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TOURISM The role of the textbook in teaching and learning 2012

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

jelani-sharp
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TOURISM The role of the textbook in teaching and learning 2012

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  1. TOURISM The role of the textbook in teaching and learning2012

  2. 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

  3. 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

  4. 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

  5. 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

  6. 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

  7. MINDMAP Shuters, Gr 8, pp161-162

  8. MINDMAP

  9. 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

  10. 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

  11. 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

  12. Summary, e.g. Environmental concepts

  13. Summary, e.g. Environmental concepts 13

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