Cx Ima Bascxfdfd Essay Example

Cx Ima Bascxfdfd Essay It should be readable but in a proper discourse and with a proper display. The content of the textbook as we have already mentioned should be encyclopedic i. e. knowledge based facts, concepts, values and attitudes. There must be reading assignments, rewriting assignments, summaries, recalls and text included as teachable part of the textbook. The structure of a textbook is based on problem-solving technique. The coherence of a textbook needs clarity of ideas, i. e. readability with commenting words and phrases.A textbook should be appropriate to the topics by explaining in proper language and discourse, related with the previous knowledge and using graphs, illustrations, pictures, photographs to depict the concepts. Its talk should be friendly like â€Å"Have you ever been / heard†. It is called meta-discourse. Activities, questions, projects, intellectuals and emotional engagements should be placed as a part of teaching in a textbook. A textbook is not only a student â€Å" aid, it is also a teachers tool†, so a student should know that what he has to do with the text and a teacher should be given pedagogical points.Hence, it is recommendable that students comer, and teacher points should be given in a textbook though there may be a separate work book or a teachers guide. A textbook is a product for teaching learning process. It would be rather developed and not written. It should not be a piece of writing and not a piece of literature or mere 1 GUIDELINES FOR TEXTBOOKS AUTHORS Understanding Curriculum Standards – Benchmarks SLOs Standards The competencies by descriptive statements specifying broadly, the knowledge, skills and attitudes that students will acquire, shall know and be able to do in a particular key area during the course of study.These are qualitative in nature and sets out the learning targets. They may not be subject specific. Benchmarks The standards indicate what the students will accomplish at the end of each developmen t level. They are subject specific. SLOs The detailed statements describing what students are supposed to learn and be able to do at each grade level to achieve the specified benchmarks. They are activity specific and generally observable and measurable. 2 A Paradigm Shift From Traditional approaches: 1. Based on contents topics 2. Focus on objectives 3. Learning Medium â€Å"Words† 4.Focus on teaching 5. Teacher centered 6. One way approach 7. Reading, writing, communication and using arithmetic (skills) 8. Assessment of content knowledge simple understanding 9. Promote memorization Guidelines for textbooks authors To Standard based approaches: 1. Based on standards 2. Focus on SLOs 3. Learning Medium â€Å"Images† 4. Focus on learning 5. Student centered 6. Variety of approaches 7. Interpersonal, team work and problem solving skills 8. Assessment of content ,skills and attitudes, deeper understanding, reasoning and application 9. Promote thinking What is new in a T extbookFrom descriptive and reading approach to information mapping, Interactive elements, life skills activities, gender equity, brain teasers for initiating discussions, diagrams, illustrations, worked examples, Interesting information in Boxes, critical thinking problems and FAQs for effective Learning. COMPUTER SCIE ENGLISH 11 NCE 8It is a 10 great virtue to be helpful PUNJAB TEXTBOOK BOARD, LAHORE PUNJAB TEXT BOOK BOAR D, LAHORE 3 Guidelines for textbooks authors Qualities of a Textbook Writing a good textbook requires the skills of a subject specialist, a curriculum expert, a good teacher with classroom experience, and an imaginative author.Structured approach Active learning methodoloyg Development of critical thinking Improved teaching methodology Focus on skills development rather than rote memorization Pre-tested in field Active learning methodoloyg Gender balanced Active design and layout Interactive contents 4 Guidelines for textbooks authors NATIONAL CURRICULA 2006/07 E nvisage Textbooks O Providing knowledge which is useful for a developing society. O Inculcating problems-solving approach to create independent / critical thinking. O Creating skills and attitudes relevant with real life situation.O Reflecting innovative writing/modern production processes. O Containing upto date ; age appropriate text. O Based on conceptual assessment, thinking based exercises instead of fact / memory questions oriented only. STRATAGEM TO DEVELOP A TEXTBOOK Get help from the information super highway If you have access to internet, explore its nooks and carnies, such as e-mail, use Google, the worldwide web (www), and so on. The existence of www had search engine makes it easy to find services of information on any topic.To use a search engine, just type in one or more keywords or phrases, and the search engine looks over the millions of websites around the world to find those that mention these words or phrases; then you can visit those sites. The whole process ta kes only a few seconds. One URL is http://www. google. com and another is www. msn. com to search sites: It is very essential to be careful to give credit to the sources being used. If you copy material from the internet or from other sources and present it as your own, you stealing another persons property or you are misguided by another persons ideas.O Review all contemporary books for content prior to start work. O Assume students having no prior knowledge when presenting new term – define / explain as required. O Provide smooth transition from previous information covered and new information presented. CHAPTER OPENING O Describe SLOs at the beginning of each chapter clearly stating the objectives and skills to be achieved in the chapter. O Give a brief overview/preview/introduction/outlines of the chapter. O The chapter can also be opened by giving a case study/quotation or any other special feature. 5 Guidelines for textbooks authorsCHAPTER CORE O Add historical and curr ent dates of interest. O Include enough information to allow the reader to comprehend a specific concept maintaining breath and depth for addressing the expected learning outcomes of the National Curriculum. O Build vertical linkage between various concepts from lower to higher level and at the same time horizontal linkage of concepts of one discipline with the others. O Avoid overlapping of concepts vertically as well as horizontally. If need arises, give recall paragraphs. O Relate the concepts to students own experience and observation.O Textual matter should be harmonized reflecting unity and coherence, discussing diverse view points wherever appropriate. O Provide guidance, as necessary, on safety, health and environment requirement pertaining to the learning event. O Text and activities to demonstrate care and respect for the environment. COMMUNICATION O Fewer words are better. Be concise, use simple language which consists of short sentences. Prefer graded vocabulary. O Prese nt content using consistent nomenclature/ internationally accepted terminology/units. O Highlight the headings, sub-heading, key words, terms and definitions.For distinction use level heading â€Å"A† 4. 1, 4. 2level â€Å"B† 4. 1. 1, 4. 2. 1level â€Å"C† (a), (b), (c) (i), (ii), (iii)-and level â€Å"D† bold but unnumbered. ILLUSTRATIONS O Use the appropriate elements to promote comprehension – charts, tables, graphs, illustration, line drawings – cartoon types illustrations for children. Real life coloured photographs and illustrations make the substance vivid, attractive and easy to digest. O Draw figures to size and should be numbered as Fig. 4. 1, 4. 2, 4. 3 followed by captions, label if needed (font size 9).All figures to be cited in the text. 6 Guidelines for textbooks authors INTERACTIVE ELEMENTS O Pre-reading O Activities while reading O Headers and footers O Linkage of text and figures O Elaboration of concepts with examples O In teraction of text with society O Puzzles O Brain teasers O Quick quiz O â€Å"Do you know† in boxes O STS connections O Field trips O Clippings O Flash cards O Models O Work sheets O Flow charts O O O O O O O O O O O O O O O O O Labeling a diagram Peer discussion Problems solving Clipart/Cartoons / caricatures Tidbits – speech bubbles Review question–re-enforcement activities.Quotations Demonstrations Colourful pictures Group tasks Points to remember Role play Library research Mini projects Surveys Case studies Exhibition INFORMATION BOXES Make effort to make user friendly text and lively by quoting connections with society at appropriate places in boxes such as:v v v v v v Tidbits: to provide snippets of interesting and useful knowledge. Fascinating facts: creating a sense of wonder giving unbelievable information but true facts of the nature. Quick Quiz: question to recall, think and apply what they have learnt as well as to re-enforce by learning of key conce pts and principles.Point to ponder / Brain teaser: to encourage the art of thinking by mentioning live situations involving science applications. Did you know: Interesting relevant or additional information. Remember/Caution/Attention: The text needed to be emphasised. 7 Guidelines for textbooks authors Specimens of various boxed informations Respect the Earth, it is the only one we have. Tidbit Most abundant organizms in the world are bacteria One big tree fulfils oxygen needs of 36 children per day. The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the temperature.The workers in a noisy factory may suffer from â€Å"tinnitus† caused by long exposure to loud sounds. They must wear ear plugs to avoid further hearing loss while on job. Science Tidbits Grade IV The best example of solution of carbon dioxide in water is soda water Grade IX The weight of an average apple is nearly one newton. Grade IX A light year is th e distance covered by light in vacuum in one year. It equals 15 9. 46 X 10 m Grade IX The bullet train in Japan and France run over electromagnetic track instead of ordinary iron rails. Grade IX The friction in the human joints is much reduced due to the presence of a fluid – a natural lubrication.Grade IX The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the atmospheric temperature. 8 Guidelines for textbooks authors Fascinating Facts Sun showers as much energy on the earth in one hour as much as all other sources produce in one year. 1. 5 million children die every year from contaminated drinking water. One million atoms, if arranged one above the other, will have the thickness of a human hair. Matter in plasma state makes up much of the universe. The matter of Sun is also in Plasma state. Point to ponder Why touch-me-not is called so?Why do we feel cool when we sit under the fan wearing wet clothes? Why deserts n ights are cooler while the days are very hot? What would happen if photosynthesis has stopped? What would happen if there were no bacteria? Remember! Caution! Attention! The future of our children depends upon development without destruction of natural environment. Listening to loud music isharmcul,sounds above 85dB ar hazardous to hearing. Pop music isoft en 110dB or louder, so the potential of hearing damage is very real Noise can kill silently A 30dB sound is ten time more intense than 20dB sound but twice as loud.The planet Jupiter is not terrestrial body as our Earth but a gas-giant. The efficiency and productivity of the worker is badly affected by noisy environment. If a factory owner adopts noise control measure, the cost is paid back in the form of enhanced efficiency and productivity in addition to better health of the workers 9 Guidelines for textbooks authors Brain Teasers / Quick Quiz Why touch-me-not is called so? Why do we feel cool when we sit under the fan wearing w et clothes? Can we talk while standing on the moon as on earth? What would happen if photosynthesis has stopped? Which biomes act as the nature’s lungs?What would happen if Earth suddenly stops revolving around the Sun? Other Eye-catchers Remember Inexpensive foam earplugs can reduce noise level by 20dB to 25 dB. Caution: No plastic wrap Food should not be heated in the micro wave oven using plastic containers. Dioxins from the plastic are released which are highly poisonous for our body cells. Use Pyrex glass or ceramic containers only. Remember ! Radioisotopes are unstable isotope of an element emitting nuclear radiation. Did you know? These symbols are used to indicate the presence of radioactive material. 10 Guidelines for textbooks authors VARIOUS ACTIVITIESO Build process skills such as observation, measurement, data collection, analysis etc. through various types of activities or mini projects. Activities Emphasize Learning Through Visual Verbal Logical Kinaesthetic Au ditory Interpersonal Intrapersonal Pictures, colours and graphs Words/discussions/questionings Pattern, reasons, numbers Physical activity touch Through sound Through interaction with others Through independent work reflection/imagination O Student centred and activity-oriented text enhances quest of learning, develops ability to think scientifically and critically; and develops creativity.The first step towards scientific literacy is to engage the students in asking and answering meaningful questions starting with why, how and should. †¢ †¢ †¢ â€Å"Why† questions are related to scientific inquiry â€Å"How† questions address problem solving process â€Å"Should† questions indicates decision making Hands-on activities reinforce the understanding of concepts develop process skills. They are: Structural Inquiry: Guided Inquiry: Open Inquiry: Instruction are given to perform the activity without telling the expected outcome Students develop a pro cedure to investigate a problem selected by the teacher.Students identify a problem to investigate and design their own investigation. Types of Activities: 11 Guidelines for textbooks authors How to write an Inquiry? O Start with an open ended question or a demonstration. Allow responses and subsequent questions from students. O Involve students to collaborate on designing experiment or process. O Ask students to conduct experiment and or gather data. O Ask to locate, select, organize and present information from a variety of sources. O Allow students to analyze and interpret data. O Identify a problem, plan and carry out investigation for its solution.O Encourage students to identify pattern, report trends and draw inferences. O Allow discussion and information communication etc. O Finally ask the students to draw conclusion. A Sample Inquiry: Grade IX (Structural Inquiry) Material Procedure 1. Come to class with an electric kettle filled with water. Let students wonder! 2. Plug in the cord and switch on the kettle to do its job. Soon steam will begin to escape from the spout. 3. Get a cold, white ceramic plate and hold it up at a safe distance from the spout. Tilt it slightly. 4. Water droplets collect on the plate and soon begin to fall down. The water cycle 5.Now ask students what was happening? Facilitate them in making analogies: Kettle, Bodies of water, Electric socket, Sun, White ceramic plate, Clouds 6. Lead the students into the terminology: O O O O evaporation water vapor condensation precipitation Electric Kettle and white Ceramic Plate 7. Help them see the CYCLE 8. Distribute Worksheet 12 Guidelines for textbooks authors WORKSHEET Part A: Complete the sentences using the words below: Groundwater living things reservoirs Lakes and oceans water cycle 1. In the water cycle, water is stored in__________________ 2. Water is an important need of all_____________________ 3.Water that soaks into the soil and rock layers is called___________ 4. Places wher e water is stored are called___________ 5. Evaporation, condensation, precipitation, and storage are all parts of________ Part B: Match the statements on the left with the words on the right ______________ 6. forms clouds ______________ 7. causes runoff to flow downhill ______________ 8. a type of reservoir ______________ 9. can be trapped in spaces in rock 1 2 3 condensation water tower groundwater gravity 4 Part C: Use the words below to identify the processes in the water cycle Evaporation Precipitation Condensation Storage 10 11 12 13 3 Guidelines for textbooks authors A Sample Inquiry: Grade VI (Structural Inquiry) O Take three torches / ray boxes. O Paste green cellophene filter paper on the glass of one of the torch. O Similarly paste red and blue filters on the other two torches. O Overlap light of torch on the light of other on a sheet of white paper in a dark room. O Tabulate your results. Mixing of light Result Red + Blue Green + Blue Green + Red Red + Green + Blue O From your above observations, which light you will get by mixing blue and yellow? O Nadeem is wearing yellow jacket and blue jean and while Neena red shirt and green scarf.What color of clothes will be seen in a room of red light? And in a room with blue light? Sample Inquiries: (Guided Inquiry) O Collect material from library, magazines, newspapers on the subject â€Å"impact of human activities on environment†. Discuss the impacts with your peers and teachers. O Sort out news and articles related to the environmental issues from the newspapers of the last one week and place them on the board. O Draw food chains and food web on the basis of your observations of a pond or garden eco-system. O Categories the organism in the above activity as produces, consumers and decomposers.O Give a puzzle to solve to a class in a noisy environment using a pre-recorded loud noise of unpleasant sounds. The same be repeated in a silent environment, compare the results and draw conclusions O Desig n an activity to measure the thickness of a wire using a meter scale. (Grade VI) 14 Guidelines for textbooks authors O Design an activity to observe convection heating of a liquid. (Grade VII) O Design and study series of parallel circuits and find the most appropriate one. Give reasons for your selection. (Grade VII) Sample Inquiry: (Open Inquiry) O At the end of a chapter / topic the author may ask the students o identify related problems and to design and conduct investigation to find the cause-and-effect of the problem and to suggest solution. Remembering: Potential Activities and Products O Make a story map showing the main events of the story. O Make a time line of your typical day. O Make a concept map of the topic. O Write a list of keywords you know about†¦. O What characters were in the story? O Make a chart showing†¦ O Recite a poem you have learnt. O Write in your own words†¦ O Cut out, or draw pictures to illustrate a particular event in the story.O Repor t to the class†¦ O Illustrate what you think the main idea may have been. O Make a cartoon strip showing the sequence of events in the story. O Write and perform a play based on the story. O Write a brief outline to explain this story to someone else O Explain why the character solved the problem in this particular way O Write a summary report of the event. O Prepare a flow chart to illustrate the sequence of events. O Make a colouring book. O Paraphrase this chapter in the book. O Retell in your own words. O Outline the main points. 15 Guidelines for textbooks authorsApplying: Potential Activities and Products O Construct a model to demonstrate how it looks or works O Practise a play and perform it for the class O Write a diary entry O Make a scrapbook about the area of study. O Prepare invitations for a characters birthday party O Make a topographic map O Take and display a collection of photographs on a particular topic. O Make up a puzzle or a game about the topic. O Write an explanation about this topic for others. O Dress a doll in national costume. O Make a clay model†¦ O Paint a wall painting using the same materials.O Continue the story†¦ Creating: Potential Activities and Products O Invent a machine to do a specific task. O Create a new product. Give it a name and plan a marketing campaign. O Write about your feelings in relation to O Write a TV show play, puppet show, role play, song about.. O Design a new monetary system O Develop a menu for a new restaurant using a variety of healthy foods O Design a record, book or magazine cover for O Sell an idea O Devise a way to O Make up a new language and use it in an example O Write a jingle to advertise a new product.Assessment Exercises O Add ongoing assessment quizzes/questions of lower and higher order thinking throughout the chapter and at the end of chapters. These exercises should encourage students to think, develop skills and use information for a variety of situations. 16 Guideline s for textbooks authors O Mini exercises can be given involving investigations and relating concepts with the society and environment. O End of chapter exercise may consist of variety of questions to evaluate wide range of abilities and skills starting from lower to higher order thinking.O Think tank/investigations/projects may be included for open ended questions to provoke students thinking, creativity and investigation skills. Good Questions are: O Purposeful (asked to achieve a specific purpose) O Clear (students understand what they mean) O Brief (stated in as few words as possible) O Natural (stated simply, in conversational English) O Thought-provoking (they stimulate thought and response) O Limited in scope (only one or two points in chain of reasoning called for) O Adapted to the level of the class (tailored to the kinds of students in class) Questions for Remembering LevelsO What happened after? O How many? O What is? O Who was it that? O Can you name ? O Find the definiti on of†¦ O Describe what happened after†¦ O Who spoke to? O Which is true or false? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Lower level Question: Extended Question: What is an ecosystem? Define an ecosystem and list the varieties that are found in Pakistan. 17 Guidelines for textbooks authors Questions for Understanding Level O Can you explain why†¦? O Can you write in your own words? O How would you explain†¦?O Can you write a brief outline? O What do you think could have happened next? O Who do you think? O What was the main idea? O Can you clarify†¦? O Can you illustrate†¦? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Objective: Lower level Question: Extended Question: An understanding of what was read. List the different parts of the ecosystem and explain what they do? Compare a marin e ecosystem with one from another of our province. Questions for Applying Level O Do you know of another instance where†¦?O Can you group by characteristics such as†¦? O Which factors would you change if†¦? O What questions would you ask of†¦? O From the information given, can you develop a set of instructions about†¦? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective: Lower level Question: Extended Question: Using the knowledge in another familiar situation. Using a diagram, show how the Water Cycle operates in an ecosystem? Demonstrate what happens when human interface with the Water Cycle? 18 Guidelines for textbooks authors Question for Analyzing Level O Which events could not have happened? O If. . happened, what might the ending have been? O How is similar to? O What do you see as other possible outcomes? O Why did changes occur? O Can you explain what must have happened when? O What are some or the problems of? O Can you d istinguish between? O What were some of the motives behind..? O What was the turning point? O What was the problem with? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective : Lower level Question: Extended Question: Breaking information into explore understanding and relationships or To differentiate between the constituent parts.Contrast the nature water Cycle with that used your community. Examine an ecosystem that has been damaged by human interface. How could it have been avoided? Questions for Evaluating Level O Is there a better solution to? O Judge the value of What do you think about? O Can you defend your position about? O Do you think is a good or bad thing? O How would you have handled? O What changes to would you recommend? O Do you believe? How would you feel if. ..? O How effective are. ..? O What are the consequences..? O What influence will. ave on our lives? 19 Guidelines for textbooks authors O What are the pros and cons of.? O Why is . o f value? O What are the alternatives? O Who will gain ; who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Evaluation / Evaluating Objective: Lower level Question: Extended Question: The judgment and evaluation of actions, outcomes, etc. or Justification of a decision or course of action. Identify an unspoilt ecosystem and design a way of preserving it. How would preserving our local ecosystem stabilize our environment?Questions for Creating Level O Can you design a to? O Can you see a possible solution to? O If you had access to all resources, how would you deal with? O Why dont you devise your own way to? O What would happen if ? O How many ways can you? O Can you create new and unusual uses for? O Can you develop a proposal which would? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Synthesis / creating Objective: The organization of thoughts, ideas and information form the contents or Generate new ideas, products or ways of viewing things.Lower level Question: Extended Question: Is it reasonable that people pollute our waterways? Defend your answer. Assess the impact of pollution in our local waterways. 20 Guidelines for textbooks authors Specific Levels of Questions Blooms categories of educational objectives to classify questions (Grade IX) Blooms Categories of Questions 6 Creating 5 Evaluating 4 Analysing 3 Applying 2 Understanding 1 Remembering u Sample Question How can we determine the weight of an object without a standard scale? Draw a picture of your favorite building. Do you like modern art? Explain why? Which method do you prefer: decantation or filtration? u What does this chart mean? Why is Karachi called â€Å"The business capital of Pakistan†? u Solve x2 + 14 = 18 Make a paper cup that will hold 500 mL of water . u Write in your words how the water cycle works. Differentiate between atom and molecule. u How is chemistry defined? Who was the first governor General of Pakistan? CHAP TER ENDING O Key points/summary/concepts map at the end of chapter helps the students for quick revision. O Add glossary at the end of the chapter/book.O Add activities/mini projects/case studies O Add review questions, self quizzes, end of chapter exercise. O Add reference boxes e. g. web sites, computer simulations etc. 21 Guidelines for textbooks authors BOOK ENDING O Include appendices for additional information. O Suggest bibliography for additional references. O Make and include index for quick reference. O Add appeal for feedback and suggestions for further improvement. MANUSCRIPTS REVIEW CHECKLIST S. No. 1. 2. 3. 4. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Item Description The manuscript is in line with the National Curriculum.Objective / standards / benchmarks/ SLOs of the National Curriculum are translated in letter and spirit. The contents page is appropriately sequenced and numbered. Vocabulary and terminology appropriate to the level/class are used and glossary of difficult words is added at the end of each lesson or book. Reference to textbooks, material, and other resource material is acknowledged and mentioned in the manuscript. At the end of the textbook, a small paragraph about the author is given. It doesnt have any material repugnant to Islam as well as ideology of Pakistan.No anonymous materials, poems, stories etc. is included in the textbook. Language is simple and understandable and there are no language errors or conception mistakes in the manuscript. Diagrams, illustrations and photographs are appropriate and clear with proper labeling / captions. Assessment mechanism is incorporated / in built. Each chapter/unit covers themes and topics, learning outcomes and suggested activities as per National Curriculum. The material presented is dynamic, challenging, stimulating and user friendly. The manuscript addresses the gender issue appropriately. 22 Cx Ima Bascxfdfd Essay Example Cx Ima Bascxfdfd Essay It should be readable but in a proper discourse and with a proper display. The content of the textbook as we have already mentioned should be encyclopedic i. e. knowledge based facts, concepts, values and attitudes. There must be reading assignments, rewriting assignments, summaries, recalls and text included as teachable part of the textbook. The structure of a textbook is based on problem-solving technique. The coherence of a textbook needs clarity of ideas, i. e. readability with commenting words and phrases.A textbook should be appropriate to the topics by explaining in proper language and discourse, related with the previous knowledge and using graphs, illustrations, pictures, photographs to depict the concepts. Its talk should be friendly like â€Å"Have you ever been / heard†. It is called meta-discourse. Activities, questions, projects, intellectuals and emotional engagements should be placed as a part of teaching in a textbook. A textbook is not only a student â€Å" aid, it is also a teachers tool†, so a student should know that what he has to do with the text and a teacher should be given pedagogical points.Hence, it is recommendable that students comer, and teacher points should be given in a textbook though there may be a separate work book or a teachers guide. A textbook is a product for teaching learning process. It would be rather developed and not written. It should not be a piece of writing and not a piece of literature or mere 1 GUIDELINES FOR TEXTBOOKS AUTHORS Understanding Curriculum Standards – Benchmarks SLOs Standards The competencies by descriptive statements specifying broadly, the knowledge, skills and attitudes that students will acquire, shall know and be able to do in a particular key area during the course of study.These are qualitative in nature and sets out the learning targets. They may not be subject specific. Benchmarks The standards indicate what the students will accomplish at the end of each developmen t level. They are subject specific. SLOs The detailed statements describing what students are supposed to learn and be able to do at each grade level to achieve the specified benchmarks. They are activity specific and generally observable and measurable. 2 A Paradigm Shift From Traditional approaches: 1. Based on contents topics 2. Focus on objectives 3. Learning Medium â€Å"Words† 4.Focus on teaching 5. Teacher centered 6. One way approach 7. Reading, writing, communication and using arithmetic (skills) 8. Assessment of content knowledge simple understanding 9. Promote memorization Guidelines for textbooks authors To Standard based approaches: 1. Based on standards 2. Focus on SLOs 3. Learning Medium â€Å"Images† 4. Focus on learning 5. Student centered 6. Variety of approaches 7. Interpersonal, team work and problem solving skills 8. Assessment of content ,skills and attitudes, deeper understanding, reasoning and application 9. Promote thinking What is new in a T extbookFrom descriptive and reading approach to information mapping, Interactive elements, life skills activities, gender equity, brain teasers for initiating discussions, diagrams, illustrations, worked examples, Interesting information in Boxes, critical thinking problems and FAQs for effective Learning. COMPUTER SCIE ENGLISH 11 NCE 8It is a 10 great virtue to be helpful PUNJAB TEXTBOOK BOARD, LAHORE PUNJAB TEXT BOOK BOAR D, LAHORE 3 Guidelines for textbooks authors Qualities of a Textbook Writing a good textbook requires the skills of a subject specialist, a curriculum expert, a good teacher with classroom experience, and an imaginative author.Structured approach Active learning methodoloyg Development of critical thinking Improved teaching methodology Focus on skills development rather than rote memorization Pre-tested in field Active learning methodoloyg Gender balanced Active design and layout Interactive contents 4 Guidelines for textbooks authors NATIONAL CURRICULA 2006/07 E nvisage Textbooks O Providing knowledge which is useful for a developing society. O Inculcating problems-solving approach to create independent / critical thinking. O Creating skills and attitudes relevant with real life situation.O Reflecting innovative writing/modern production processes. O Containing upto date ; age appropriate text. O Based on conceptual assessment, thinking based exercises instead of fact / memory questions oriented only. STRATAGEM TO DEVELOP A TEXTBOOK Get help from the information super highway If you have access to internet, explore its nooks and carnies, such as e-mail, use Google, the worldwide web (www), and so on. The existence of www had search engine makes it easy to find services of information on any topic.To use a search engine, just type in one or more keywords or phrases, and the search engine looks over the millions of websites around the world to find those that mention these words or phrases; then you can visit those sites. The whole process ta kes only a few seconds. One URL is http://www. google. com and another is www. msn. com to search sites: It is very essential to be careful to give credit to the sources being used. If you copy material from the internet or from other sources and present it as your own, you stealing another persons property or you are misguided by another persons ideas.O Review all contemporary books for content prior to start work. O Assume students having no prior knowledge when presenting new term – define / explain as required. O Provide smooth transition from previous information covered and new information presented. CHAPTER OPENING O Describe SLOs at the beginning of each chapter clearly stating the objectives and skills to be achieved in the chapter. O Give a brief overview/preview/introduction/outlines of the chapter. O The chapter can also be opened by giving a case study/quotation or any other special feature. 5 Guidelines for textbooks authorsCHAPTER CORE O Add historical and curr ent dates of interest. O Include enough information to allow the reader to comprehend a specific concept maintaining breath and depth for addressing the expected learning outcomes of the National Curriculum. O Build vertical linkage between various concepts from lower to higher level and at the same time horizontal linkage of concepts of one discipline with the others. O Avoid overlapping of concepts vertically as well as horizontally. If need arises, give recall paragraphs. O Relate the concepts to students own experience and observation.O Textual matter should be harmonized reflecting unity and coherence, discussing diverse view points wherever appropriate. O Provide guidance, as necessary, on safety, health and environment requirement pertaining to the learning event. O Text and activities to demonstrate care and respect for the environment. COMMUNICATION O Fewer words are better. Be concise, use simple language which consists of short sentences. Prefer graded vocabulary. O Prese nt content using consistent nomenclature/ internationally accepted terminology/units. O Highlight the headings, sub-heading, key words, terms and definitions.For distinction use level heading â€Å"A† 4. 1, 4. 2level â€Å"B† 4. 1. 1, 4. 2. 1level â€Å"C† (a), (b), (c) (i), (ii), (iii)-and level â€Å"D† bold but unnumbered. ILLUSTRATIONS O Use the appropriate elements to promote comprehension – charts, tables, graphs, illustration, line drawings – cartoon types illustrations for children. Real life coloured photographs and illustrations make the substance vivid, attractive and easy to digest. O Draw figures to size and should be numbered as Fig. 4. 1, 4. 2, 4. 3 followed by captions, label if needed (font size 9).All figures to be cited in the text. 6 Guidelines for textbooks authors INTERACTIVE ELEMENTS O Pre-reading O Activities while reading O Headers and footers O Linkage of text and figures O Elaboration of concepts with examples O In teraction of text with society O Puzzles O Brain teasers O Quick quiz O â€Å"Do you know† in boxes O STS connections O Field trips O Clippings O Flash cards O Models O Work sheets O Flow charts O O O O O O O O O O O O O O O O O Labeling a diagram Peer discussion Problems solving Clipart/Cartoons / caricatures Tidbits – speech bubbles Review question–re-enforcement activities.Quotations Demonstrations Colourful pictures Group tasks Points to remember Role play Library research Mini projects Surveys Case studies Exhibition INFORMATION BOXES Make effort to make user friendly text and lively by quoting connections with society at appropriate places in boxes such as:v v v v v v Tidbits: to provide snippets of interesting and useful knowledge. Fascinating facts: creating a sense of wonder giving unbelievable information but true facts of the nature. Quick Quiz: question to recall, think and apply what they have learnt as well as to re-enforce by learning of key conce pts and principles.Point to ponder / Brain teaser: to encourage the art of thinking by mentioning live situations involving science applications. Did you know: Interesting relevant or additional information. Remember/Caution/Attention: The text needed to be emphasised. 7 Guidelines for textbooks authors Specimens of various boxed informations Respect the Earth, it is the only one we have. Tidbit Most abundant organizms in the world are bacteria One big tree fulfils oxygen needs of 36 children per day. The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the temperature.The workers in a noisy factory may suffer from â€Å"tinnitus† caused by long exposure to loud sounds. They must wear ear plugs to avoid further hearing loss while on job. Science Tidbits Grade IV The best example of solution of carbon dioxide in water is soda water Grade IX The weight of an average apple is nearly one newton. Grade IX A light year is th e distance covered by light in vacuum in one year. It equals 15 9. 46 X 10 m Grade IX The bullet train in Japan and France run over electromagnetic track instead of ordinary iron rails. Grade IX The friction in the human joints is much reduced due to the presence of a fluid – a natural lubrication.Grade IX The dead sea is highly saturated with salts. The crystals start appearing in it even with a slight decrease in the atmospheric temperature. 8 Guidelines for textbooks authors Fascinating Facts Sun showers as much energy on the earth in one hour as much as all other sources produce in one year. 1. 5 million children die every year from contaminated drinking water. One million atoms, if arranged one above the other, will have the thickness of a human hair. Matter in plasma state makes up much of the universe. The matter of Sun is also in Plasma state. Point to ponder Why touch-me-not is called so?Why do we feel cool when we sit under the fan wearing wet clothes? Why deserts n ights are cooler while the days are very hot? What would happen if photosynthesis has stopped? What would happen if there were no bacteria? Remember! Caution! Attention! The future of our children depends upon development without destruction of natural environment. Listening to loud music isharmcul,sounds above 85dB ar hazardous to hearing. Pop music isoft en 110dB or louder, so the potential of hearing damage is very real Noise can kill silently A 30dB sound is ten time more intense than 20dB sound but twice as loud.The planet Jupiter is not terrestrial body as our Earth but a gas-giant. The efficiency and productivity of the worker is badly affected by noisy environment. If a factory owner adopts noise control measure, the cost is paid back in the form of enhanced efficiency and productivity in addition to better health of the workers 9 Guidelines for textbooks authors Brain Teasers / Quick Quiz Why touch-me-not is called so? Why do we feel cool when we sit under the fan wearing w et clothes? Can we talk while standing on the moon as on earth? What would happen if photosynthesis has stopped? Which biomes act as the nature’s lungs?What would happen if Earth suddenly stops revolving around the Sun? Other Eye-catchers Remember Inexpensive foam earplugs can reduce noise level by 20dB to 25 dB. Caution: No plastic wrap Food should not be heated in the micro wave oven using plastic containers. Dioxins from the plastic are released which are highly poisonous for our body cells. Use Pyrex glass or ceramic containers only. Remember ! Radioisotopes are unstable isotope of an element emitting nuclear radiation. Did you know? These symbols are used to indicate the presence of radioactive material. 10 Guidelines for textbooks authors VARIOUS ACTIVITIESO Build process skills such as observation, measurement, data collection, analysis etc. through various types of activities or mini projects. Activities Emphasize Learning Through Visual Verbal Logical Kinaesthetic Au ditory Interpersonal Intrapersonal Pictures, colours and graphs Words/discussions/questionings Pattern, reasons, numbers Physical activity touch Through sound Through interaction with others Through independent work reflection/imagination O Student centred and activity-oriented text enhances quest of learning, develops ability to think scientifically and critically; and develops creativity.The first step towards scientific literacy is to engage the students in asking and answering meaningful questions starting with why, how and should. †¢ †¢ †¢ â€Å"Why† questions are related to scientific inquiry â€Å"How† questions address problem solving process â€Å"Should† questions indicates decision making Hands-on activities reinforce the understanding of concepts develop process skills. They are: Structural Inquiry: Guided Inquiry: Open Inquiry: Instruction are given to perform the activity without telling the expected outcome Students develop a pro cedure to investigate a problem selected by the teacher.Students identify a problem to investigate and design their own investigation. Types of Activities: 11 Guidelines for textbooks authors How to write an Inquiry? O Start with an open ended question or a demonstration. Allow responses and subsequent questions from students. O Involve students to collaborate on designing experiment or process. O Ask students to conduct experiment and or gather data. O Ask to locate, select, organize and present information from a variety of sources. O Allow students to analyze and interpret data. O Identify a problem, plan and carry out investigation for its solution.O Encourage students to identify pattern, report trends and draw inferences. O Allow discussion and information communication etc. O Finally ask the students to draw conclusion. A Sample Inquiry: Grade IX (Structural Inquiry) Material Procedure 1. Come to class with an electric kettle filled with water. Let students wonder! 2. Plug in the cord and switch on the kettle to do its job. Soon steam will begin to escape from the spout. 3. Get a cold, white ceramic plate and hold it up at a safe distance from the spout. Tilt it slightly. 4. Water droplets collect on the plate and soon begin to fall down. The water cycle 5.Now ask students what was happening? Facilitate them in making analogies: Kettle, Bodies of water, Electric socket, Sun, White ceramic plate, Clouds 6. Lead the students into the terminology: O O O O evaporation water vapor condensation precipitation Electric Kettle and white Ceramic Plate 7. Help them see the CYCLE 8. Distribute Worksheet 12 Guidelines for textbooks authors WORKSHEET Part A: Complete the sentences using the words below: Groundwater living things reservoirs Lakes and oceans water cycle 1. In the water cycle, water is stored in__________________ 2. Water is an important need of all_____________________ 3.Water that soaks into the soil and rock layers is called___________ 4. Places wher e water is stored are called___________ 5. Evaporation, condensation, precipitation, and storage are all parts of________ Part B: Match the statements on the left with the words on the right ______________ 6. forms clouds ______________ 7. causes runoff to flow downhill ______________ 8. a type of reservoir ______________ 9. can be trapped in spaces in rock 1 2 3 condensation water tower groundwater gravity 4 Part C: Use the words below to identify the processes in the water cycle Evaporation Precipitation Condensation Storage 10 11 12 13 3 Guidelines for textbooks authors A Sample Inquiry: Grade VI (Structural Inquiry) O Take three torches / ray boxes. O Paste green cellophene filter paper on the glass of one of the torch. O Similarly paste red and blue filters on the other two torches. O Overlap light of torch on the light of other on a sheet of white paper in a dark room. O Tabulate your results. Mixing of light Result Red + Blue Green + Blue Green + Red Red + Green + Blue O From your above observations, which light you will get by mixing blue and yellow? O Nadeem is wearing yellow jacket and blue jean and while Neena red shirt and green scarf.What color of clothes will be seen in a room of red light? And in a room with blue light? Sample Inquiries: (Guided Inquiry) O Collect material from library, magazines, newspapers on the subject â€Å"impact of human activities on environment†. Discuss the impacts with your peers and teachers. O Sort out news and articles related to the environmental issues from the newspapers of the last one week and place them on the board. O Draw food chains and food web on the basis of your observations of a pond or garden eco-system. O Categories the organism in the above activity as produces, consumers and decomposers.O Give a puzzle to solve to a class in a noisy environment using a pre-recorded loud noise of unpleasant sounds. The same be repeated in a silent environment, compare the results and draw conclusions O Desig n an activity to measure the thickness of a wire using a meter scale. (Grade VI) 14 Guidelines for textbooks authors O Design an activity to observe convection heating of a liquid. (Grade VII) O Design and study series of parallel circuits and find the most appropriate one. Give reasons for your selection. (Grade VII) Sample Inquiry: (Open Inquiry) O At the end of a chapter / topic the author may ask the students o identify related problems and to design and conduct investigation to find the cause-and-effect of the problem and to suggest solution. Remembering: Potential Activities and Products O Make a story map showing the main events of the story. O Make a time line of your typical day. O Make a concept map of the topic. O Write a list of keywords you know about†¦. O What characters were in the story? O Make a chart showing†¦ O Recite a poem you have learnt. O Write in your own words†¦ O Cut out, or draw pictures to illustrate a particular event in the story.O Repor t to the class†¦ O Illustrate what you think the main idea may have been. O Make a cartoon strip showing the sequence of events in the story. O Write and perform a play based on the story. O Write a brief outline to explain this story to someone else O Explain why the character solved the problem in this particular way O Write a summary report of the event. O Prepare a flow chart to illustrate the sequence of events. O Make a colouring book. O Paraphrase this chapter in the book. O Retell in your own words. O Outline the main points. 15 Guidelines for textbooks authorsApplying: Potential Activities and Products O Construct a model to demonstrate how it looks or works O Practise a play and perform it for the class O Write a diary entry O Make a scrapbook about the area of study. O Prepare invitations for a characters birthday party O Make a topographic map O Take and display a collection of photographs on a particular topic. O Make up a puzzle or a game about the topic. O Write an explanation about this topic for others. O Dress a doll in national costume. O Make a clay model†¦ O Paint a wall painting using the same materials.O Continue the story†¦ Creating: Potential Activities and Products O Invent a machine to do a specific task. O Create a new product. Give it a name and plan a marketing campaign. O Write about your feelings in relation to O Write a TV show play, puppet show, role play, song about.. O Design a new monetary system O Develop a menu for a new restaurant using a variety of healthy foods O Design a record, book or magazine cover for O Sell an idea O Devise a way to O Make up a new language and use it in an example O Write a jingle to advertise a new product.Assessment Exercises O Add ongoing assessment quizzes/questions of lower and higher order thinking throughout the chapter and at the end of chapters. These exercises should encourage students to think, develop skills and use information for a variety of situations. 16 Guideline s for textbooks authors O Mini exercises can be given involving investigations and relating concepts with the society and environment. O End of chapter exercise may consist of variety of questions to evaluate wide range of abilities and skills starting from lower to higher order thinking.O Think tank/investigations/projects may be included for open ended questions to provoke students thinking, creativity and investigation skills. Good Questions are: O Purposeful (asked to achieve a specific purpose) O Clear (students understand what they mean) O Brief (stated in as few words as possible) O Natural (stated simply, in conversational English) O Thought-provoking (they stimulate thought and response) O Limited in scope (only one or two points in chain of reasoning called for) O Adapted to the level of the class (tailored to the kinds of students in class) Questions for Remembering LevelsO What happened after? O How many? O What is? O Who was it that? O Can you name ? O Find the definiti on of†¦ O Describe what happened after†¦ O Who spoke to? O Which is true or false? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Lower level Question: Extended Question: What is an ecosystem? Define an ecosystem and list the varieties that are found in Pakistan. 17 Guidelines for textbooks authors Questions for Understanding Level O Can you explain why†¦? O Can you write in your own words? O How would you explain†¦?O Can you write a brief outline? O What do you think could have happened next? O Who do you think? O What was the main idea? O Can you clarify†¦? O Can you illustrate†¦? (Pohl, Learning to Think, Thinking to Learn, p. 12) SAMPLE QUESTIONS Knowledge/Remembering: The recall of specific information Objective: Lower level Question: Extended Question: An understanding of what was read. List the different parts of the ecosystem and explain what they do? Compare a marin e ecosystem with one from another of our province. Questions for Applying Level O Do you know of another instance where†¦?O Can you group by characteristics such as†¦? O Which factors would you change if†¦? O What questions would you ask of†¦? O From the information given, can you develop a set of instructions about†¦? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective: Lower level Question: Extended Question: Using the knowledge in another familiar situation. Using a diagram, show how the Water Cycle operates in an ecosystem? Demonstrate what happens when human interface with the Water Cycle? 18 Guidelines for textbooks authors Question for Analyzing Level O Which events could not have happened? O If. . happened, what might the ending have been? O How is similar to? O What do you see as other possible outcomes? O Why did changes occur? O Can you explain what must have happened when? O What are some or the problems of? O Can you d istinguish between? O What were some of the motives behind..? O What was the turning point? O What was the problem with? (Pohl, Learning to Think, Thinking to Learn, p. 13) SAMPLE QUESTIONS Objective : Lower level Question: Extended Question: Breaking information into explore understanding and relationships or To differentiate between the constituent parts.Contrast the nature water Cycle with that used your community. Examine an ecosystem that has been damaged by human interface. How could it have been avoided? Questions for Evaluating Level O Is there a better solution to? O Judge the value of What do you think about? O Can you defend your position about? O Do you think is a good or bad thing? O How would you have handled? O What changes to would you recommend? O Do you believe? How would you feel if. ..? O How effective are. ..? O What are the consequences..? O What influence will. ave on our lives? 19 Guidelines for textbooks authors O What are the pros and cons of.? O Why is . o f value? O What are the alternatives? O Who will gain ; who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Evaluation / Evaluating Objective: Lower level Question: Extended Question: The judgment and evaluation of actions, outcomes, etc. or Justification of a decision or course of action. Identify an unspoilt ecosystem and design a way of preserving it. How would preserving our local ecosystem stabilize our environment?Questions for Creating Level O Can you design a to? O Can you see a possible solution to? O If you had access to all resources, how would you deal with? O Why dont you devise your own way to? O What would happen if ? O How many ways can you? O Can you create new and unusual uses for? O Can you develop a proposal which would? (Pohl, Learning to Think, Thinking to Learn, p. 14) SAMPLE QUESTIONS Synthesis / creating Objective: The organization of thoughts, ideas and information form the contents or Generate new ideas, products or ways of viewing things.Lower level Question: Extended Question: Is it reasonable that people pollute our waterways? Defend your answer. Assess the impact of pollution in our local waterways. 20 Guidelines for textbooks authors Specific Levels of Questions Blooms categories of educational objectives to classify questions (Grade IX) Blooms Categories of Questions 6 Creating 5 Evaluating 4 Analysing 3 Applying 2 Understanding 1 Remembering u Sample Question How can we determine the weight of an object without a standard scale? Draw a picture of your favorite building. Do you like modern art? Explain why? Which method do you prefer: decantation or filtration? u What does this chart mean? Why is Karachi called â€Å"The business capital of Pakistan†? u Solve x2 + 14 = 18 Make a paper cup that will hold 500 mL of water . u Write in your words how the water cycle works. Differentiate between atom and molecule. u How is chemistry defined? Who was the first governor General of Pakistan? CHAP TER ENDING O Key points/summary/concepts map at the end of chapter helps the students for quick revision. O Add glossary at the end of the chapter/book.O Add activities/mini projects/case studies O Add review questions, self quizzes, end of chapter exercise. O Add reference boxes e. g. web sites, computer simulations etc. 21 Guidelines for textbooks authors BOOK ENDING O Include appendices for additional information. O Suggest bibliography for additional references. O Make and include index for quick reference. O Add appeal for feedback and suggestions for further improvement. MANUSCRIPTS REVIEW CHECKLIST S. No. 1. 2. 3. 4. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Item Description The manuscript is in line with the National Curriculum.Objective / standards / benchmarks/ SLOs of the National Curriculum are translated in letter and spirit. The contents page is appropriately sequenced and numbered. Vocabulary and terminology appropriate to the level/class are used and glossary of difficult words is added at the end of each lesson or book. Reference to textbooks, material, and other resource material is acknowledged and mentioned in the manuscript. At the end of the textbook, a small paragraph about the author is given. It doesnt have any material repugnant to Islam as well as ideology of Pakistan.No anonymous materials, poems, stories etc. is included in the textbook. Language is simple and understandable and there are no language errors or conception mistakes in the manuscript. Diagrams, illustrations and photographs are appropriate and clear with proper labeling / captions. Assessment mechanism is incorporated / in built. Each chapter/unit covers themes and topics, learning outcomes and suggested activities as per National Curriculum. The material presented is dynamic, challenging, stimulating and user friendly. The manuscript addresses the gender issue appropriately. 22