"Next time I will say a bit more about my criteria, but we can’t ignore the other lurking issue in this discussion: ‘coverage’, i.e. teachers marching through the pages in a textbook. I wish to claim that defining a course as a tour through the textbook, page by page, is simply not a course by ANY valid set of criteria. A textbook is merely a collection of topics, with exercises and text under each topic. The textbook does not know your personal or school priorities; the textbook does not know your students; the textbook doesn’t identify any priorities or through lines that unite all the chapters, etc. So, a march through a book is a non-design. It would be like learning English through a page by page tour of the dictionary and grammar book; it would be like learning history by reading through the Encyclopedia page by page.
It doesn’t matter how good the textbook is. My critique is not a critique of textbooks. (I have worked on over a half-dozen for Pearson, to infuse UbD). My critique is the use of books. A text – be it an algebra textbook orCatcher in the Rye - is a resource in support of clear and learning-focused goals. Goals cannot be supplied by a text; they are supplied by purposeful teachers."