ERIC Number: ED254108
Record Type: RIE
Publication Date: 1984
Textbooks: Do They Match Your Students' Learning Needs?
Macian, Jan; Harewood, Glenn
OMLTA Journal, p54-63 1984
Textbooks play a greater role in students' learning than is usually recognized, and teachers should examine textbook materials more carefully to assess their value for different learners with different cognitive styles. A new, more student-centered model of teaching and learning, the Annehurst Curriculum Classification System (ACCS), focuses on student differences. It suggests that the teacher respond to differences between and within students by developing or adapting observational techniques broad enough and sensitive enough to pick up information about the learner from the learner. A profile of student learner characteristics is developed from these dimensions of learning, considered to be inherent: interest in the subject matter area, age, previous experience, intelligence, motivation, creativity, sociability, emotional-personality, verbal expression, visual perception, auditory perception, and motor perception. Textbooks can also be classified according to these dimensions, and compared with the students' equivalent learning dimensions. A matrix is used to evaluate the text as concept-oriented or fact-oriented, abstract or concrete, having intentions implicit or explicit, presenting criteria implicit or explicit, having complex or simple organization, evoking analysis-type thought or recognition, evoking synthesis-type or isolated-type thought, and evoking evaluative thought or recall. Each of these criteria is specifically defined. It is important not to consider the materials' potential use or allow personal subject-matter bias to influence the classification, and to remember that factors such as interest level, cognitive level, readability, vocabulary level, word and sentence length, and illustrations may be considered. (MSE)
Publication Type: Reports - Evaluative; Journal Articles
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Snyder, Barbara, Ed. Look Out World, Here We Come! See FL 014 904.