What is a resource? Historical and contemporary definitions outline that resources are essentially anything that aid in learners learning. The tools we use a resources change and develop as our use of technology develops, however some items hold their own (paper, pens, books...)
‘Something which can be turned to
for support or help, or an available supply of something to be drawn upon when
needed’
(Grolier, 1981)
‘Texts, videos, software and other
materials that teachers use to assist students’
(Ministry of Education, 2017)
Resource design is an important part of the role of tutor. When creating resources I want to create things that can be reused where possible - there is no time to keep inventing the wheel. I have also used ADDIES Model of Resources Design (Branch,
2014), when creating my resources as I feel
that following the steps outlined in the model allow me to develop the resources in a
logical way, while ensuring that I am taking into consideration a pedagogical
approaches and also ensuring
the resource is being produced to meet the learning outcomes.
Analysis:
Identifying
learning problems
Design:
Prototypes
developed
Development:
Actual
creation of resources
Implementation:
Resources
are implemented
Evaluation:
Feedback
The resources below I designed and created in accoracne to ADDIE (Branch, 2014) while teaching Level 2 Art and Design and an FE College during my PGCE placement. More recently I have used these same resources within my teaching of short art courses at ACL Essex.
However, due to the vague nature of the text used, these could be used in any course or learning as they are not specific to art education.
The resources where designed and are used as plenary questions at the end of a session to help consolidate the learning which as happened. The questions outlined prompt the learner to reflect on the session and their learning. The questions can be considered with reference to the session learning objectives (Beadle, 2012).
The resources can be used in a number of ways;
One question can be picked for the whole class to consider
Each table or group can be given a different question to discuss
Individuals can be given specific questions from the set
Learners can think/pair/share their responses - Giving learners a structure way to reflect on a subject before they have to share their thoughts with the rest of the group (Holcomb, 2001)
Answers can take place as discussion or can be written in sketchbook
The use of these resource also helps to build a structure into the sessions, as the learners come to expect this part of the session to take place. Having these to hand means that they can also be used throughout the session to prompt contentious reflection throughout.
References
Branch, R. M. (2014) Instructional Design: The ADDIE Approach [Online] Available at: https://www.learning-theories.com/addie-model.html [accessed15/03/20].
Grolier (1981) New Book of Knowledge Dictionary. Volume 1. Boston MA: Houghton.
Holcomb, E. L. (2001) Asking the Right Questions: Techniques for Collaboration and School Change. Corwin; Second edition.
Ministry of Education (2017) What
is a learning recourse? [Online] Available at: http://www.bced.gov.bc.ca/irp_resources/
[accessed 15/03/20].
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