Presentation on theme: "Connecting the individual class to the larger institution and the larger community The role of textbooks & The importance of effective use of textbooks."— Presentation transcript:
Connecting the individual class to the larger institution and the larger community The role of textbooks & The importance of effective use of textbooks
Contact information Pat Byrd firstname.lastname@example.org Copies of the handout and inventory are online at http://www2.gsu.edu/~eslhpb/PatByrd
The role of text books in connecting to the world outside the classroom The external setting for individual classes: A class = a teacher and a collection of students A class is not a free floating unit separated from the rest of its environment. A class is part of a larger society and those students do not belong just to the individual teacher but are part of families and schools/programs/academic institutions and societies and cultures. That is, the students are not just “my students” but also “other people’s” and those other people have a reasonable interest in the content and purposes of the individual class.
Purposes of curriculum & materials To give coherence to a program To give information to parents and sponsors and others with an interest in the development of the students
Creation of the curriculum and selection of the texts Because of these important beyond-the-classroom connections, creation and maintenance of a curriculum with supporting materials is urgently important. And this important role means that teachers must learn to see ourselves not just as creatures of a single classroom but as educational professionals with responsibilities to the larger society. We need to learn about the program and system and institution processes and to understand how to become part of the processes by Finding out how the curriculum is designed and having a part in that process Finding out how textbooks are selected and having a part in that process
Two analytical processes Textbooks need to go through two types of analysis by teachers: 1. Analyzing the textbook for its fit with the curricular purposes of the program and the classes that make up the program. That is, critical analysis for a buy/no-buy decision. 2. Analyzing the textbook for its use in a particular class with a particular set of students.
Mixing up the two processes The critical analysis process becomes disfunctional when applied to classroom use of a text When a text has been selected, then the issues change to the practical “what am I going to do in class” set of questions that drive most of our teaching.
An inventory for textbook analysis Figuring out how to use the assigned text Read the book from cover to cover. Go back through the book to make detailed notes about Table 1: what language is being taught Table 2: what content is used and being taught Table 3: What kinds of activities are provided? Table 4: What kinds of things might I do with those activities? Table 5: What’s provided for the teacher to help her/him implement the materials in the book?
Your consent to our cookies if you continue to use this website.