Course: Textbook Development-I (6552) Semester: Autumn, 2022

Assignment -02

Q.1 Define the main objectives of the middle School project. Which
textbooks are developed by Middle school project can be considered best
and why?
Ans-
In education, learning objectives are brief statements that describe what
students will be expected to learn by the end of school year, course, unit,
lesson, project, or class period. In many cases, learning objectives are the
interim academic goals that teachers establish for students who are working
toward meeting more comprehensive learning standards.
Defining learning objective is complicated by the fact that educators use a wide
variety of terms for learning objectives, and the terms may or may not be used
synonymously from place to place. For example, the terms student learning
objective, benchmark, grade-level indicator, learning target, performance
indicator, and learning standard—to name just a few of the more common
terms—may refer to specific types of learning objectives in specific educational
contexts. Educators also create a wide variety of homegrown terms for
learning objectives—far too many to catalog here. For these reasons, this entry
describes only a few general types and characteristics.
While educators use learning objectives in different ways to achieve a variety
of instructional goals, the concept is closely related to learning progressions,
or the purposeful sequencing of academic expectations across multiple
developmental stages, ages, or grade levels. Learning objectives are a way for
teachers to structure, sequence, and plan out learning goals for a specific
instructional period, typically for the purpose of moving students toward the
achievement of larger, longer-term educational goals such as meeting course
learning expectations, performing well on a standardized test, or graduating
from high school prepared for college. For these reasons, learning objectives
are a central strategy in proficiency-based learning, which refers to systems of
instruction, assessment, grading, and academic reporting that are based on
students demonstrating understanding of the knowledge and skills they are
expected to learn before they progress to the next lesson, get promoted to the
next grade level, or receive a diploma (learning objectives that move students
progressively toward the achievement of academic standards may be
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

called performance indicators or performance benchmarks, among other

terms).
Learning objectives are also increasingly being used in the job-performance
evaluations of teachers, and the term student learning objectives is commonly
associated with this practice in many states. For a more detailed discussion,
including relevant reforms and debates on the topic, see value-added
measures and student-growth measures.
Learning objectives are also a way to establish and articulate academic
expectations for students so they know precisely what is expected of them.
When learning objectives are clearly communicated to students, the reasoning
goes, students will be more likely to achieve the presented goals. Conversely,
when learning objectives are absent or unclear, students may not know what’s
expected of them, which may then lead to confusion, frustration, or other
factors that could impede the learning process.
While the terminology, structure, and use of learning objectives can differ
significantly from state to state or school to school, the following are a few of
the major forms that learning objectives take:
 School-year or grade-level objectives: In this case, learning
objectives may be synonymous with learning standards, which are
concise, written descriptions of what students are expected to know
and be able to do at a specific stage of their education. Grade-level
learning objectives describe what students should achieve
academically by the end of a particular grade level or grade span
(terms such as grade-level indicators or grade-level benchmarks may
be used in reference to these learning objectives or standards).
 Course or program objectives: Teachers may also determine
learning objectives for courses or other academic programs, such as
summer-school sessions or vacation-break programs. In this case,
the objectives may be the same academic goals described in learning
standards (in the case of a full-year course, for example), or they
may describe interim goals (for courses that are shorter in duration).
 Unit or project objectives: Teachers may determine learning
objectives for instructional units, which typically comprise a series of
lessons focused on a specific topic or common theme, such as an
historical period, for example. In the case of project-based learning
—an instructional approach that utilizes multifaceted projects as a
central organizing strategy for educating students—teachers may
determine learning objectives for the end of long-term project
rather than a unit.
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

 Lesson or class-period objectives: Teachers may also articulate

learning objectives for specific lessons that compose a unit, project,
or course, or they may determine learning objectives for each day
they instruct students (in this case, the term learning target is often
used). For example, teachers may write a set of daily learning
objectives on the blackboard, or post them to an online course-
management system, so that students know what the learning
expectations are for a particular class period. In this case, learning
objectives move students progressively toward meeting more
comprehensive learning goals for a unit or course.
In practice, teachers will commonly express learning objectives in different
ways to achieve different instructional goals, or to encourage students to think
about the learning process is a specific way. While the minutia and nuances of
pedagogical strategy are beyond the scope of this resource, the following are a
few common ways that learning objectives may be framed or expressed by
teachers:
 Descriptive statements: Learning objectives may be expressed as
brief statements describing what students should know or be able to
do by the end of a defined instructional period. For example: Explain
how the Constitution establishes the separation of powers among
the three branches of the United States government—legislative,
executive, and judicial—and articulate the primary powers held by
each branch. State learning standards, which may comprise a variety
of learning objectives, are commonly expressed as descriptive
statements.
 “I can” statements: Teachers may choose to express learning
objectives as “I can” statements as a way to frame the objectives
from a student standpoint. The basic idea is that “I can” statements
encourage students to identify with the learning goals, visualize
themselves achieving the goals, or experience a greater sense of
personal accomplishment when the learning objectives are
achieved. For example: I can explain how the Constitution
establishes the separation of powers among the three branches of
the United States government—legislative, executive, and judicial—
and I can articulate the primary powers held by each branch.
 “Students will be able to” statements: “Students will be able to”
statements are another commonly used format for learning
objectives, and the abbreviation SWBAT may be used in place of the
full phrase. For example: SWBAT explain how the Constitution
establishes the separation of powers among the three branches of
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

the United States government—legislative, executive, and judicial—

and articulate the primary powers held by each branch.

Q.2 Explain the concept of Core in textbook designing and give some
implication for textbook designing at secondary level.
Ans-
To align the curricula with the Aims of Education in the 21st Century, the
Curriculum Development Institute has conducted a holistic review of the
curricula and developed an open and flexible curriculum framework that caters
for students’ diverse needs. The current curriculum aims to help students learn
how to learn, cultivate positive values and attitudes, and a commitment to life-
long learning. Being broad and balanced, the curriculum promotes life-wide
learning, whole-person development and the development of generic skills for
equipping students with knowledge and skills to cope with challenges in the
future.

2. To implement the curriculum effectively, it is necessary to have in place a

learning environment conducive to successful learning. The environment
requires, among other things, a flexible curriculum adaptable to the needs of
students, teachers sharing the same philosophy in the learning/teaching
process, a variety of quality learning experiences and the provision of quality
learning/teaching resources.

Textbooks

3. Students can learn in different environments and through different ways.

Learning may take place beyond the boundary of textbooks and the classroom;
it may take place through a diversity of learning materials and experiences.
Though textbooks are not the only learning resources, they still play an
important role in student learning. Textbooks are not only teaching materials
for teachers, but also students’ self-directed learning materials for preparation
and revision purposes.
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

4. Quality textbooks, including both printed and electronic textbooks (e-

textbooks), which support a learner-focused curriculum contain the core
elements of the subject curriculum, as well as learning strategies useful for the
study of the subject. Being important sources of reading for students, quality
textbooks help develop students’ ability to learn through reading. The amount
and quality of the texts to be included therefore deserve greater attention.
Other desirable features of a good textbook include interactivity, the ability to
arouse the interest of students, and the capacity to actively engage and involve
them in the learning process. In other words, good textbooks tell, involve and
interact with students.

Overview of Guiding Principles for Quality Textbooks

5. The purposes of developing the Guiding Principles for Quality Textbooks

are -
 to provide criteria for teachers in selecting quality textbooks for their
students;
 to serve as a reference for textbook writers and developers of learning
materials; and
 to provide criteria for reviewers for the inclusion of textbooks in the
Education Bureau’s "Recommended Textbook List"
(RTL) and "Recommended e-Textbook List" (eRTL).

6. The Guiding Principles include criteria for quality textbooks in areas such
as Content, Learning and Teaching, Structure and Organisation, Language,
Textbook Layout (for printed textbooks only), Technical and Functional
Requirements as well as Pedagogical Use of e-Features (for e-textbooks only).
These principles are generic and central to textbooks for kindergartens, all Key
Learning Areas (KLA) and subjects at primary and secondary levels, although
some principles may be more applicable to certain subjects and levels than
others. It is hoped that school principals, teachers, textbook writers, publishers
and educators will all find the Guiding Principles useful for their work. Further
details and examples specific to different KLA/subject curricula can be found in
the relevant curriculum or subject guides, or in subject-specific textbook
guidelines where appropriate.
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

7. Besides, using electronic learning resources to enhance interactive and

self-directed learning has become a global trend in education. The interactive
and diversified sets of e-textbooks developed in line with our local curricula are
an alternative to printed textbooks. Schools may select to adopt e-textbooks
according to their students’ learning needs and capacity, as well as the school
infrastructure and technical support. This set of Guiding Principles is also
applicable to e-textbooks. Comments as well as suggestions are welcome so
that further refinement will be made when necessary.

Guiding Principles for Quality Textbooks

8. The Guiding Principles cover the following areas -

 Content
 Learning and Teaching
 Structure and Organisation
 Language
 Textbook Layout (for printed textbooks only)
 Pedagogical Use of e-Features (for e-textbooks only)
 Technical and Functional Requirements (for e-textbooks only)

The following sections describe the main features which characterise quality
textbooks.

Content (C)

A textbook of a particular subject area manifests or translates the four

components of the curriculum (aims, content, learning/teaching strategies,
assessment) for the purpose of student learning.

C-1 The aims, targets and objectives align with those laid down in
the relevant curriculum or subject guide.
C-2 The content is self-contained and sufficient to address
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

effectively the learning targets of the curriculum without

requiring the use of additional supplementary materials
associated with the textbooks. The core elements of the subject
curriculum are included. No superfluous information is covered,
in order to leave room for students to learn how to learn. If the
materials included are non-core, non-foundation topics or serve
for enrichment only, they should be properly indicated.
C-3 The content is current. Information and data are relevant and
accurate. The sources of information are appropriately
indicated.
C-4 Concepts are correct and precise. Ideas are coherent. There are
adequate examples and illustrations. Such examples and
illustrations are interesting and relevant to students’ experience.
In the development of concepts, new ones are built on old ones
and are introduced when and where appropriate.
C-5 There is an appropriate balance between depth and breadth in
the treatment of the subject content.
C-6 The level of difficulty of the content is consistent with the
curriculum requirements and the cognitive level of students.
C-7 Appropriate consideration is given to students’ prior knowledge
and learning experience. There is continuity in the development
of concepts and skills to facilitate a smooth transition between
different key stages of learning / year levels. Connections
between related topics or concepts are highlighted. There is no
unnecessary repetition in content.
C-8 There are multiple perspectives and balanced viewpoints on
issues.
C-9 There is no bias in content, such as over-generalisation and
stereotyping. The content and illustrations do not carry any form
of discrimination on the grounds of gender, age, race, religion,
culture, disability etc., nor do they suggest exclusion.
C - 10 To encourage and facilitate students to read larger amounts of
materials on their own, selected further reading lists or related
websites are included to let students read extensively. An index
is included to make easy reference.
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

Learning and Teaching (L/T)

The development of generic skills is fostered by engaging students in various

learning activities to help students learn how to learn. There is a balanced
coverage of cognitive skills of all levels, e.g. skills in information gathering,
remembering, focusing, organising, integrating, analysing, generating, etc.

L/T - 1 Generic skills are developed through learning and teaching in

the contexts of different subjects or KLAs. (Exemplars are
available in the relevant curriculum or subject guides.)
L/T - 2 There is a balanced coverage of cognitive skills of all levels.

 Higher-order thinking skills which require analysis,

evaluation and judgement, and not just recalling and
comprehension of facts, are progressively incorporated
taking into consideration students’ ability and
developmental needs.
 Deep processing, critical and creative thinking are
encouraged through involving students in less structured
problems and more open-ended questions, and further
reading.
 Students are required to experience the process of
learning such as by searching for information from various
sources.
 Meta-cognitive skills, which include the ability to analyse,
evaluate and control one’s own thinking processes and to
plan one’s action strategically, are also developed.
 Learning strategies are included, for example, in the
student’s guide, or suggested in learning activities.

Q.3 Explain the Dynamic quality, size, picture replacement in text and its
effects on textbook desing.
Ans-

In the last decade, the use of e-Textbooks has received attention in research
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

and practice. However, the expanded use of e-Textbooks was not easily
achieved because of the missing standards in learning content and
functionalities, and barriers in utilizing e-Textbooks, such as screen reading and
intellectual property protection. This paper provides insights on the design,
development, and learning with e-Textbooks by reviewing studies, project
reports, and cases on its use. Results reveal the increased promotion and
implementation of e-Textbook development in several countries. Criticisms on
different e-Textbook types began during the early stages of open multimedia
learning resources and digitized textbooks, and continued until the integration
of information and communication technologies, authoring tools, and learning
platforms. The study examined advantages of e-Textbooks and different
factors that influenced e-Textbook applications. The study also reviewed the
literature on learning through e-Textbooks in terms of acceptance and
perception of users, and the comparison of the learning effectiveness of this
format with printed textbooks. Moreover, learning in e-Textbooks is not fully
realized, and requires increased in-depth studies. This paper suggests
investigating the pedagogical design of e-Textbooks and further evaluation of
e-Textbook functions to support learning.
Introduction
The rapid adoption of iPads, tablets, and e-book readers as personal digital
devices in the education systems around the world has been observed
recently. In Shanghai, over two million students in 2000 K-12 schools are
required to use the “e-schoolbag,” which consists of a small personal computer
(Gu 2011). Similarly, the classroom phenomenon of maintaining a 1:1 ratio of
device per student is rapidly spreading in elementary school classrooms in
Taiwan, and to elementary classrooms around East Asia (Chan 2010). As
personal learning devices become accessible to learners, the mode of e-
learning also changes. The personal device has emerged as a learning platform,
and the e-Textbook has evolved as the corresponding learning interface with
tools and services available from within the platform and from external
connections.

As the metaphorical textbook, an e-Textbook is the equivalent of the printed

textbook in the electronic schoolbag, a general term for all of the digital
learning devices. Hence, the e-Textbook becomes an integral component of an
electronic schoolbag and a main learning resource. The e-Textbook can be
more advanced in its transition from traditional printed textbook to e-
Textbook, as it integrates multimedia and contains more interactive functions
(Choi et al. 2011; Lee et al. 2013; Reynolds 2011). An e-Textbook can be
conceived as a platform for learning that combines e-learning and e-publishing
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

technologies, and serves as a dynamic and interactive reading material, and as

an interface for learning activities among learners and the learning
communities. Learners can personalize their own text by writing notes,
highlighting, and combining related sections together based on their
understanding and prior knowledge. Many studies use different terms such as
digital-Textbook, electronic textbook or e-Textbook to refer to the similar
concepts (Choi et al. 2011; Daniel & Woody 2013; Kim et al. 2010b; 2013;
Liu 2012; Luik and Mikk 2008; Rockinson-Szapkiw et al. 2013; Weisberg 2011).
In this review study, we deem these terms as synonyms and use e-Textbook
consistently.

For several years, the increased widespread use of e-Textbooks in education

has been anticipated because of its flexibility, accessibility, interactivity, and
extensibility (Daniel and Woody 2013; Murray and Perez 2011;
Nelson 2008a, b; Woody et al. 2010). However, the anticipation has not come
to fruition. Although e-Textbooks have drawn wide attention, the missing
standards of learning content and functionalities and barriers in the use of e-
Textbooks (i.e., screen reading, licensing restrictions) are among the problems
that require solutions (Liu 2012; Nelson 2008a, b; Reynolds 2011; Yuen et
al. 2012). Besides, how e-Textbook affects teaching and learning remains
unclear. Therefore, this review article looks into the current studies and
projects on the design, development, and learning with respect to e-Textbooks
with the intention of clarifying the key requirements for e-Textbooks’
functionality and investigating the learning impacts of adopting e-Textbooks.

This article is organized as follows. “Methodology” section describes the

methodology that was utilized to obtain the sources for the review. “E-
Textbook projects around the world” section presents an overview of existing
projects on e-Textbooks. “Design, development, and experiments on e-
Textbooks” section presents general opinions on the widening spread of e-
Textbooks. “Discussion” presents an in-depth review of the design and
development of e-Textbooks and related empirical studies. In conclusion, this
article provides a discussion on the directions for research and practice on the
subject.
Methodology
We selected a mixture of empirical studies that focused on the design,
development, and learning with e-Textbooks that were conducted around the
world during the last decade. Employing databases, such as ScienceDirect, Web
of knowledge, EBSCO, SpringerLink, Wiley Online Library, and GoogleScholar,
we searched using several keyword combinations including “e-textbook,”
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

“electronic textbooks,” “digital textbook,” “design,” “development,” and

“learning.” We utilized the snowball method to select additional articles from
the references of the reviewed papers, and ruled out articles that were
nonempirical descriptions of e-Textbook projects and opinion papers on this
topic. In total, we examined 43 articles that reported empirical findings on the
design, development, and learning with e-Textbooks.

In collecting the cases on the use of e-Textbooks, we initiated two rounds

during which we called for e-Textbook use cases with the ISO/IEC/JTC 1/SC 36,
as part of the study on the key requirements for e-Textbook functionality for
Project 18120 (ISO/IEC JTC1/SC36 WG6 2013). These two rounds of calls lasted
for approximately one and a half years, with the first round held from
September 2010 to August 2011, and the second, from March to September
2011. This period resulted in 55 e-Textbook use cases (ISO/IEC 2010; 2012a).
These cases were submitted by the national bodies of ISO/IEC/JTC 1/SC 36,
including the UK, Canada, Australia, France, China, Korea, and Kenya, and were
received from e-Textbook organizations, such as the International Digital
Publishing Forum (IDPF) and Open Educational Resources (OER) programs.

In collecting the project reports, we searched project websites and selected

representative projects that presented the current situation in e-Textbook
pioneer countries, such as Singapore, Korea, and the UK, from 1999 to present.
These reports included completed and ongoing e-Textbook projects, with a
focus on the design and development as well as the comprehensive purposes
behind e-Textbooks.

Three educational researchers examined 53 empirical studies and conducted

content analysis by summarizing major themes of these materials. Five
categories could cover almost all topics under investigation. These categories
include e-Textbook typology, e-Textbook features and its advantages, user
acceptance of e-Textbook, effectiveness of e-Textbook in support of learning,
and learning design of e-Textbook. Each category was analyzed to identify the
lessons, experiences, and best practices on the design, development, and
learning with e-Textbooks. In addition, 18 project reports were analyzed to
illustrate the global picture of e-Textbooks. Fifty-five use cases were related to
the functional requirements, and were classified into development for further
analysis. Table 1 presents the breakdown of our data. Utilizing the constant
comparative method on these articles and cases, we derived the key findings
and requirements on e-Textbooks. The following paragraph will present a
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overview of e-Textbook project from all around the world, followed with meta-
analysis results of studies and cases.

Q.4 Discuss the evaluation criteria for examining the teaching objectives and
appropriate instructions.
Ans-
Evaluation Methodologies
Part I of this report describes recent research on ways to rethink and
restructure teaching and learning, coupled with new approaches to evaluation
and professional development for faculty. Those findings have the potential to
reshape undergraduate education in science, technology, engineering, and
mathematics (STEM) for a much larger number of undergraduates. However,
developing strategies for implementing and sustaining such changes requires
the commitment of all members of a college or university community.

In a teaching and learning community, the most effective evaluation is that

which encourages and rewards effective teaching practices on the basis of
student learning outcomes (Doherty et al., 2002; Shapiro and Levine, 1999).
Assessment of student learning at its best enables students to identify their
own strengths and weaknesses and to determine the kinds of information they
need to correct their learning deficiencies and misconceptions. When such
evaluation is properly employed, students learn that they can engage in self-
assessment and continuous improvement of performance throughout their
lives.

Accordingly, this chapter offers practical guidance to postsecondary faculty and

administrators on ways to institute a system of both evaluation and
professional development that can contribute to significant gains in teaching
effectiveness for faculty who teach undergraduates. The chapter describes
how input from students (undergraduates and graduate teaching assistants),
colleagues, and faculty self-evaluation can be used for evaluating individual
instructors. It also describes the advantages and disadvantages of these
various approaches.
 Course: Textbook Development-I (6552) Semester: Autumn, 2022

As stated in Chapter 1, ongoing formative assessment of student learn-

Page 72
Suggested Citation:"5 Evaluation Methodologies." National Research Council.
2003. Evaluating and Improving Undergraduate Teaching in Science,
Technology, Engineering, and Mathematics. Washington, DC: The National
Academies Press. doi: 10.17226/10024.×

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ing can have powerful benefits both in improving learning and in helping
faculty improve their teaching on the basis of the feedback they receive from a
variety of sources. The information gathered during such assessments also can
serve as a basis for more formal, summative evaluations that have an impact
on important personnel decisions.

The technique of outcomes assessment as a means of measuring student

learning and the use of that information to improve teaching are considered
first. Additional strategies and methods for formative evaluation follow. The
chapter concludes with a series of suggestions for improving summative
evaluation of faculty. The committee emphasizes that the approaches
described in this chapter are but a sampling of the techniques that appear in
the research literature on improving the evaluation of teaching and student
learning. They are

Assessment Is More Than Grades

To many, the word “assessment” simply means the process by which we assign
students grades. Assessment is much more than this, however. Assessment is a
mechanism for providing instructors with data for improving their teaching
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methods and for guiding and motivating students to be actively involved in

their own learning. As such, assessment provides important feedback to both
instructors and students.

Assessment Is Feedback for Both Instructors and Students

Assessment gives us essential information about what our students are

learning and about the extent to which we are meeting our teaching goals. But
the true power of assessment comes in also using it to give feedback to our
students. Improving the quality of learning in our courses involves not just
determining to what extent students have mastered course content at the end
of the course; improving the quality of learning also involves determining to
what extent students are mastering content throughout the course.

SOURCE: Excerpted from National Institute for Science Education (2001b).

Page 73
Suggested Citation:"5 Evaluation Methodologies." National Research Council.
2003. Evaluating and Improving Undergraduate Teaching in Science,
Technology, Engineering, and Mathematics. Washington, DC: The National
Academies Press. doi: 10.17226/10024.×

Save
Cancel
included here on the basis of the committee’s analysis of the research
literature and the expertise of individual committee members, and with the
expectation that each institution will adapt or modify these approaches
according to its individual needs.

IMPROVING TEACHING BY EXAMINING STUDENT LEARNING: OUTCOME

ASSESSMENT
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One approach to improving student learning is outcome assessment—the

process of providing credible evidence that an instructor’s objectives have
been obtained. Outcome assessment enables faculty to determine what
students know and can do as a result of instruction in a course module, an
entire course, or a sequence of courses. This information can be used to
indicate to students how successfully they have mastered the course content
they are expected to assimilate. It can also be used to provide faculty and
academic departments with guidance for improving instruction, course
content, and curricular structure. Moreover, faculty and institutions can use
secondary analysis of individual outcome assessments to demonstrate to
prospective students, parents, college administrators, employers, accreditation
bodies, and legislators that a program of study produces competent graduates
(Banta, 2000).

Outcome Assessment Activities

Faculty members, both individually and as colleagues examining their
department’s education programs, have found the following activities helpful
when undertaking outcome assessment:

Developing expected student learning outcomes for an individual course of

study, including laboratory skills.

Determining the point in a student’s education (e.g., courses, laboratories, and

internships) at which he/she should develop the specified knowledge and
skills.

Incorporating the specified learning outcomes in statements of objectives for

the appropriate courses and experiences.

Selecting or developing appropriate assessment strategies to test student

learning of the specified knowledge and skills.
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Using the results from assessment to provide formative feedback to individual

students and to improve curriculum and instruction.

Adjusting expected learning outcomes if appropriate and assessing learning

again. Such a process can lead to continual improvement of curriculum and
instruction.
National Academies of Sciences, Engineering, and Medicine. 2003. Evaluating
and Improving Undergraduate Teaching in Science, Technology, Engineering,
and Mathematics.
Q.5 Discuss the exemplary lesson design model that would suit better in our
environment
Ans-
Universal Design for Learning (UDL) is an approach to teaching aimed at
meeting the needs of every student in a classroom. It can be helpful for all kids,
including kids with learning and attention issues. But UDL takes careful
planning by teachers. Here are just a few examples of how UDL can work in a
classroom.

Posted lesson goals

Having goals helps students know what they’re working to achieve. That’s why
goals are always made apparent in a UDL classroom. One example of this is
posting goals for specific lessons in the classroom. Students might also write
down or insert lesson goals in their notebooks. The teacher refers to lesson
goals during the lesson itself.

Assignment options
In a traditional classroom, there may be only one way for a student to
complete an assignment. This might be an essay or a worksheet. With UDL,
there are multiple options. For instance, students may be able to create a
podcast or a video to show what they know. They may even be allowed to
draw a comic strip. There are tons of possibilities for completing assignments,
as long as students meet the lesson goals.

Flexible work spaces

UDL promotes flexibility in the learning environment. That’s why in a UDL
classroom, there are flexible work spaces for students. This includes spaces for
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quiet individual work, small and large group work, and group instruction. If
students need to tune out noise, they can choose to wear earbuds or
headphones during independent work.

Regular feedback
With UDL, students get feedback — often every day — on how they’re doing.
At the end of a lesson, teachers may talk with individual students about lesson
goals. Students are encouraged to reflect on the choices they made in class
and whether they met the goals. If they didn’t meet the goals, they’re
encouraged to think about what might have helped them do so.

Digital and audio text

UDL recognizes that if students can’t access information, they can’t learn it. So
in a UDL classroom, materials are accessible for all types of learners. Students
have many options for reading, including print, digital, text-to-speech and
audiobooks. For digital text, there are also options for text enlargement, along
with choices for screen color and contrast. Videos have captions, and there are
transcripts for audio