Mat Dev 220092010 01

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textbook evaluation and the definition of impressionistic overview and in-depth evaluation

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Mat Dev 220092010 01

  1. 1. AUTONOMY IN SELECTING MATERIALS <ul><li>Some institutions might not have a t/b to be used with the syllabus given </li></ul><ul><li>The responsibility to select from a large arrays of materials can be both rewarding and intimidating </li></ul><ul><ul><li>Rewarding because of the freedom and teacher can use materials which are suitable for them & the learners </li></ul></ul><ul><ul><li>Intimidating because it can be a demanding task as well as time consuming </li></ul></ul>
  2. 2. FACTORS INFLUENCING THE DEGREE OF AUTONOMY <ul><li>Type of education system (centralized/decentralized) </li></ul><ul><li>Syllabus / material constraints imposed by education authorities </li></ul><ul><li>Culture & expectation of learners </li></ul><ul><li>Nature & amount of training for teachers </li></ul><ul><li>Teacher’s experience & confidence </li></ul><ul><li>Teachers’ command of English (NNS) </li></ul><ul><li>Availability of alternative t/b & resources for materials production c11 </li></ul>
  3. 3. THE NEED FOR MATERIAL EVALUATION <ul><li>Too many t/b /materials available in the market </li></ul><ul><li>An educated / informed choice need to be made for the benefit of all parties </li></ul><ul><li>Learners are more sophisticated & knowledgeable – they will not settle with anything mediocre/inferior </li></ul><ul><li>Ensure only high standard of materials/books are used – that benefit the target learners </li></ul><ul><li>c1 </li></ul>
  4. 4. PROCESSES OF CHOOSING A COURSEBOOK <ul><li>The process involves finding the best possible fit & potential for adapting or supplementing </li></ul><ul><li>STEPS </li></ul><ul><ul><li>Identify aims & objectives of programme </li></ul></ul><ul><ul><li>Analyze the T&L situation where material will be used  context profile </li></ul></ul><ul><ul><li>Draw a list of potential coursebook – use impressionistic evaluation for elimination </li></ul></ul><ul><ul><li>Short listed books subjected to in-depth evaluation using criteria/checklist (ready-made / specially devised for the particular purpose) </li></ul></ul><ul><ul><li>Limit the number of criteria </li></ul></ul><ul><ul><li>C 5 </li></ul></ul>
  5. 5. APPROACHES TO EVALUATION <ul><li>IMPRESSIONISTICS OVERVIEW </li></ul><ul><ul><li>A general impression, formed by looking through the material for its possibilities, </li></ul></ul><ul><ul><li>Strengths & weaknesses – noting significant features that stand out </li></ul></ul><ul><ul><li>Cannot identify weaknesses, not enough details to ensure match or to make decision </li></ul></ul>
  6. 6. APPROACHES TO EVALUATION <ul><li>IN-DEPTH EVALUATION </li></ul><ul><ul><li>Examine how specific items or aspects of language are dealt with, related to students learning needs, syllabus requirements, etc </li></ul></ul><ul><ul><li>More receptive, look for anything noteworthy & interesting </li></ul></ul><ul><ul><li>Matching a checklist against the requirements of T&L situation </li></ul></ul><ul><ul><li>NOTE: a combination of both approaches forms a sound basis for evaluation </li></ul></ul>

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