mr. hartman also found a collection of civil war ballads, which he added to the cart. by the end of the week, ms. russell had helped the students use kidspiration, a graphic organizer, to map their interests in the civil war and focus on a topic. the students were provided a non-fiction text with a timeline and overview of the civil war. in a continuum between teacher-centered and student-centered learning, resource-based learning occurs somewhere in the middle. libraries and databases all over the world can be accessed almost instantly giving students access to an enormous amount of information from a variety of sources. in the scenario, mr. hartman and ms. russell met in the media center to clarify the learning goals and objectives for the civil war resource-based learning unit. to ensure complete planning, responsibilities and tasks for the teacher and media specialist should be determined. at the completion of the unit, the teacher and media specialist meet to assess the success of the unit.
in the civil war resource-based learning example, mr. hartman and ms. russell provided a rich resource base from which students could choose. computer software allows students to investigate and experiment in ways that would have been impractical or impossible before the advent of this resource. through resource-based learning, students become aware of the wealth of information that is available to them. in addition, the reliability and validity of digital resources can be difficult to establish. clearly, the support of administration is paramount for resource-based learning to work effectively. from library skills to information literacy: a handbook for the 21st century. the role of the school library in resource-based learning. building teaching partnerships: the art of collaboration.
the use of resources or rbl, which has increased in schools over the last few years, may have implications for the role of the teacher in the classroom. at the risk of adding to the semantic confusion a dynamic model of the teacher in the classroom is presented. he imparts this knowledge using a certain teaching method which in turn involves classroom management and certain tasks. if this model is applied to rbl questions are generated, the answers to which may prove useful for in-service education or teacher training programmes.
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resource-based learning is an educational model designed to actively engage students with multiple resources in both print and non-print form. ideally, the definition of resource-based learning: learning that “actively involves students in the meaningful use of a wide range of appropriate print, non-print, resource based learning definitions learning/teaching in which students develop knowledge, skills and understandings by using. goal to provide the, .
resource-based learning (rbl) is an approach to pedagogy which actively involves students, teachers and resource providers in the application of a range of resources (both human and non-human) in the learning process. the selections in this book encompass a broad spectrum of resource-based learning experiences, and are intended to help teachers and administrators gain a the activities provided for resource-based learning help the student to: (1) part one presents a learning method that actively engages students in using resource-based learning “…involves the reuse of available assets to support varied learning needs (beswick 1977)” (hill and hannafin 2001, p. 38)., .
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