Textbooks...(eulicer)
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A textbook is a manual of instruction or standard book used in education that presents the subject matter defined by the curriculum. Textbooks are produced according to the demands of educational institutions and are usually part of a pedagogical design. A university textbook is required to contain a complete overview of the subject including theories as well as be of a more permanent character.
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importance of text book
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
The Importance and History of Textbooks
Introduction
Definition of textbooks
The importance of textbooks
Reasons why textbooks are important
History of textbooks
The contemporary textbooks
Islamic perspective
Conclusion
Online.
This document discusses the features and criteria of a good social science textbook. It begins by defining textbooks and their importance in education. Some key criteria for a good social science textbook include being child-centered, using clear language suitable for the reading level of students, being well-illustrated, and promoting critical thinking. Textbooks should serve as a supplementary resource rather than the primary source of instruction. While textbooks can help organize course content, they also have disadvantages like being dull or superficial if trying to cover too many topics. Overall, textbooks are an important but not sole resource that must be tailored to students' abilities.
Qualities of a good text book
The document outlines the qualities of a good textbook. It discusses that a textbook should have content that is appropriate for the age and experience level of students, organized in a logical, psychological sequence. Illustrations should be clear and related to the content, while teaching aids should be simple, brief, and related to the objectives. The textbook should also have a good mechanical makeup with an artistic cover and good quality paper for readability. The authorship, content organization, illustrations, teaching aids, and mechanical makeup are all important factors in creating an effective textbook.
Teaching foreign language for specific purposes (1)
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Reading & Reflecting on Texts
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
Views about Curriculum
The document discusses different views on curriculum from the early 20th century to the progressive era. It outlines perspectives from Robert Hutchins, Arthur Bestor, and Joseph Schwab during the traditional era, who emphasized subjects like grammar, reading, rhetoric, logic, and math. John Dewey represented the progressive view, believing reflective thinking unified curriculum elements. Other progressives like Caswell & Campbell, and Smith, Stanley & Shores defined curriculum as all the planned experiences and learning that occurs for children/youth, both in and out of the classroom. Marsh & Willis also characterized curriculum as all the planned and enacted classroom experiences learned by students.
Reading your textbooks
Reading textbooks requires coordinating various course resources like companion websites, workbooks, assignments, and lecture notes. It also involves deciding whether to use print or digital textbooks. When reading, take concise notes on key points, definitions, examples, and summaries to help retain important information.
Recommended
importance of text book
The document discusses the importance and types of textbooks in education. There are three main types of textbooks: reference books, main textbooks, and supplementary books. A good social science textbook provides utility for teachers, students, and maintaining uniform standards. It presents material according to the latest syllabus, is written by experienced teachers, and contains revision problems. Overall, textbooks should serve as tools for teachers to impart education to students on various topics, themes, and problems.
The Importance and History of Textbooks
Introduction
Definition of textbooks
The importance of textbooks
Reasons why textbooks are important
History of textbooks
The contemporary textbooks
Islamic perspective
Conclusion
Online.
This document discusses the features and criteria of a good social science textbook. It begins by defining textbooks and their importance in education. Some key criteria for a good social science textbook include being child-centered, using clear language suitable for the reading level of students, being well-illustrated, and promoting critical thinking. Textbooks should serve as a supplementary resource rather than the primary source of instruction. While textbooks can help organize course content, they also have disadvantages like being dull or superficial if trying to cover too many topics. Overall, textbooks are an important but not sole resource that must be tailored to students' abilities.
Qualities of a good text book
The document outlines the qualities of a good textbook. It discusses that a textbook should have content that is appropriate for the age and experience level of students, organized in a logical, psychological sequence. Illustrations should be clear and related to the content, while teaching aids should be simple, brief, and related to the objectives. The textbook should also have a good mechanical makeup with an artistic cover and good quality paper for readability. The authorship, content organization, illustrations, teaching aids, and mechanical makeup are all important factors in creating an effective textbook.
Teaching foreign language for specific purposes (1)
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
Reading & Reflecting on Texts
This document discusses reading and reflecting on texts. It provides guidance on how to effectively read texts, reflect on what was read, and write reviews and reports. Some key points include:
- Reading is a complex cognitive process of decoding symbols to derive meaning, and is important for language acquisition, communication, and sharing information.
- Reflecting on texts allows students to internalize and summarize information in their own words, and add their own thoughts and analysis.
- Writing reports and reviews involves collecting basic information about the text, providing a summary, stating one's views, and discussing educational implications and outcomes.
- Suggested activities include individual and group reading, discussion, narrating related experiences, and
Views about Curriculum
The document discusses different views on curriculum from the early 20th century to the progressive era. It outlines perspectives from Robert Hutchins, Arthur Bestor, and Joseph Schwab during the traditional era, who emphasized subjects like grammar, reading, rhetoric, logic, and math. John Dewey represented the progressive view, believing reflective thinking unified curriculum elements. Other progressives like Caswell & Campbell, and Smith, Stanley & Shores defined curriculum as all the planned experiences and learning that occurs for children/youth, both in and out of the classroom. Marsh & Willis also characterized curriculum as all the planned and enacted classroom experiences learned by students.
Reading your textbooks
Reading textbooks requires coordinating various course resources like companion websites, workbooks, assignments, and lecture notes. It also involves deciding whether to use print or digital textbooks. When reading, take concise notes on key points, definitions, examples, and summaries to help retain important information.
Reading textbooks
The document provides tips and strategies for effectively reading textbooks. It discusses setting up an environment conducive to focus, using different reading techniques like previewing, outlining, and questioning before, during, and after reading. The document also contrasts passive versus active reading, with suggestions for how to become a more active reader through techniques like annotating, highlighting, and engaging with the material in other ways. The overall message is that finding an individualized approach and remaining engaged are keys to getting the most out of reading assignments.
Reading the textbook
This document outlines the SQ3R method for effectively reading textbooks and taking notes. SQ3R stands for Survey, Question, Read, Recite, Review. It involves surveying the chapter first by reviewing objectives and summaries. Asking questions while reading improves comprehension. Taking notes in your own words while reading helps retention more than highlighting. Reciting information after each section commits it to memory better than just reading. Reviewing at the end strengthens your understanding and prepares you for quizzes and exams. Using this systematic method can reduce test anxiety and late-night cramming.
Reading textbooks
This document provides tips for how to effectively read textbooks. It begins by defining what a textbook is and listing common symptoms readers experience when struggling to understand textbook material. It then explains that textbooks are difficult but not meant for pleasure reading. The main section outlines a 7-step process for reading textbooks: 1) examine the cover, 2) review the table of contents, 3) preview the chapter, 4) review captions, 5) write down bold texts, 6) compare questions to bold texts, and 7) immediately review and recite the material. It emphasizes the importance of reviewing right after reading and encourages readers to not be hard on themselves if textbooks are challenging and to seek help from others reading the same material.
Active reading
Encouraging students to adopt an academic approach to reading course material. To improve learning and ability to find relevant information for their studies. Includes example Harvard reference.
Textbook Study Strategies
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
How to read a textbook
The document provides guidelines for using a brand logo. It states that the logo is the most important element of a brand's identity and must be handled carefully. To ensure the logo is treated with respect, various configurations are presented for using the logo in different contexts based on space and layout.
Parts Of A Book
This document outlines and describes the typical parts and sections found in books, including the cover, title page, copyright page, dedication, table of contents, preface, body, footnote, appendix, bibliography, index, and glossary. It explains what information or purpose each section contains, such as the cover displaying the title, author, and illustration; the table of contents listing chapter titles and page numbers; and the appendix providing supplementary charts, lists, and tables.
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TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTS
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Curriculum text book
This document discusses the definition, purpose, characteristics, and merits of textbooks. It defines textbooks as standard books prescribed for students of a particular age group that serve as both a guide for pupils and a tool for teachers. Textbooks are intended to present content in a structured way, develop students' thinking and reasoning skills, and help teachers effectively plan their lessons to meet curriculum goals. They aim to impart knowledge on selected topics in a graded format through written text, illustrations, and exercises.
Pedagogy assignment
This document discusses the roles and benefits of workbooks and reference books in geography education. It defines workbooks as books containing exercises and questions for students to work on independently at their own pace. Reference books provide extra information beyond textbooks and are used to look up specific facts. The document outlines advantages of each, such as workbooks allowing independent work and reference books providing brief overviews of topics. Overall, it argues that workbooks and reference books play important roles in supplementing textbooks and allowing students to learn at their own pace.
Online assignment
The document discusses teacher handbooks, pupil workbooks, and supplementary readers. It provides information on the purpose and advantages of each resource. Teacher handbooks are meant to help teachers monitor curriculum and include teaching aids, lesson plans, and methods for tracking student progress. Workbooks provide practice problems for students and can vary in their organization and content. Supplementary readers are used to introduce new topics to students and foster interests through short stories, poems, and other works to supplement classroom learning. The resources are generally intended to support teachers and guide student learning outside of classroom lessons.
Online Assignment
The document discusses various instructional resources that can be used to assist teaching and learning, including textbooks, workbooks, handbooks, source books, and cartoons. It provides details on the definition and objectives of instructional resources. For each resource type, it outlines their advantages and disadvantages as well as how they can be used effectively. The overall purpose of using different instructional resources is to improve the teaching and learning process by employing various media and technologies to offer students multiple ways to learn.
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
ONLINE ASSIGNMENT TEXT BIOK
This document defines and discusses textbooks. It begins by defining a textbook as a book containing compiled content about a subject intended to explain that subject. Textbooks are produced to meet the needs of educators, especially in educational institutions. The document then discusses how textbooks are carefully prepared by experts, are indispensable study tools for subjects like social sciences, and provide uniform standards and a base for teachers and students. It notes cautions around overreliance on textbooks and advantages such as organizing course content. While textbooks can help planning, the document also lists disadvantages like potentially dull content and narrowing student outlooks.
Online assignment
The document discusses the features and purposes of textbooks, workbooks, and handbooks used in social science education. It states that textbooks are the core instructional material and provide structured and systematic knowledge on the curriculum. Workbooks are smaller supplemental materials that allow students to directly complete practice problems. Handbooks are reference guides that help teachers plan lessons and understand curriculum objectives. The document also outlines criteria for good social science textbooks and cautions in their use, as well as the roles and advantages of workbooks and handbooks in supporting teaching and learning.
Materials Evaluation Intro
The document discusses the importance of materials evaluation and design in language teaching. It notes that materials evaluation, syllabus design, and learner assessment are central activities in applied linguistics. Experienced teachers are able to predict how learners will respond to different types of published materials and know what to use, adapt, and supplement. The document emphasizes that language teachers need the competence to make informed decisions about choosing and using teaching materials, as well as developing their own materials when existing options are inadequate.
Assignment vijitha
This document discusses different types of reference materials used in science education, including handbooks, workbooks, and reference books. It provides details on the contents and advantages of each. A teacher's handbook is described as an excellent reference for effective science teaching, containing chapter summaries, objectives, technical terms, activities, and evaluation tools. Science workbooks supplement textbooks by providing practice exercises, assignments, and suggestions for practicals and improvisation. Reference books are sources of confirmed facts that are referenced briefly rather than read thoroughly, and include dictionaries, encyclopedias, and catalogs.
Textbook and Reference book ppt
By going through this ppt anyone can understand the concept of textbooks and reference books with examples and get to know the difference between the same.
Online assignment
This document discusses the key features and functions of an effective social science textbook. It states that textbooks are indispensable guides for students and teachers, providing minimum essential knowledge in a single source and ensuring uniformity of standards. Textbooks also help rectify limitations of classroom situations like large class sizes. They aim to organize knowledge in a logical, comprehensive manner and serve as a common basis for students and teachers to build upon. However, some debate exists around the appropriate role of textbooks in social science education.
Balanced Literacy
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
Materials or not
The document discusses the use of materials in language teaching, specifically regarding the Dogme approach. It makes the following key points:
1. Materials can support teaching and learning but teachers should not feel constrained by published textbooks. Teachers are best able to determine which materials meet student needs.
2. Selecting good, well-adapted materials is important. No single textbook is perfect so a combination should be used to match different student learning styles and levels.
3. While the Dogme approach values teacher-student interactions over fixed materials, published materials still provide guidance for inexperienced teachers and support textbook-based learning in Southeast Asian contexts. A balanced approach is recommended.
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Reading textbooks
The document provides tips and strategies for effectively reading textbooks. It discusses setting up an environment conducive to focus, using different reading techniques like previewing, outlining, and questioning before, during, and after reading. The document also contrasts passive versus active reading, with suggestions for how to become a more active reader through techniques like annotating, highlighting, and engaging with the material in other ways. The overall message is that finding an individualized approach and remaining engaged are keys to getting the most out of reading assignments.
Reading the textbook
This document outlines the SQ3R method for effectively reading textbooks and taking notes. SQ3R stands for Survey, Question, Read, Recite, Review. It involves surveying the chapter first by reviewing objectives and summaries. Asking questions while reading improves comprehension. Taking notes in your own words while reading helps retention more than highlighting. Reciting information after each section commits it to memory better than just reading. Reviewing at the end strengthens your understanding and prepares you for quizzes and exams. Using this systematic method can reduce test anxiety and late-night cramming.
Reading textbooks
This document provides tips for how to effectively read textbooks. It begins by defining what a textbook is and listing common symptoms readers experience when struggling to understand textbook material. It then explains that textbooks are difficult but not meant for pleasure reading. The main section outlines a 7-step process for reading textbooks: 1) examine the cover, 2) review the table of contents, 3) preview the chapter, 4) review captions, 5) write down bold texts, 6) compare questions to bold texts, and 7) immediately review and recite the material. It emphasizes the importance of reviewing right after reading and encourages readers to not be hard on themselves if textbooks are challenging and to seek help from others reading the same material.
Active reading
Encouraging students to adopt an academic approach to reading course material. To improve learning and ability to find relevant information for their studies. Includes example Harvard reference.
Textbook Study Strategies
This presentation describes effective textbook study strategies. Many of these strategies are useful in K-12 education only because Open Educational Resources now allow students to mark up and annotate their textbooks.
How to read a textbook
The document provides guidelines for using a brand logo. It states that the logo is the most important element of a brand's identity and must be handled carefully. To ensure the logo is treated with respect, various configurations are presented for using the logo in different contexts based on space and layout.
Parts Of A Book
This document outlines and describes the typical parts and sections found in books, including the cover, title page, copyright page, dedication, table of contents, preface, body, footnote, appendix, bibliography, index, and glossary. It explains what information or purpose each section contains, such as the cover displaying the title, author, and illustration; the table of contents listing chapter titles and page numbers; and the appendix providing supplementary charts, lists, and tables.
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Similar to Textbooks...(eulicer)
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXT
TEACHING AND LEARNING RESOURCES: FORMAL AND INFORMAL CONTEXTS
FORMAL AND INFORMAL LEARNING
FORMAL TEACHING AND LEARNING RESOURCES
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Curriculum text book
This document discusses the definition, purpose, characteristics, and merits of textbooks. It defines textbooks as standard books prescribed for students of a particular age group that serve as both a guide for pupils and a tool for teachers. Textbooks are intended to present content in a structured way, develop students' thinking and reasoning skills, and help teachers effectively plan their lessons to meet curriculum goals. They aim to impart knowledge on selected topics in a graded format through written text, illustrations, and exercises.
Pedagogy assignment
This document discusses the roles and benefits of workbooks and reference books in geography education. It defines workbooks as books containing exercises and questions for students to work on independently at their own pace. Reference books provide extra information beyond textbooks and are used to look up specific facts. The document outlines advantages of each, such as workbooks allowing independent work and reference books providing brief overviews of topics. Overall, it argues that workbooks and reference books play important roles in supplementing textbooks and allowing students to learn at their own pace.
Online assignment
The document discusses teacher handbooks, pupil workbooks, and supplementary readers. It provides information on the purpose and advantages of each resource. Teacher handbooks are meant to help teachers monitor curriculum and include teaching aids, lesson plans, and methods for tracking student progress. Workbooks provide practice problems for students and can vary in their organization and content. Supplementary readers are used to introduce new topics to students and foster interests through short stories, poems, and other works to supplement classroom learning. The resources are generally intended to support teachers and guide student learning outside of classroom lessons.
Online Assignment
The document discusses various instructional resources that can be used to assist teaching and learning, including textbooks, workbooks, handbooks, source books, and cartoons. It provides details on the definition and objectives of instructional resources. For each resource type, it outlines their advantages and disadvantages as well as how they can be used effectively. The overall purpose of using different instructional resources is to improve the teaching and learning process by employing various media and technologies to offer students multiple ways to learn.
Teaching foreign language for specific purposes
This document discusses English for Specific Purposes (ESP) and the training of ESP teachers. ESP has developed its own methodology based on meeting the specific language needs of learners for their professions or academic studies. ESP courses are goal-directed and constrained by time. ESP teachers play various roles including teacher, course designer, researcher, collaborator, and evaluator. Training for ESP teachers includes selection, continuing personal education, general professional training, and special training in teaching a foreign language with an emphasis on skills, information, and theory.
ONLINE ASSIGNMENT TEXT BIOK
This document defines and discusses textbooks. It begins by defining a textbook as a book containing compiled content about a subject intended to explain that subject. Textbooks are produced to meet the needs of educators, especially in educational institutions. The document then discusses how textbooks are carefully prepared by experts, are indispensable study tools for subjects like social sciences, and provide uniform standards and a base for teachers and students. It notes cautions around overreliance on textbooks and advantages such as organizing course content. While textbooks can help planning, the document also lists disadvantages like potentially dull content and narrowing student outlooks.
Online assignment
The document discusses the features and purposes of textbooks, workbooks, and handbooks used in social science education. It states that textbooks are the core instructional material and provide structured and systematic knowledge on the curriculum. Workbooks are smaller supplemental materials that allow students to directly complete practice problems. Handbooks are reference guides that help teachers plan lessons and understand curriculum objectives. The document also outlines criteria for good social science textbooks and cautions in their use, as well as the roles and advantages of workbooks and handbooks in supporting teaching and learning.
Materials Evaluation Intro
The document discusses the importance of materials evaluation and design in language teaching. It notes that materials evaluation, syllabus design, and learner assessment are central activities in applied linguistics. Experienced teachers are able to predict how learners will respond to different types of published materials and know what to use, adapt, and supplement. The document emphasizes that language teachers need the competence to make informed decisions about choosing and using teaching materials, as well as developing their own materials when existing options are inadequate.
Assignment vijitha
This document discusses different types of reference materials used in science education, including handbooks, workbooks, and reference books. It provides details on the contents and advantages of each. A teacher's handbook is described as an excellent reference for effective science teaching, containing chapter summaries, objectives, technical terms, activities, and evaluation tools. Science workbooks supplement textbooks by providing practice exercises, assignments, and suggestions for practicals and improvisation. Reference books are sources of confirmed facts that are referenced briefly rather than read thoroughly, and include dictionaries, encyclopedias, and catalogs.
Textbook and Reference book ppt
By going through this ppt anyone can understand the concept of textbooks and reference books with examples and get to know the difference between the same.
Online assignment
This document discusses the key features and functions of an effective social science textbook. It states that textbooks are indispensable guides for students and teachers, providing minimum essential knowledge in a single source and ensuring uniformity of standards. Textbooks also help rectify limitations of classroom situations like large class sizes. They aim to organize knowledge in a logical, comprehensive manner and serve as a common basis for students and teachers to build upon. However, some debate exists around the appropriate role of textbooks in social science education.
Balanced Literacy
Marilyn Jager Adams proposed a balanced literacy approach in 1990 based on the work of several reading experts. This approach became popular in the 1990s and remains popular today. A balanced literacy approach combines the best elements of phonics instruction and whole language approaches, incorporating reading, writing, and oral language. It includes self-selected reading, guided reading, phonics instruction, and writing.
Materials or not
The document discusses the use of materials in language teaching, specifically regarding the Dogme approach. It makes the following key points:
1. Materials can support teaching and learning but teachers should not feel constrained by published textbooks. Teachers are best able to determine which materials meet student needs.
2. Selecting good, well-adapted materials is important. No single textbook is perfect so a combination should be used to match different student learning styles and levels.
3. While the Dogme approach values teacher-student interactions over fixed materials, published materials still provide guidance for inexperienced teachers and support textbook-based learning in Southeast Asian contexts. A balanced approach is recommended.
What is Textbook ? Features of a good Textbook
This document discusses the meaning, definition, and characteristics of a good textbook. It begins by defining a textbook as a standard book used for teaching and learning that is organized according to the curriculum. Textbooks are authored by experts in the subject area and take into account the intended readers. The document then discusses the physical and academic aspects that make for a good textbook. Physically, a good textbook has an appropriate size, strong binding, reasonable cost, and clear printing. Academically, it has detailed explanations, relevant content organized by the syllabus, a simple style suitable for the audience, and questions to conclude lessons. Overall, the document emphasizes that textbooks provide organized instruction to aid both teaching and learning.
Sandhya.b
The document discusses the features and criteria of a good social science textbook. It notes that textbooks are an indispensable aid for students and teachers in the subject. A good textbook should be child-centered, have clear arrangements of content, engaging language suited to the reading level, and illustrate concepts clearly. It should also promote self-study, be up-to-date, develop international understanding, and provide references for further learning. While textbooks organize key content, teachers should not rely on them primarily and should engage students in additional active learning.
Rext book
A text book is a specially written book that contains selective and systematic knowledge about the prescribed curriculum. It presents information and learning activities in a coherent and sequenced manner suited to the intended learners. A text book differs from an ordinary book in that it is student-friendly and reflects teaching goals and techniques. While some thinkers argued against textbooks, most educationists see them as an integral part of any educational system. A well-chosen social science textbook can aid the teacher and provide essential information to students in a clear, explanatory, and suitable manner. It should help achieve national goals and develop international understanding.
ASSINGNMENT
A text book is a specially written book that contains selective and systematic knowledge about the prescribed curriculum. It presents information and learning activities in a coherent and sequenced manner suited to the intended learners. A text book differs from an ordinary book in that it is student-friendly and reflects teaching goals and techniques. While some thinkers argued against textbooks, most educationists see them as an integral part of any educational system. A well-chosen social science textbook can aid the teacher and provide essential information to students in a clear, explanatory, and suitable manner. It should help achieve national goals and develop international understanding.
ASSIGNMENT
A text book is a specially written book that contains selective and systematic knowledge about the prescribed curriculum. It presents information and learning activities in a coherent and sequenced manner suited to the intended learners. A text book differs from an ordinary book in being student-friendly and reflecting anticipated teaching goals and techniques. While some thinkers criticized textbooks, most educationists see them as an integral part of any educational system. A well-chosen social science textbook can aid the teacher and provide essential information to students in a clear, explanatory, and suitable manner. It should help achieve national goals and develop international understanding.
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This document discusses the importance of materials in teaching English as a foreign language. It outlines several materials that teachers can use, including pictures, videos, authentic materials, chalkboards, dictionaries, and social networks. Teachers must carefully select materials that are appropriate for their students' ages, levels, knowledge, and contexts. A variety of materials should be used to avoid boring students. Social networks and technology can be useful resources when incorporated appropriately.
Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states that motivation is extremely important for teachers to encourage diligent and enjoyable work from students.
Textbooks...(eulicer)
A textbook is a manual of instruction or standard book used in education that presents the subject matter defined by the curriculum. Textbooks are produced according to the demands of educational institutions and are usually part of a pedagogical design. A university textbook is required to contain a complete overview of the subject including theories as well as be of a more permanent character.
Textbooks...(eulicer)
A textbook is a manual of instruction or standard book used in education that presents the subject matter defined by the curriculum. Textbooks are produced according to the demands of educational institutions and are usually part of a pedagogical design. A university textbook is required to contain a complete overview of the subject, including theories, and be of a more permanent character.
Motivation
The document discusses motivation in teaching and learning. It defines motivation as the factor that leads a person to act, and provides needs or desires to create intentions and goals. Motivation is important for teachers as it leads to student participation, higher achievement, and a positive outlook. The document also discusses different types of motivation like power motivation and achievement motivation. Intrinsic motivation comes from enjoyment of an activity itself, while extrinsic motivation involves external rewards. Sources of motivation include affective, cognitive, and conative needs. The conclusion states motivation is extremely important for teachers and students.
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- 1. TEXTBOOKS BY: MILTON FERNEY MORALES JHON FREDY ESPINOZA Licenciatura en inglés Universidad de la Amazonia
- 2. WHAT IS A TEXTBOOK? A textbook is a manual of instruction or a standard book using in education. Textbook is a teaching tool (material) which presents the subject matter defined by the curriculum.
- 3. They are produced according to the demand of the educational institutions. Textbooks are usually part of a pedagogical design. A university textbook is required to contain the complete overview of the subject, including the theories, as well as to be of a more permanent character.
- 4. USE OF TEXTBOOKS Itcan be the center piece of a course syllabus. Itcan be used for self-study (students and professionals), teachers can assign just parts for reading. According to use contexts, functions of a textbook are not the same.
- 5. PEDAGOGYCAL OBJETIVES Textbooks are written with pedagogical objectives in mind. But since teachers and learners must construct their own representation, they sometimes re- purpose a text in ways not anticipated. E.g. a textbook could be used just for reference instead of for direct instruction.