learning, and memory in the
classroom is just beginning, although classroom
results have been reported in
European journals since the mid-1960's. While it
is still too early to make hard
and fast judgements, the implications of results
of basic science studies seem clear
enough. At the very least, research on textual
design may be stimulated in new areas of
investigation to confirm or deny the educational
importance of the
presented research.
1.4.1- Short-Term Memory and Its Pitfalls
Short-term memory refers to storage of information
which lasts from one-
quarter of a second at the minimum to an hour at the
maximum without rehearsal.
With rehearsal, short-term memories can be
maintained almost indefinitely but
usually do not last beyond eight hours. The short-term
memory storage is also
known as "the working memory." When a person
actively thinks and
contemplates what is happening or has happened (i.e.,
is consciously aware), the
short-term memory is being employed.
The most recent research indicates that when a person
pays attention to a
particular set of stimuli, electrical wave patterns can be
detected within several
areas of the brain. The areas stimulated correspond to
the number and types of
elements included in the event. In other words, if a
person is reading, reacting,
and learning from a text, brain centres processing the
following types of
information might become activated:
1. Written verbal and/or numeric inputs;
2. Auditory inputs if the vocal cords are used during
reading;
3. Visuals in graphic or photographic form;
4. Manual writing or drawing motor processing, if the
reader is taking notes;
5. Attitudinal information from the text and from the
reader's experiences;
6. Information from the setting in which the reading
takes place
("environmental noise"); and
7. Gross or fine musculature processing, if the reader is
asked to interact with
a model or equipment while proceeding through the
text.
Each of the above involves a separate area of the brain
in short-term
memory activities. As the reader interacts with the text,
proteins present in
membranes of nerve cells, synapses, and glia apparently
enable the activation of
very large numbers of neurones simultaneously. The
more channels used to
process the text materials, the more storage sites are
activated,
A- Pitfalls of Short-Term Storage
One most important caveat: unless short-term
memories are committed to
long-term storage, they are quickly lost. The short-lived
proteins are destroyed, so
that the short-term memory is cleared for new inputs.
Herein lie the pitfalls of
short-term storage: masking, limitations of capacity,
short duration, item and
order information loss, and regency.
Left-Right Brain Functions and Holographic Memory
The first scientific evidence that the two hemispheres of
man's brain have
differing functional capacities came from the work of
Broca, who discovered the
speech centre, and Wernicke, who discovered the area
which interprets speech.
These discoveries occurred in the mid-nineteenth
century. In the ensuing century,
scientists have attempted to map the areas of the brain
which house and control
various human capabilities. Most brain structures in
one hemisphere have a
partner in the other hemisphere. However, that
partnership is not always equal.
That finding, first shown by Broca, spurred investigation
of the lateralization of
brain functions.
Brain Functions during Learning
Picture; scene of the beginning of the dialogue.
Text: one or two sentences introducing the characters
and situation.
Picture Dialogue: person # 1
Dialogue: person # 2.
Picture Dialogue: person # 1
Dialogue: person # 2
This pattern continues throughout the dialogue. The
beauty of this text
design, in terms of brain function, is that it provides all
of the following:
a) a semi realistic visual image of the persons and
what they are doing,
or a visual image of something they are discussing;
b) a context which includes a place (the setting) and a
concept of time
portrayed by style of furniture, hair styles, clothing
styles;
c) pictorial cues for the meaning of words being
learned; and
d) use of the reader's left visual field to interpret the
pictures each time
the reader scans a line of verbal information.