Textbook Evaluation b6q

Textbook Evaluation

Trainee: Rahhal Ajbilou

Trainer : Dr.M.Akkouch

Warm Up

Quotes • There's many a bestseller that could have been prevented by a good teacher. Flannery O'Connor • I just wrote a book, but don't go out and buy it yet, because I don't think it's finished yet. Lawrence Welk

• It's hilarious when school textbooks try too hard at being racially diverse. 'Brad, Latisha, Pablo and Kwan were doing a math problem...' (unknown)

Workshop Objectives By the end of this workshop participants will be able to:  Recognize the rationale behind textbook evaluation  Consider different approaches to textbook evaluation  Identify the procedures used in textbook evaluation  Design instruments and develop criteria for textbook evaluation  Evaluate a textbook using a Checklist

Outline  Concept defining  Textbooks: Benefits and Limitations  Why is textbook evaluation important?  Who carries out the evaluation?  Approaches to textbook evaluation  The Method used in textbook evaluation  Evaluating a textbook using a checklist: Gateway 2 as an example

Task 1: Think-Pair-Share Sentence Finish

A Textbook is …………………………..

Evaluation is …………………….

Textbook Evaluation is …………………….

Concept Defining Textbook  “a book about a particular subject that is used in the study of that subject especially in a school.” Webster Dictionary

 “a book used as a standard work for the study of a particular subject.” Oxford  “Textbook is the book which is used for instructional purposes, especially in school and colleges.”(Matos, 2000).

Evaluation  Evaluation is “the act of considering something to decide how useful or valuable it is.” Longman Dictionary of Contemporary English 

“ the making of a judgment about the amount, number, or value of something.” Oxford Dictionary

 “The systematic collection and analysis of all relevant information is necessary to promote the improvement of a curriculum, and assess its effectiveness and efficiency, as well as the participants‘ attitudes within the context of the particular institution involved.” (Richards, 2002: 77).  “ Evaluation

is the systematic assessment of the worth or merit of some object.” (W.Trochim, 2006). Reasrch Methods

Textbook Evaluation  “Determining the efficacy, value, etc., of textbooks with respect to stated objectives, standards, or criteria.” Glossary of education  ‘textbook evaluation is basically a straightforward, analytical matching process: matching needs to available solutions’ (Hutchinson and Waters 1987:97).

Task 2: Textbooks : Benefits and Limitations Chart Participants are invited to wok in groups to complete the chart about the Benefits and Limitations of Textbooks Benefits

Limitations

Textbooks: Benefits and Limitations Benefits: “Benefits: coherent syllabus, satisfactory language control, motivating texts, tapes and other accessories (videotapes, CD-ROMs, extra resource materials, useful web links), attractive, they provide confidence to teachers, detailed teacher´s guides – procedures for the lesson in the student´s book, suggestions and alternatives, extra activities and resources; students can see the progress and look back for revision.” (Harmer 2001 : 304)

• • • • • • •

The textbook is the visible heart of any program Provides a common framework Provides for novice teachers A resource for self-directed learning Psychologically essential for learners A reference source for students A syllabus reflecting learning objectives and materials • Textbooks are economical in of time and money

Limitations: • “If used inappropriately the coursebooks can become a rule that has to be used, ...units and lessons often follow an unrelenting format so that students and teachers eventually become de-motivated by the sameness of it all, inappropriate topics.” (Harmer2001 : 304)

• “several things that the teacher can often do better than a book, e.g. providing the spoken word in spoken exchanges; adjusting work in response to the reactions of the children; using communication other than words and pictures to back up language elements; setting up learning activities which encourage learners to talk and profit from interaction.” (Halliwell 2006 : 114)

• Lack of variety in teaching procedures • Less response to students’ needs and learning styles • Inhibit creativity and spontaneity • Inflexible and control learning and teaching • Can be socially and culturally biased • Introduce decontextualized materials • Conflicting approaches, methods and tasks

Task 3: Spider Diagram make strategic decisions (money, aims, policies…)

recognize limitations

enhance teacher development and professional growth

enhances reflection on our teaching and learning experience

Why Textbook Evaluation?

emphasize strong points

Form professional judgements

meet learners’ needs , readiness and learning styles

meet the general aims of the course

Why is textbook evaluation important? • ‘The selection of a particular core volume signals an executive educational decision in which there is considerable professional, financial and even political investment. This high profile means that the definition and application of systematic criteria for assessing coursebooks are vital.’ Sheldon (1988:237) • ‘materials evaluation plays such an important role in language teaching that its potential for influencing the way teachers operate is considerable. Materials evaluation can and should be a two-way process which enables teachers not just to select a textbook, but also to develop their awareness of their own teaching/learning situation.’ Hutchinson (1987:37-38)

Who carries out the evaluation? Task 4: Brainstorming Teachers

Textbook writers

Who can evaluate Textbooks?

supervisors

Figure 1: participants in textbook evaluation

Students

• Teachers: Information about the suitability of textbook to the teaching/learning context, students development, etc. • Students: Information about whether textbooks help in learning development, interests, styles, motivation, etc. • Supervisors and coordinators: From class observations and detailed analysis • Textbook writers: On the basis of from the above participants

Approaches to textbook evaluation I. II.

On page/ Impressionistic Evaluation In-depth/ Material in Use Evaluation

I-

On page/ Impressionistic evaluation

• What the textbook looks like on paper • Quick overview of the most significant features: - claims , objectives, course package - coverage: skills, activities, sequencing - Layout, design, form, illustrations, • It gives a general introduction to the material • It will not identify any important weaknesses • It does not ensure a good match between what the textbook contains and learning requirements

II-

In-depth/ Material in Use evaluation

• Evaluating textbooks as they work in real classroom situations • Examining specific items in depth using a set of criteria • It is characterized by its active nature focusing on: - Students’ performance - Students’ attitudes, readiness, styles, interests - Teachers’ approaches and attitudes • More penetrating and has its agenda(use of checklists)

Task 5: Textbook Evaluation at work • Using the impressionistic approach, participants work in groups to evaluate a set of EFL textbooks provided by the trainer.

The Method used in textbook evaluation 1. Research Questions: specifying the needs and selecting areas of interest 2 . Materials: Specifying the materials to be evaluated (textbook) 3. Instruments: - Placement Tests: given to students at the beginning as a source of data - Questionnaires and Checklists: for teachers and students - Observations: teachers, coaches, coordinators - Interviews : teachers, students - Triangulation: using different instruments for the same study.

4. Participants:The population for the study ( teachers, students … ) 5. Procedure: - Data Collection: through different instruments - Data Analysis: survey results are analyzed in order to answer the research questions - Interpretation and Evaluation: findings are interpreted, and judgements are made about the problem - Selection/Decision making: Findings may offer insights for those involved in educational istrations, syllabus design, curriculum planning, teachers and students .

In-Depth Textbook Evaluation using a Checklist Task 6: Heads Together: Evaluating Gateway 2 using a Checklist • Using

the Evaluation Checklist provided by the trainer, participants work in groups to evaluate different components of Gateway2 • Each group work on a different component. • Groups share their findings and ideas

References  Cunningsworth, A. (1984).Evaluating and selecting EFL teaching materials. London: Heinemann  Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.

 Hartley. (1994). Deg instructional texts. London: Kogan Page Ltd.  www.ijhssnet.com (Centre for Promoting Ideas, USA).  Quantification and Graphic Representation of EFL Textbook Evaluation Results . Theory and Practice in Language Studies, Vol. 1, No. 5, pp. 511-520, May 2011 • The Reading Matrix .Vol. 5, No. 2, September 2005 .ESL TEXTBOOK EVALUATION CHECKLIST .Joshua Miekley • Crystal Springs Books/Staff Development for Educators .www.crystalsprings.com •

How to Choose a Good ESL Textbook . Kathleen Santopietro Weddel ©2009 .Northern Colorado Professional Development Center

•

Evaluating ELT textbooks and materials .Leslie E. Sheldon . ELT Journal Volume 42/4 October 1988 .Oxford University Press 1988

 Littlejohn, A. & Windeatt, S (1989).Beyond Language Learning: Perspectives On materials design. In R.k. Johnson (Ed.) The second language curriculum. (pp. 155-175). Cambridge University Press.