Malik Muhammad Usman Roll No.

BV554001

Q1 Criticize the role of GTZ model for designing science textbooks

in the scenario of Pakistan. How elaboration theory as a
procedure for designing and developing textbooks can be helpful
for textbook developer?

If the trainer is to behave as a driving force for the studying manner, he must be aware of the
difference among that feature and his traditional characteristic as a disseminator of understanding. He
need to additionally be satisfied that the scholar has an exploratory and interactive function to play on the
subject of the approach and has actively to complicate the knowledge. In every case, it must be borne in
mind that both the teacher and the pupil are concerned in the equal manner and have to paintings
collectively, complementing every other.

Like every professional, the instructor should be getting to know each day. Whereas docs,
lawyers, engineers and designers take into account constant study to be important and a matter of pride,
some instructors boast that they do now not ought to prepare for lessons due to the fact they recognize all.
It might be really helpful to look at the difference among recognize nine what they teach and knowing the
whole thing which they need to every and the way they must teach it reading a e-book, completing a path
or acquiring an ability have to be sports which are obviously part of cur way of life. In conjunction with
the experience we've collected, the education we receive is the factor of departure for further gaining
knowledge of. It's far as much as us to make certain that they may be appropriate for fulfilling that
characteristic.

Each day we're studying more about the tries being made with the aid of psychologists and
educationalists find out the pupil, to find out how he thinks, how he develops, how he learns. On the basis
of the findings of piglet’s psychology, we are able to say that our students are not miniature adults in the
traditional feel of the word; in other phrases, as though they assume and recognize in a comparable way to
adults.

On the contrary, we understand that youngsters undergo distinct durations of development and
that during every length they've a particular good judgment, a unique way of questioning, of seeing the
sector and of explaining what's taking place in it. Those unique and true traits of the students are the
starting-point for the instructor's work.

Elaboration Theory
In line with elaboration idea, instruction must be organized in increasing order of complexity for
optimum mastering. For instance, while teaching a procedural project, the most effective model of the
undertaking is presented first; subsequent training gift additional versions until the entire range of duties
are taught. In every lesson, the learner should be reminded of all versions taught up to now
(summary/synthesis). A key idea of elaboration idea is that the learner needs to broaden a meaningful
context into which subsequent thoughts and abilities may be assimilated.

Textbook Development (6552)

Malik Muhammad Usman Roll No. BV554001

Elaboration theory proposes seven major strategy components:

i. An Elaborative Sequence,

ii. Learning Prerequisite Sequences,

iii. Summary,

iv. Synthesis,

v. Analogies,

vi. Cognitive Strategies,

vii. Learner Control.

The first component is the most critical as far as elaboration theory is concerned. The elaborative
sequence is defined as a simple to complex sequence in which the first lesson epitomizes (rather than
summarize or abstract) the ideas and skills that follow. Epitomizing should be done on the basis of a
single type of content (concepts, procedures, principles), although two or more types may be elaborated
simultaneously, and should involve the learning of just a few fundamental or representative ideas or skills
at the application level.

It is claimed that the elaboration approach results in the formation of more stable cognitive structures
and therefore better retention and transfer, increased learner motivation through the creation of
meaningful learning contexts, and the provision of information about the content that allows informed
learner control.

Principles
i. Instruction will be more effective if it follows an elaboration strategy, i.e., the use of epitomes
containing motivators, analogies, summaries, and syntheses.
ii. There are four types of relationships important in the design of instruction: conceptual,
procedural, theoretical and learning pre-requisites.

Textbook Development (6552)

Malik Muhammad Usman Roll No. BV554001

Q2 Analyze the gaps of collaboration mechanism adopted by

curriculum and textbook developers for mapping the curriculum
while designing textbook. Develop criteria for the collaboration
of curriculum and textbook boards in developing effective
textbooks

The process of building a curriculum that incorporates the elements that meet the process outlined
in the previous section requires a lot of time and commitment. Fortunately, the process does not need to
be considered as a complete implementation of the teaching and learning of mathematics and science.
Each phase of the process makes a contribution to these goals.

The report assumes that the curriculum design committee, consisting of representatives of various
stakeholders in the school or district program, will be responsible for the construction process. This
process - described in this section - will be a great experience for the development of committee
members.

At the beginning of the process of developing or updating the curriculum, the committee should
study the context of mathematics and science education of the local community, community priorities,
state and inspection guidelines, local and national program structures, and local history of educational
practices and programs. It is important that the committee is familiar with the context, especially at local,
state, and national levels. Other policy documents, such as objectives, machine statements, curriculum
requirements, and curriculum guidelines, should be carefully considered in the first phase of the
construction process. In addition, the committee should not only learn about current practices, customs,
and beliefs about education in local schools but should also compare this with educational textbooks on
good practices in teaching, learning, and curriculum planning.

Establishing Principles And Standards

As a starting point for the development of an improved curriculum, the district needs policies and
a set of standards to guide the work of the curriculum design committee, especially in key areas for
framework building and selection of core teaching materials.

The previous section of the report, "Components of Coherent Mathematics and Science Education
Curriculum Programs," lists the objectives of objectives and standards and shows how national standards
provide guidelines for regions that write their own. In recent years, many provinces have adopted
mathematical and scientific principles and standards. It is important for the design committee to base its
work on national policy as that policy determines the extent to which state policies and standards should
be applied locally. Some states require local states to adhere to state standards, while others expect
standards to be used only as guidelines. In some cases, state content standards guide the state's testing
program. In these cases, districts - and their curriculum design committees - may choose to focus on those
standards so that their students do well in state examinations.

Textbook Development (6552)

Malik Muhammad Usman Roll No. BV554001

Where local or state standards are not available or where state standards are not selected or do not
meet the criteria set out in the previous section of this report, design committees may wish to apply
national standards. Many states and provinces have used the following national standards as a basis for
their standards:

➢ Curriculum and Assessment Standards for Mathematics

➢ Levels of Professional Mathematics Teaching
➢ School Mathematics Assessment Standards
➢ National Standards for Scientific Education
➢ Benchmarks for Science Literacy

Despite the objectives and a broad set of standards, the curriculum development committee must
agree and articulate the region's common vision in its own language. Teachers, administrators, and others
on the committee should translate what is required at national, provincial, and local levels into their
administrative and academic policy and practice in their district. The committee will seek to review
research literature and other sources for best practices in teaching and learning science and mathematics.

Creating a common view of how students will learn and how to do maths and science is very
important in curriculum development, regardless of whether many parts of the program are adopted or
implemented in other programs or are done independently. The same view helps to focus all stakeholders
on what the school district believes is important. Opinion is very important for good communication,
because it will help the committee to explain what the attitudes and behaviors of students, teachers,
administrators and parents should be once the curriculum is in place.

Textbook Development (6552)

Malik Muhammad Usman Roll No. BV554001

Q3 How brain functioning is associated with learning? Discuss its

implication for textbook design and development. Compare the
scope of adopt and adapt model for designing textbooks in
Pakistan.

The brain begins to develop before birth. Although it continues to grow for most of its life, the
brain does not develop at the same rate as the individual.

This should not surprise us. After all, our bodies grow at different rates - we reach adolescence
according to different ages and our emotional maturity at different times. Why should our brain be
different?

Just because you have a class full of students who are about the same age does not mean that they
are equally ready to learn a certain topic, idea, skill or concept. It is important for teachers and parents to
understand that brain maturity affects readiness to learn. For teachers, this is especially important when
designing lessons and choosing which strategies to use.

As teachers, all children need to be challenged and cared for in order to benefit from your
teaching. Instructions that are above or below the child's mental development level are not only
appropriate; it can lead to behavioral problems in your classroom. Improper behavior - such as avoidance,
challenging authority and bullying of other students - can be explained by failing to match the instructions
and mental development of your students.

You should also know that all brain functions do not grow at the same rate. A young child with
very high speech skills may grow up with excessive control and good little by little and have difficulty
learning to write well. One child may be making good progress but may not know how to control his or
her communication skills. Some may be mentally advanced but show a lack of emotional maturity.

For all these reasons, it is important to understand how our brains grow and the potential
differences in each stage of “normal” development.

Different brain structures grow at different rates and follow different ways, but maturation begins
long before birth. As the embryo develops, nerve cells (neurons) move to their final location in the brain.
The survival of any single neuron is not guaranteed. There is competition between neurons in a limited
space and those who do not find a home - a place where they can live and thrive - are pruned and
destroyed. It is not yet known why some neurons find a home and some do not, but once the neuron
stabilizes it continues to grow and develop within its brain region.

When circumcision is uncontrollable or incomplete, learning and / or behavioral disorders can be

the result.

At birth, both the nervous system and the brain are already working. A newborn baby has
adequate motor control to feed and get away from painful or other unpleasant pain. Although visual and

Textbook Development (6552)

Malik Muhammad Usman Roll No. BV554001

auditory systems are present at birth, they continue to grow in the first few months of life as the brain
responds to nature.

In healthy children, motor and sensory systems continue to grow during childhood and pre-
preschool years. Hearing and visual skills are developing during this time as well. As the development of
the brain after birth is influenced by inputs from nature, and because those inputs are different for each
child, all human brains are different.

Children learn in different ways. And while brain maturity is important when it comes to learning
differences, the real story is much more complicated than that. How children learn depends on age,
maturity, and maturity. Learning differences are also related to genetics, gentleness and nature, but in this
module we will focus on how and when the brain grows.

At each stage of development, it is important for teachers to understand the relationship between
emotional development and learning. This understanding is especially important when there are
differences between development and education expectations. Impairment may be due to differences in
brain maturation or may be due to a progressive disability. Studies have found differences in brain
structure, function and development in children with learning disabilities. Further research is needed in all
these areas.

Textbook Development (6552)