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 |
- B.Ed Internship Final Report Writing (Part-I)
- B.Ed Internship Final Report Writing (Part-II)
- Action Research
- Gender Issues and Concers
- Gender Stereotypes: Difference between Sex and Gender
- Socialisation and Gender Bias in the Family, School and Society
- Nature vs Nurture Debate
- Gender bias in Schooling: Textbook, Curriculum, Teacher’s Attutude, Peer Culture
- Curriculum: Meaning, Characteristics, Definition
- Scope, Needs and Importance of Curriculum
- Structure and Organisation of Curriculum Development
- Philosophical Foundation of Curriculum
- Psychological Foundation of Curriculum
