Introduction into the roles of course books in the classroom, the advantages and disadvantages of their use, and how to evaluate and adapt course books to a specific teaching-learning context.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
For those ELT teachers who are carrying out reading classes at the level of primary school or teaching ELLs, I highly recommend you to peruse and take a look at this approach because it focuses on the teaching of language arts, which is the teaching reading and writing.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
UMAP16: A Framework for Dynamic Knowledge Modeling in Textbook-Based LearningYun Huang
Various e-learning systems that provide electronic textbooks
are gathering data on large numbers of student reading interactions. This data can potentially be used to model
student knowledge acquisition. However, reading activity
is often overlooked in canonical student modeling. Prior
studies modeling learning from reading either estimate student
knowledge at the end of all reading activities, or use quiz performance data with expert-crafted knowledge components (KCs). In this work, we demonstrate that the dynamic modeling of student knowledge is feasible and that automatic text analysis can be applied to save expert effort. We propose a data-driven approach for dynamic student modeling in textbook-based learning. We formulate the problem of modeling learning from reading as a reading time prediction problem, reconstruct existing popular student models (such as Knowledge Tracing) and explore two automatic text analysis approaches (bag-of-words-based and latent semantic-based) to build the KC model. We evaluate the proposed framework using a dataset collected from a Human-Computer Interaction course. Results show that our approach for reading modeling is plausible; the proposed Knowledge Tracing-based student model reliably outperforms baselines and the latent semantic-based approach
can be a promising way to construct a KC model. Serving
as the first step to model dynamic knowledge in textbook-based
learning, our framework can be applied to a broader context of open-corpus personalized learning.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
The role and design of instructional materials Mehdi Sufi
Mehdi Sufi @_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
@_MehdiSufi
The role and design of instructional materials
Mehdi Sufi @_MehdiSufi
Mehdi Sufi
@_Mehdisufi
This presentation explains the second lecture in the course Materials design and evaluation on Moodle platform. Watch this lecture, and leave your questions and comments afterwards
Good teaching happens when competent teachers with non-discouraging personalities use non-defensive approaches to language teaching and learning, and cherish their students. Author: Dr. James E. Alatis
Dean Emeritus, School of Languages and Linguistics, Georgetown University.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
2. WHAT IS A COURSE BOOK?
Graves, 2000:175 defines a course book as
“… a book used as a standard source of
information for formal study of a subject
and an instrument for teaching and
learning.”
3. Richards, 2015 describes course books or
textbooks as
The key component in a language program,
The basis for the language input learners
receive and the language practice that
occurs,
The basis for lesson content and balance of
skills taught
For the learners, the textbook is the most
important source of contact they have with the
language
4. Cunningsworth, 1995:7
states the roles of course books in ELT as:
a resource for presentation material
a source of activities for learner practice
and communicative interaction
a reference source
a syllabus
a resource for self-access work
a support for less experienced teachers
5. Why teachers use textbooks:
Extremely difficult to develop materials
Time-consuming and demanding process
to develop new materials
Textbooks lessen preparation time,
provide ready-made activities and provide
concrete samples of classroom progress
through which external stakeholders can
be satisfied.
6. ADVANTAGES & DISADVANTAGES
OF TEXTBOOK USE
ADVANTAGES
Provide structure and
syllabus
Help standardize
instruction
Maintain quality of
teaching
Provide a variety of
learning resources
Provide effective
language models and
input
Train teachers
Are visually appealing
DISADVANTAGES
May contain inauthentic
language (may not be in
accordance to real-world
needs)
May distort content
May not reflect students’
needs (may not match
students’ level, background,
etc. )
Can deskill teachers
Are expensive
- Richards, 2015, The Role of Textbooks in
a Language Program.
7. No ready-made textbook
will ever perfectly fit every
language program!
There is NO IDEAL TEXTBOOK.
IDEAL TEXTBOOK
Ideal for
TEACHER
Ideal for
LEARNER
Ideal for the
TEACHING-
LEARNING
CONTEXT
8. Cunningsworth,1984:6
“No course book will totally be suited to a
particular teaching situation. The teacher
will have to find his own way of using it
and adapting it if necessary. So we should
not be looking for the perfect course book
which meets all our requirements, but
rather for the best possible fit what the
book offers and what we as teachers and
students need.”
9. THREE OPTIONS FOR TEACHERS
(Ansary & Babari, 2002)
1. Teachers need and use textbooks.
2. Teachers do not need and use
textbooks. They produce their own
materials.
3. Teachers select a textbook and
supplement some other materials to
perfect it.
10. Graves, 2000:176
“ Be free to modify, evaluate,
develop, change, eliminate, or add
to the materials of the book.”
11. EFL vs. ESL
ESL means “English as a second language”. People usually
use the word ESL to talk about teaching English to people
who do not speak English. ESL teaching happens in an
English-speaking country. Often, ESL students are people
who came to live in an English-speaking country, and do not
speak English very well.
Definition: A traditional term for the use or study of the English language by non-
native speakers in an English-speaking environment. That environment may be a
country in which English is the mother tongue (e.g., Australia, the U.S.) or one in
which English has an established role (e.g.,Philippines, India, Nigeria).
EFL means teaching or learning English in a country
where English is not spoken, this is the correct term and
approach.
12. COURSE BOOK/TEXTBOOK
EVALUATION
Sheldon (1988) mentions two basic reasons
to evaluate course books.
First, the evaluation will help the teacher
or program developer make decisions on
selecting the appropriate course book.
Also, evaluation of the merits and
demerits of a course book will familiarize
the teacher with its probable weaknesses
and strengths.
13. ISSUES TO BE ADDRESSED PRIOR
TO COURSE BOOK EVALUATION
1. The role of the course book in the program
Curriculum? Class size? Requirement? Workbook?
2. The teachers in the program
Experience/level of training? Native/Non-native speaker? English
proficiency? Part of course book selection? Free to adapt and
supplement?
3. The learners in the program
Proficiency level? Required to buy the book? Expectations?
Readiness?
14. FOUR CRITERIA FOR
COURSE BOOK EVALUATION
A course book
1. Should respond to learner’s needs
2. Should reflect uses (present or future)
should equip learners to use the language effectively for their own
purposes
3. Should take account of students’ needs as learners
should facilitate learning processes without being rigid
4. Should have a clear role as support for learning
should mediate between target language and learner
15. APPROACHES TO
COURSE BOOK EVALUATION
1. C.A.T.A.L.Y.S.T. Test
Grant (1987) introduced a succinct evaluative approach
called CATALYST test; an acronym in which the letters
stand for Communicative, Aims, Teachability, Availibility,
Level, Your impression, Students’ interest and Trying and
testing.
2. M.A.T.E.R.I.A.L.S.
Tanner and Green (1998) offer a practical assessment
form based on Method, Appearance, Teacher-friendliness,
Extras, Realism, Interestingness, Affordability, Level and
Skills.
16. 3. MCDONOUGH AND SHAW’S TWO-STAGE MODEL
McDonough and Shaw (1993) suggest that
a. a brief external evaluation should be conducted
firstly to have an overview of the organizational
foundation of the course book;
b. then, it should be followed by a detailed internal
evaluation “to see how far the materials in
question match up to what the author claims as
well as to the aims and objectives of a given
teaching program.”
17. 4. CUNNINGSWORTH’S MODEL
Cunningsworth (1995) proposes pre-use, in-use and
post-use evaluations.
a. Pre-use evaluation is intended to predict the
potential performance of a course book.
b. In-use evaluation is conducted while using a
course book “when a newly introduced course
book is being monitored or when a well-
established but ageing course book is being
assessed to see whether it should be considered
for replacement” (Cunningsworth, 1995, p. 14).
c. Post-use evaluation provides retrospective
assessment of a course book and also serves to
decide whether to use the same course book on
future occasions.
18. 5. ABDELWAHAB’S MODEL
Abdelwahab (2013) suggests three basic methods to
evaluate course books.
a. The impressionistic method, as the name
suggests, involves analyzing a course book on the
basis of a general impression.
b. He asserts that this method will not be adequate
in itself and it needs to be integrated with the
checklist method, which also covers the main
idea of the present paper.
c. The third one, the in-depth method, requires a
profound scrutiny of representative features such
as the design of one particular unit or exercise,
or the treatment of particular language
elements.
19. COURSE BOOK EVALUATION CHECKLISTS
A checklist is an instrument that helps practitioners evaluate
course books in an effective and practical way.
According to Mukundan, Hajimohammadi and Nimehchisalem
(2011a), checklists allow for a more sophisticated evaluation
of the course book in reference to a set of generalizable
evaluative criteria.
Cunningsworth (1995) states, one major benefit of using
checklists is that they provide a very economic and
systematic way to ensure that all relevant items are
considered for evaluation.
Checklists may be qualitative or quantitative. When designed
in the form of quantitative scales, they allow for an objective
evaluation of a given course book. Qualitative checklists, on
the contrary, elicit subjective information on the quality of
course books by directing open-ended questions(e.g.,
Richards, 2001).
20. COURSE BOOK ADAPTATION
ADAPTATION allows you to ‘personalize’ the course
book and to ‘individualize’ it for a specific group of
learners.
STEPS IN TEXTBOOK ADAPTATION
1. PLANNING = needs analysis, course book
evaluation, designing adaptations
2. TEACHING = implementing modifications
3. REPLANNING = plan again using conclusions made
in the previous course
4. RETEACHING = implementation of new conclusions
and decisions
22. REFERENCES
Abdelwahab, M. M. (2013). Developing an English Language Textbook
Evaluative Checklist. IOSR Journal of Research & Method in
Education, 1(3), 55-70.
Ansary, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbook:
A step towards systematic textbook evaluation. The Internet TESL
Journal, 2, 1-8. Retrieved from http://iteslj.org/Articles/Ansary-
Textbooks/
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Heinemann.
Grant, N. (1987). Making the most of your textbook. Oxford: Heinemann
Publishers Ltd.
Graves, K. (2000). Designing Language Course, A Guide for Teachers. Boston:
Heinle, Cengage Learning
Richards, J. C. (2001). Curriculum development in language teaching.
Cambridge: Cambridge University Press.
Richards, J. (2014). The Role of Textbooks in a Language Program. Retrieved
from http://www.professorjackrichards.com/articles/role-of-textbooks
23. TASKS
1. Develop your own evaluation checklist based on the four
criteria of course book evaluation, and the different
approaches discussed.
2. Objectively compare and contrast your evaluation
criteria with the sample provided.
3. Evaluate the course book assigned to you using any of
the approaches discussed or the sample checklist.
4. Present the result of your evaluation to the class. Make
sure to indicate the evaluation approach/es you used.
5. Prepare a PLAN FOR COURSE BOOK ADAPTATION. After
evaluating the course book assigned prepare a plan
enumerating the ways you will adapt the book
considering your identified group of learners. Use the
six ways of course book adaptation by Richards.