Critical Analysis of Syllabus and Textbook for B.Ed

Syllabus and Textbook Analysis

Introduction

Critical Analysis of Syllabus and Textbook is an important note for the B.Ed students under Gauhati University.


A syllabus or specification is a document that communicates information about a specific course and defines expectations and responsibilities. It is generally narrower in scope than a curriculum. A syllabus may be set out by an examination board or prepared by the tutor who teaches or controls the course.

A syllabus is a kind of instructive tool that sets a standard of what is expected to happen during the complete course session. It prescribes the topics and concepts on the basis of which students will be tested in the final examination. A syllabus actually serves as the contract between the students and the teachers which contains functions and ideas that are used for the assessment of the students’ performance.

Syllabus and its Importance

·      It establishes a contact and connection between students and instructors by stating the objectives and goals to be achieved at the end of the course.

·      
It sets the tone for the course by streamlining the content of course.

·      
It ultimately includes information that will facilitate the academic success of students.

·      
It informs students of the course structure, goals and learning outcomes.

·      
It outlines a student’s responsibilities for success.

·      
It defines a teacher’s duties towards the overall development of students.

It describes the materials/activities that support learning outside the classroom

Criteria of a Good Syllabus

“A good syllabus serves a variety of purposes that go well beyond the confines of a specific course. A good syllabus is a road map or even a guidebook. It lays out our itinerary for the semester, and is a student’s first reference if (s)he gets lost. It is also a map of the general subject and perhaps even of the field you are teaching, and should give students a clear sense of the disciplinary laid of the land. A good syllabus is a resource for students. It should, at the very least, offer suggestions to assist students in pursuing topics that interest them, but it can also serve as a reference, a field outline to which they can refer long after they have finished our course.”

A Good Syllabus should-

  • Offer students a clear and concise statement of what our course is about;
  • Tell them how we are going to teach the material to them and why;
  • Provide all the logistical information they need to engage we and the course materials easily;
  • Explain to them exactly what is required of them, when and why; and
  • Lay out for them the key elements of the social contract that we and they are entering into.

Selection of Syllabus

Here I have selected the syllabus of Social Science of class-VII which consists of three parts-

a.    History

b.    Geography

c.    Political Science & Economics.

History parts consists of 8 chapters, Geography parts consists of 9 chapters and Political Science & Economics parts consists of (4+4) 8 chapters.

Analysis of Syllabus

The units of the syllabus are appropriate for the level of students of class-VII. The psychological levels of contents are also appropriate. It has proper difficulty level. The syllabus exist revision of the previous class. It consist the groundwork for the next class. The syllabus has sufficient contents for the linking with life of the students. Provision for co-relation with other subjects also exists. So it can be said that the syllabus is neither too heavy nor too light. It may consider as reasonable for the particular class.

Suggestions for improving the syllabus

Although the syllabus is suitable for the class; it may be more adequate if the following points are taken into consideration-

·    It might divide into 4 parts rather than 3 parts. The Political Science and Economics part is combined into the 3rd part in the textbook which could have divided separately.

·       The syllabus might be more activity based rather than content based.

Textbook and its Importance

The textbook plays an important role in teaching and learning. It represents a useful resource for both teachers as a course designers and learners as persons who are acquiring the English language. However, the use of a ready-made textbook has its advantages and disadvantages. This paper aims at investigating the benefits and hindrances in using a ready-made textbook as well as ways of textbook adaptation. Textbook adaptation is a process of overcoming problems in using only ready-made textbooks. Textbook adaptations at activity level, unit level and syllabus level are an integral part of the course-developing process which assists the teacher in meeting the learners’ specific work-related needs.

The textbook is a book used as a standard source of information for formal study of a subject and an instrument for teaching and learning (Graves 2000: 175). It should be regarded as one of the many sources teachers can draw upon in creating an effective lesson and may offer a framework of guidance and orientation. Additionally, the textbook provides confidence and security for an inexperienced teacher who finds adapting existing textbooks challenging especially for tailored work related courses. It is necessary to emphasize that no ready-made textbook will ever fit perfectly every language program. There is no ideal textbook, ideal for every teacher, ideal for every group of learners and ideal in every teaching situation. Moreover, teachers’ reactions to using ready-made textbooks are manifold. Many teachers are required to use textbooks and are bound to the textbook in its existing form. Since this simplifies class preparation for teachers, this is acceptable for some teachers who eventually begin to over-rely on textbooks and decide to follow the textbook closely, making no or only small essential changes and additions. 

More about textbook and its importance

On the other hand, some teachers reject the textbook approach to learning and wish to make substantial changes to the textbook they need to use. Adapting a textbook to fit actual needs of a group of learners is a demanding and time-consuming process. Apart from lack of time and resources that majority of teachers state to be the main obstacles in adapting textbooks, teachers also need training and experience in modifying textbooks. It is not only the teachers who have a significant impact on the use and modification of textbooks; the learners’ reaction to textbooks needs to be taken into consideration as well. For the learners the textbook is one of the most important sources of contact they have with the language. It is a framework or guide that helps them to organize their learning. It is helpful to involve students in the process of adapting textbooks. Consequently, they would feel that their needs are respected and they would feel much more motivated to successfully finish the course.

Criteria of a Good Textbook

Open Textbook Quality Criteria

Criteria-1: Scope and sequence

1.1: Textbook contains a
comprehensive standard scope and sequence for a particular college course or
set of courses.

1.2: Textbook is easily divisible
into smaller sections, with text that is not overly self-referential in order
to enable modularity as much as possible.

Criteria-2: Content accuracy

2.1: Textbook contains accurate content without factual errors.


2.2: Content is presented with no or minimal bias or slant, taking into account the context of the particular subject being addressed.


2.3: Content is up-to-date and avoids presenting information that will make the text obsolete quickly, taking into account the particular subject being addressed.


2.4: Content has been reviewed by subject matter experts through a peer review process – preferably, but not restricted to, double-blind peer review.

Criteria-3: Instructional Design


3.1: Textbook contains a variety
of instructional materials, including reflective questions, learning activities,
and other features which promote learner engagement and active learning.

3.2: The relationship between the
use of the textbook and fulfilling particular learning outcomes is clearly
explained.

Criterion 4: Text Clarity


4.1: Content is written in accessible and internally-consistent prose for the intended reader.


4.2: Textbook contains a structured, clear, and logical progression of topics.

4.3: Textbook contains no grammatical, spelling, or other typographical errors.

More about open textbook quality criteria-

Criteria-5: Visual Clarity and Fidelity


5.1: Textbook does not contain
distorted images or charts, and does not contain any other display features
that may distract or confuse the reader.


5.2: Image resolution is up to
the current standard for all viewing devices.


Criterion 6: Accessibility and Inclusive Design

6.1: Textbook provides accessible
and structured text and images to meet the needs of diverse learners.

6.2: Textbook reflects diversity
and inclusion regarding culture, gender, ethnicity, national origin, age,
disability, sexual orientation, education, and religion, whenever possible,
taking into account the context of the particular subject being addressed.

Criterion 7: Ancillary Materials

7.1: Textbook has high-quality
ancillary (supplementary) materials which aid the instructor in the teaching
process.

Ancillary Materials Quality Criteria

Criterion 1: Content Relevance

1.1: Ancillary materials contain content which fully addresses the targeted learning outcome(s).

Criterion 2: Content Accuracy

2.1: Ancillary materials contain accurate content without factual errors.

2.2: Content is presented with no or minimal bias or slant, taking into account the context of the particular subject being addressed.

2.3: Content is up-to-date and avoids presenting information that will make the material obsolete quickly, taking into account the particular subject being addressed.

2.4: Content has been reviewed by subject matter experts through a peer review process – preferably, but not restricted to, double-blind peer review.

Criteria-3: Instructional Design


3.1: The overall set of ancillary materials contain a variety of instructional methods and activities which promote learner engagement and active learning.


3.2: The relationship between the use of the materials and fulfilling particular learning outcomes is clearly explained.


Criteria-4: Technical Usability


4.1: Ancillary materials are in standard file formats or markup languages and easily adaptable to other formats.

4.2: [For ancillary materials based on coding and/or software platforms] Ancillary materials are free of technical errors and glitches.

More about ancillary materials quality criteria-

Criterion 5: Clarity and Fidelity


5.1: Ancillary materials do not contain distorted images or charts, and do not contain any other display features that may distract or confuse the student.


5.2: Audio, video, and image quality are up to the current standard for all devices used to access the materials.


Criterion 6: Accessibility and Inclusive Design


6.1: Ancillary materials provide accessible and structured text and images to meet the needs of diverse learners, or provide alternative means of access to multimedia content in formats that meet the needs of diverse learners when applicable.

6.2: Ancillary materials reflect diversity and inclusion regarding culture, gender, ethnicity, national origin, age, disability, sexual orientation, education, and religion, whenever possible, taking into account the context of the particular subject being addressed and the format and goals of the materials.

Selection of Textbook

Here in this analysis I have taken the textbook of Social Science of class-VII.

Analysis of the Textbook

The shape and size of the textbook is a little bit huge for the class. It could be smaller. The cover design of the textbook is attractive. The quality of the paper and the colour print can be considered as average. A few printing mistakes are also seen in the textbook. As the textbook is provided free of cost, so it can be beneficial for the students from the pricing point are concerned. Illustrations and diagrams are provided in appropriate manner. So overall look of the textbook cannot be either say excellent or ordinary. It can be considered as good textbook.

The book contains the whole prescribed syllabus. The organisation of the contents is as per the needs of the pupil. It also fulfils the need and interests of the pupils. It has no incorrect information, statements, principles, laws, theories, figures or illustrations. The topics are appropriately supported with pictures, diagrams, graphs etc. The sub-headings, sub-topics are distributed appropriately. The textbook incorporated summary recapitulation at the end of each chapter. Each chapter has begun with a brief description which is very good sign of a good textbook. There is no controversial matter has been included in any part of the textbook. The textbook helps the students in linking the subject with their daily process. It has followed all the maxims which are essential. 

Suggestions for Improving the Textbook

Although the textbook may be considered as a good textbook, but there are some points in which we can be modify. The information given in the textbook are not up to date. It has no appendix. Bibliography is also not available in the textbook for further study. It could also include index which is not available in the textbook. 

Conclusion

The syllabus and the textbook of class VII Social Science have been found suitable for the students as well as for the teachers. All the topics from the syllabus are explained thoroughly in the textbook. The examples, drawings and data provided in the book helps the students for self-study. It is positive sign of the textbook. Moreover, the languages used in the chapters are easy and simple so that students can understand easily. Well planned chapters with simple, short and correct sentences make it a good resource book. Along with these good sign, we have found some negative sides of the textbook too. The paper used in the textbook could be little bit high quality. The bindings of the books are not satisfactory as many of the pages from the book are not sewed well. The textbook preparing committee should aware that the textbook can attract the students by its cover page and so the committee could make it more attractive for the students. Furthermore, no footnotes were noticed in the textbook in any chapters. If the textbook and syllabus preparing committee gives more importance in the above mentioned points then the textbook of Social Science of class VII would be more fruitful and gives good result in academic areas.  

General Information of the Syllabus and Textbook

General Information-

1. Name of the School:-  Govt. Girls’ H.S. & M.P. School

2. Name of the Teacher:-  Dhananjoy Sutradhar

3. Subject:-   Social Science

4. Class:-    VII

5. Period:-    5th

6. Session:-    2019-2020

About the Syllabus-

The syllabus of Social Science textbook of class-VII consists of three separate parts. The three parts are History, Geography and Political Science & Economics. History parts consists of 8 chapters, Geography parts consists of 9 chapters and Political Science & Economics part consists of (4+4) chapters. Each chapter has main points and adequate exercises at the end of each chapter.

 The syllabus is proper from the age level of the students. The syllabus is prepared following the criteria of a good syllabus. It is psychological and child centric.

Termwise Distribution of the Scheme

First Term

1. Counting of time on the Earth’s surface

2. Inner surface of the Earth

3. Earth’s Surface and its changes

4. India after the Mauriyans

5. Emergence of the Gupta Empire

6. Market around us

7. Democracy, Citizen & Citizenship 

Second Term

1. Our Environment

2. Man-made Environment

3. India after Gupta period

4. Pre-Historic Assam

5. Planning, Budget & Development

      6. Election and Election Process

Third Term

1. Resources

2. Resources of Assam

3. India during Middle Age

4. Sultans of Delhi

5. Role of Govt. on Economic Development

6. Democracy and Media 

Fourth Term

1. North East India

2. Climate, Plantation, Agriculture and Population of India

3. India during the Mughals

4. Contribution of Mughals in cultural development in India

5. Equity and equality of labour

6. Terminal Unit and Democratic Rights

The Syllabus of the Subject

1. Counting of time on the Earth’s surface 

2. Inner surface of the Earth 

3. Earth’s Surface and its changes 

4. Our Environment 

5. Man-made Environment 

6. Resources 

7. Resources of Assam 

8. North East India 

9. Climate, Plantation, Agriculture and Population of India 

10. India after Gupta period 

11. Emergence of the Gupta Empire 

12. India after Gupta period 

13. Pre-Historic Assam 

14. India during Middle Age 

15. Sultans of Delhi 

16. India during the Mughals 

17. Contribution of Mughals in cultural development in India 

18. Market around us 

19. Planning, Budget & Development 

20. Role of Govt. on Economic Development 

21. Equity and equality of labour 

22. Democracy, Citizens & Citizenship 

23. Election and Election Process 

24. Democracy and Media 

25. Terminal Unit and Democratic Rights.

Study on Probable Lessons of the Book

Unit No.

 

 

 

(1)

Probable no. of classes to finish the text part of the unit

(2)

No. of classes for product (Exercises) evaluation

(3)

No. of classes for Unit Test & Remedial classes

(4)

Total no. of classes (2+3+4)

 

 

(5)

1

4

1

2

7

2

5

1

1

7

3

5

1

1

7

4

4

1

1

6

5

4

1

2

7

6

5

1

1

7

7

4

1

1

6

8

4

1

1

6

9

5

0

1

6

10

4

1

1

6

11

5

1

1

7

12

4

1

1

6

13

4

1

1

6

14

4

1

1

6

15

5

1

1

7

16

4

1

1

6

17

4

1

1

6

18

4

1

1

6

19

5

1

1

7

20

4

1

2

7

21

4

1

1

6

22

5

1

1

7

23

5

1

1

7

24

4

1

1

6

25

4

1

1

6

Total –

109

24

28

161

1 thought on “Critical Analysis of Syllabus and Textbook for B.Ed”

Leave a Comment

Your email address will not be published.