M a education paper-v methods of teaching english

How can textbook Analysis help your students? 
 
Students in the general learning population may have an easier time of “figuring out” how to use 
the textbook than those in the special education population. Whit help from the teacher, the text 
materials can being to make more sense. If structure is explained students can get a better idea of 
where they are going in the course. If the teacher understands focus or bias, he/she can make 
additions or deletions as needed to keep the presentation balanced. If learning assists are 
understood, they have a better chance of being utilized.
How can you implement Text book Analysis in order to effectively meet the diverse learning 
needs of students? 
When a new textbook is adopted, it can be helpful if you can hear what the 
sales staff has to say about the book. You will discover what their intent was with organization as 
well as with particular features of the book. 
If sales staff is unavailable, take a look at the promotional materials. See what they are proud of. It 
may be useful in your planning. 
Study the Table of Contents to see the content scope and sequence. Have 
students look at this organization with the idea of figuring out patterns. Cooperative learning groups 
can be effective in comparing observation. Organization may be simply chronology for a history 
text, but is the same period of time covered in the same number of pages? If not, why not? In 
Geography, are the headings all continents? Or are there some chapters on entire countries? What 
does this say about the focus of the text writers?

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By looking at unit and chapter heading, can you tell anything about the focus of the textbooks 
author? Is there an area that is emphasized while another is underemphasized? E.g. in a psychology 
text, does the author give equal treatment to different personality theories?
What are the special assists associated with the text. Often a Social Studies text 
at the senior high level is a major tome. It may be intimidating for the teacher as well as the student. 
The teacher’s edition, with all the ancillary extras is even more imposing. It is helpful if a teacher 
takes the text home and just looks at the component parts. E.g. if you thing time lines are helpful in 
a history class, are there chapter timelines? Which are going to be useful? If they are not useful, 
how am I going to compensate for that deficiency?