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Textbook Evaluation Form:

Access a student copy of a textbook and, if possible, the Teachers Manual for your
subject area. Fill out the following Matrix or a textbook evaluation form if your school
or district provides one. You can use bullet points, but should format your analysis to
include at least a few sentences describing what youve seen as evidence in the text.
Do not include only yes or no responses.
Classroom Textbook
Title:
Publisher:
Copyright Date:
Grade Level:

Hal Leonard Guitar Method Book 1 and 2


Hal Leonard Corp.
1995
High School

Curriculum Strand: (Identify


one)

Shows evidence of:


progressively
sequenced and
developmentally
appropriate
Provides opportunities for:
critical thinking

problem solving

Provides instructional adaptations


for:
Gifted

LEL, ELL, ESL


Special needs

Other: (specify)
Includes:
multiple learning strategies

student centered activities


technology related to
content

Shows evidence of integration of:


Multiculturalism

The books present multiple graphic


examples for visual learners. A DVD can
also accompany the book to help with
visual and audio representation.
Additionally, a CD is provided to allow
students to hear and play along with what
is on the page.
Includes pieces from around the world and
popular music.

Other curriculum strands

Real life experiences


Includes clearly stated knowledge
objectives:
Higher order

Lower order
Includes clearly stated application
objectives:
Higher order

Lower order
Includes multiple assessment
instruments:
Summative

Formative
Aligned with National Standards:
Content

Books move through concepts


sequentially, returning to older ideas to
reinforce technique and style. The book
does not present any ideas that are not
explained previously and only builds upon
the material sequentially.
The book presents examples that can be
expanded upon in thought. Ideas such as
form, technique, and musicianship skills
can be contemplated. There are problems
found in pieces that require the students
to think to be able to play effectively.
Pacing can be individualized for students.
This allows gifted students to move
forward and students that need more time
to have it. A copy of the book can be
provided in Spanish as well.

Process

Objectives are not present in the book.


The objectives will be created by the
teacher for the students depending upon
their ability.
The book does not present objectives.
These are to be created by the teacher for
the student.
The book itself does not provide
assessments. These are to be done and
created by the teacher.
Fits basic national standards well. Aspects
of national standards that are not present
are a part of how the class functions, such
as performance.