Compiled by 1. 2. Dr. Attash Durrani (Tamgha-e-Imtiaz) Director, Multimedia, AIOU, Islamabad Prof. Muhammad Ali Shahid (Izaz-e-Fazeelat) Director (Tech) Rtd. Punjab Textbook Board, Programme Officer, GIZ, Lahore
FEDERAL REPUBLIC OF GERMANY
Punjab Textbook Board, Lahore
compilation of fiction / stories and articles as it is understood but it should be a guide to learning. It should be encyclopedic in nature and relevant pedagogical in construction. 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 “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 “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 student's comer, and teacher points should be given in a textbook though there may be a separate work book or a teacher's guide.
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
GUIDELINES FOR TEXTBOOKS AUTHORS
Standards – Benchmarks & SLOs
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.
The standards indicate what the students will accomplish at the end of each development level. They are subject specific.
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.
A Paradigm Shift
From Traditional approaches: 1. Based on contents & topics 2. Focus on objectives 3. Learning Medium “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 “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 Textbook
From 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 FAQ's for effective Learning.
8It is a
great virtue to be helpful
PUNJAB TEXTBOOK BOARD, LAHORE
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