Resource-Based Teaching and Learning

Resource-based teaching and learning caters for individual differences in learning, encourages integration of knowledge, skills and attitudes across the curriculum and assists students to become competent, independent, lifelong learners, who can:

• discriminate when viewing, reading, listening and thinking;
• recognise problems;
• formulate and test hypotheses;
• pose questions and seek answers;
• locate/analyse/evaluate and record information;
• communicate findings effectively using a wide range of techniques and resources.

To satisfy specific curriculum goals, resource-based programs should:

• match resources to sequential information skills and processes;
• recognise the diversity of students’ individual abilities, interests and rate and style of learning;
• replace the concept of learner as mere processor of information with the idea of a self-motivated, self-directed problem solver, aware of processes, skills and uses of learning;
• familiarise students with the use of modern technology as a learning tool;
• develop the learner’s confidence, independence and feelings of self-worth;
• help students appreciate and enjoy various forms of artistic expression and recreational opportunities which contribute to personal development;
• provide a link between the classroom and the outside world.

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Information Skills

Students will be able to master the use of learning resources through the development of appropriate information skills and processes. The successful development of information skills and processes follows widely accepted general principles. These include:

• a clearly defined statement of purpose to legitimise activity;
• careful supervision to develop correct habits;
• functional teaching in the context of relevant classroom units;
• appropriate reinforcement;
• frequent opportunities to practise;
• sequential development leading to the acquisition of complex skills;
• addressing individual needs;
• encouragement to generalise and apply across the curriculum.

School-based skills plan

In order to provide for an integrated sequential development of information and communication skills and strategies, schools need to compile and order the necessary skills for each curriculum area in meaningful clusters. Skills can be identified from curriculum documents or selected from existing publications. The school listing can identify the year levels of introduction and checklists for individual children or activities can be developed.

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Research Strategy

One of the most important strategies with which students must be familiar is the research strategy – the process used in dealing with an issue. This issue could be a set task, an assignment, a problem to solve or activity associated with an everyday situation, all of which may demand the ability to access and use information to make informed decisions.

Several information skills are usually required in each step of this strategy. A logical approach is essential and a number of models have been developed. One model, first presented in Information skills in the school, New South Wales, Department of Education, 1989 and modified in Skills for information literacy, Education Department of South Australia, 1991 lists the following steps in the research strategy.

Defining	What do I really want to find out?
Locating	Where can I find the information I need?
Selecting	What information do I really need to use?
Organising	How can I best use this information?
Presenting	How can I present this information?
Evaluating	What did I learn from this?

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Coopertive Planning and Teaching

Learning situations where teachers and teacher-librarians work in partnership, explicitly support by the administration, best serve the school’s aim of developing independent lifelong learners, informed decision makers and effective communicators. Involvement in cooperative planning and teaching covering all areas of the teaching process (planning, implementation and evaluation) is the major role of the teacher-librarian.

Each partner contributes a particular perspective to the teaching-learning environment.
The teacher contributes a knowledge of:

• the needs, abilities and interests of the learners;
• the curriculum content;
• the required outcomes.

The teacher-librarian contributes:

• a knowledge of the resources;
• a heightened understanding of resource use;
• a familiarity with information and communication technology.

Both teacher and teacher-librarian contribute:

• a general knowledge of the learning process;
• an understanding of the importance of information skills and strategies to the process of becoming an independent lifelong learner.

Benefits of cooperative planning and teaching

Cooperative planning and teaching offers considerable benefits to students, parents, teachers, teacher-librarians and principals.

Students
Two teachers are actively involved in the learning process resulting in:

• a more interesting and stimulating lesson;
• a variety in modes of learning and grouping catering for different learning styles;
• increased individual attention;
• a clear understanding of purpose and skill outcomes. This understanding leads to increased motivation which may be communicated to parents. This results in increased support and involvement.

The careful selection of resources:

• ensures appropriate resources are available for the cooperatively planned unit;
• provides a model that can be adopted for other classroom work and personal pursuits.

The ability to use the resource centre effectively is fostered. Interest in reading for a purpose and for recreation is encouraged.

Parents
An awareness that students are developing lifelong learning skills to prepare them for a rapidly changing and information rich society reassures them and extends the opportunities for parents to become involved in learning partnerships.

Teachers
The work load is lightened in:

• planning;
• teaching;
• assessment and evaluation.

A better program is ensured because:

• a greater variety of ideas is incorporated;
• the teacher-librarian’s expertise can be used to produce and adapt resources;
• additional resources can be accessed as a result of the teacher-librarian’s knowledge of community and other sources of information;
• the use of resources (including electronic sources) and resource centre space by classes is coordinated.

A bank of completed and evaluated units is built up for future use.

Job satisfaction is increased.

Working cooperatively with other teachers and/or teacher-librarians provides opportunities for professional development.

Teacher-librarians
Working cooperatively with teachers provides opportunities for:

• professional development;
• sharing specialised teaching expertise.

Job satisfaction is increased because:

• teacher-librarians are working in the mainstream of student learning;
• the resource centre and its services are an integral part of the teaching-learning process.

Principals
Cooperative planning and teaching is a powerful strategy for achieving the following outcomes as part of the operational plan:

• the development of lifelong learners;
• the optimum use of individual strengths of teachers and teacher-librarians;
• catering for individual needs of students.

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Coopertively Planning a Resource-Based Unit

The use of a planning sheet to guide the teacher and teacher-librarian through a cooperative planning session is recommended. Such a planning guide is an overview upon which more detailed planning can be based. It is suggested that each school, or even each partnership develop its own format. All of the headings listed below need to be covered when planning a unit. These can be used either as a checklist or incorporated into a planning guide. They are in no particular order.

Subject, topic or theme	Procedures for assessment
Year/s and ability levels	Resoruces
Length of unit and dates	Responsibilities of teacher/s and teacher-librarian
Review of prior knowledge, skills	Groupings
Outcomes including content/concepts and skills/processes	Sequence of learning activities
	Evaluation

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Last updated 4 May 2008