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TOURISM The role of the textbook in teaching and learning 2012. Learning how to use and adapt textbooks is an important part of a teacher’s professional knowledge

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slide2

Learning how to use and adapt textbooks is an important part of a teacher’s professional knowledge

  • Good textbooks serve to turn the guidelines in the official government syllabus (CAPS) into a rich source of content, texts and activities
  • This would be beyond the capabilities of most teachers to develop on their own

Prof Jack C Richards, Cambridge, 2001

advantages of using a good textbook
Advantages of using a good textbook

For teachers

  • Serve as training for inexperienced teachers
  • Provide ideas for planning and teaching
  • Provide the basis for the content of the lessons
  • Provide subject terminology and language practice
  • Provide activities and exercises
  • Save teacher’s time – enable teachers to teach rather than developing material
slide4

For learners

  • Provide the basis for the learning the content of the subject
  • Serve to supplement the teacher’s instructions
  • Provide the major source of contact they have with the language
  • Maintain quality of learning
  • Standardise instruction – learners receive similar content and can be tested in the same way
how to choose a textbook
How to choose a textbook?
  • Ideally, teachers should play a part in selecting the textbook they teach from
  • No textbook is ever perfect for every teacher
  • The textbook should be selected according to the usability: does it work easily in the class
  • Teachers are free to adapt and supplement the textbook, to make them more suitable for the context in which they will be used, e.g.
    • Present material in a different sequence
    • Modifying activities
slide6

Content coverage

  • Correct, relevant and up-to-date
  • Correspond to learner’s needs
  • Should facilitate the learning process
  • Match the aims and objectives of the subject
  • Equip learners to use the language effectively
  • Content properly introduced - background relevant to topic – not too much or too little
slide7

MINDMAP

Shuters, Gr 8, pp161-162

slide9

Presentation

  • Logical sequence
  • Flows naturally from one topic / concept to another
  • Structured – information easy to find, important information clearly indicated, summaries, index
  • Language – short sentences, reading index (e.g. Fog) should be appropriate to age - http://en.wikipedia.org/wiki/Gunning_fog_index
slide10

Activities / exercises for daily assessment

  • Exercises should be meaningful with clear goals
  • instructions for activities should be obvious and uncomplicated
  • Teachers should not spend time working out how to use the material
  • The textbook should have a variety of activities / exercises that suits the subject
slide11

All cognitive levels to be included

    • drilling type and reinforcing
    • scenario type that integrates concepts and topics
    • challenging problem solving
  • Not to keep learners busy: learning to take place
  • Zero surprises in examinations
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