M7 TEXTBOOK/TEACHER GUIDE DEVELOPMENT STRATEGY

JOEL WAYNE GANIBE, DPTL COMPONENT 2 (QUALITY)Intem Philippines

By the way…WHICH DO YOU ORGANIZE FIRST?

• WHO WILL DO? (EDITORIAL TEAMS)

• WHAT WILL BE DONE? (CONTENT/TECHNICAL FORMATS)

• HOW TO DO? (PROCEDURE)

• WHEN IT MUST BE DONE? (EDITORIAL TIMELINE)

• QUALITY STANDARDS? (LEARNER CENTERED, GENDER

SENSITIVE, USER-FRIENDLY, LOCAL CONTEXT, SENSISTIVITY TO HUMAN RIGHTS/ESP PERSONS WITH DISABILITY (PHYSICALLY/MENTALLY CHALLENGED) COMPETENCY-BASED, 21ST CENTURY)

What can you learn in the textbook without any help from the teacher?

How do you choose which information to include or exclude from the UNIT/LESSON in the textbook?

How do you realistically manage SPACE and TIME for learning in PRINT?

Time to ASK the IMPORTANT QUESTIONS

How well do you know your CUSTOMER?

• To use the tool you are designing, make sure you understand the USER’s limits (time, capabilities, challenges, pressures, distractions, “noise”

• Are you a sword-maker who does not know how to use the sword you make in a real fight?

• You are a “learning designer”. Ground yourself in the art and science of LEARNING. You yourself must be a master-learner.

• IF NOT…sorry, you are responsible for the future of LAOS. Your tools can make them sharper or slower.

• Will you send your own child to fight with the kind of sword you made? (sword=tool=textbook=teacher guide)

You need analysis and evaluation to create the WEAPON/TOOL for learning

• Your materials:– Paper– Color– Space– CONTENT

• Your NEEDED skills– BASIC PCK (fight with sword)– Research/ Curation– Planning– Editing (scamper)– Managing writers/artists– Layout/Design

• Your limits– Time– Technology– Experience

• Your ENABLER– Internet– Your LEARNING ATTITUDE– The DUMMY BOARD– Your motivation skills– SESDP (without this no new

TB/TG for M5-M7) no other budget

Special tools for making tools

• FREEMIND

create, export to jpg, paste in word/pagemaker

• PHOTOSHOP BASICS

how to convert images/graphics “stolen” or borrowed from GOOGLE for your materials (including credits), levels, size-resolution, aspect ratio

Editorial Content planning

• ON YOUR OWN, BECAUSE YOU REALLY CARE about TRUE LEARNING (not fake) First study Bloom’s Revised Taxonomy to use as WALT/WILF in the units/lessons especially for your Teacher’s Guide (at least one objective per thinking skill)

• Based on your WALT, what information must be available to student/teacher in the textbook? WHY? – Where will you put it in the book? (sequence)– How big? (exposure/emphasis)– What will be missed if no color (if none then no need for color)– Do you know where to SEARCH? – What is the context/relevance in Laos?

• Do you remember all your lessons in secondary school? (of course not, so same…now decide, if the learner must remember only 3 big things about the topic, which 3 big ideas/concepts are most important?

• To understand those concepts/big ideas…what kind of visuals are needed? What kind of questions must be asked? What kind of evidences are acceptable to make sure these were learned? (WILF) Therefore, what kind of REAL LEARNING activities are suggested?

Editorial Content planning

• For EACH SUBJECT, Mindmap the most important concepts/lessons that MUST NOT BE MISSED (MINIMUM/CORE) after the school year– Break it down per semester– Break it down per Month (UNIT)– Break it down per Week (LESSON)– Break it down per 50 minutes (TOPICS)– Break it down per 10 minutes (LEARNING ACTIVITY/PERFORMANCE TASKS– Enumerate the ARTIFACTS/OUTPUTS/

• PLAN YOUR “UNITS”– Maximum 10 units per SUBJECT– Allocate maximum 5 lessons per unit– Allocate maximum 2 FULL pages per lesson– DECIDE: DIVIDE YOUR 2 PAGES INTO

• FACT BOX (BULLETS OF THINGS TO REMEMBER)• KEY WORDS/TERMS TO UNDERSTAND• NARRATIVE/STORY/CONTEXT (GRASPS)• EXERCISE/ACTIVITY/INSTRUCTION• PICTURE/DIAGRAM/GRAPHIC ORGANIZER

• HOOKS/PROBLEMS/PERFORMANCE TASKS/WILF/TESTS/ASSESSMENT STRATEGIES CONCENTRATE THESE IN TEACHER GUIDE

Editorial Content planning

• NOW POSITION/SEQUENCE YOUR CONTENT

IN THE DUMMY BOARD

EXPLAIN HOW THE EDITOR/EIC CAN CHECK YOUR PROGRESS JUST BY LOOKING AT YOUR DUMMY BOARD

EXPLAIN HOW TO ASSIGN PAGES TO WRITERS/DESIGNERS BASED ON CAPABILITIES

Subject:___History____Level:_m7Edited by:___________________Writers:_____________________

OFC OBC

IFC IBC

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