Resources Provision –
considerations for the TL Topic 1 ETL
501
·
Whilst trying to
resource this area of work I realised that I needed some basic knowledge and
background information on the topic. I also needed to know how the teacher was
going to be teaching this subject and what their expectation was.
·
Collaboration with the
teacher is really important. There needs to be an understanding of their
teaching style, a basic knowledge of the students and their abilities so
resources can be differentiated to cater for all ability levels. (Combes, 2012,
Herring, 2007, p.33-34)
·
Time is important –
need to do research to find the information.
·
Not all resources have
to be websites and digital.
·
Need to be aware of the
stage of development and range of abilities the resources are aimed at.
·
Can see that using the
Blooms taxonomy framework ensures you do use a variety of resources and
formats, virtual, print, physical etc.
·
In the application
objective, a water study could be completed with the children at a local
waterway.
·
A wider range of
sources of information are available, from government, educational, social, so
different perspectives can be gained – but no one authoritative source.
When resourcing the teaching
context. Example: Three key types of information needed by a new geography
teacher could include:
·
New
ideas, concepts and information to help plan lessons
(Combes 2012, Herring, 2007, p.33) – Syllabus documents and BOS site to see
which outcomes are to be achieved. Tale
and current websites for up to date information.
·
Teaching
resources (Combes, 2012, Herring, 2007, p.33) – A
list of resources that are currently available through the library including
websites, posters, technology and other media.
The teacher needs to know what information is available for use.
·
Information
resources to help students learn and for teacher to expand own knowledge. (Combes,
2012) – e.g
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