Question Number Two B B Correct Response Two B B Question Number Three B B Correct Response Three B B Question Number Four B B Correct Response Four B B Question Number Five B B Correct Response Five B B Question Number One C C Correct Response One C C Question Number Two C C Correct Response Two C C Question Number Three C C Correct Response Three C C Question Number Four C C Correct Response Four C C Question Number Five C C Correct Response Five C C Question Number One D D Correct Response One D D Question Number Two D D Correct Response Two D D Question Number Three D D Correct Response Three D D Question Number Four D D Correct Response Four D D Question Number Five D D Correct Response Five D D Question Number One E E Correct Response One E E Question Number Two E E Correct Response Two E E Question Number Three E E Correct Response Three E E Question Number Four E E Correct Response Four E E Question Number Five E E Correct Response Five E E Floor drains, untied shoes, pallets and banana peels are common types of this.
This can help warn people when floors are wet or hazardous. Always keep at least this many points of contact when climbing a ladder. This style of walking on a slippery surface can minimize risk. Hand fracture, broken arm and injured spine are common injuries from this. The recommended slip-resistant shoe vendor for TouchPoint. Continue ESC. Reveal Correct Response Spacebar. The following week, Mr. Hartman returned and handed out a simple worksheet to help the students identify clear research questions related to their chosen topics.
A discussion followed about the various resources available. He used several students' topics as examples and the class helped choose the appropriate resources for those topics. Questions like the following were asked to prompt higher order thinking skills: "When would a map be the most appropriate resource for information? When would an encyclopedia be the best choice? When would they reach for Civil War diaries?
When would an almanac, a biography or the Internet be preferable? Using these resources, the class spent the next few weeks conducting research on their topics. The computer lab was also reserved for student use. Students used that time to build both their technical skills and the content to create their PowerPoint presentations. At the end of the unit, each student had developed a small PowerPoint slide show depicting an aspect of the Civil War that was of personal interest. On presentation day, two girls dressed in period costumes, each giving their presentation on field hospitals in the form of a first-person dialog.
Another student read portions of speeches by Abraham Lincoln, with a Civil War ballad as background music to accompany his PowerPoint. In another fourth grade class, Ms.
White also taught the required unit on the Civil War. The students were assigned to read the same historical novel set during the Civil War. Class time was used for reading, and additional chapters were assigned as homework.
Each day Ms. White reviewed the chapter description of the Civil War with the class. On Friday of each week, the students took a short quiz on the completed chapters. Halfway through the unit, the class viewed a documentary about Lincoln, Lee, Grant, and Davis. Using the supplemental materials from the video, she led a question-and-answer session.
She also played several Civil War ballads for her class and explained the lyrics. The students were provided a non-fiction text with a timeline and overview of the Civil War. For homework, Ms. White assigned readings from this text and handed out questions that she had written. The following day she explained the answers to the questions and collected the homework.
Finally, after a teacher-led review, the unit culminated in a major paper and pencil test. The Civil War unit planned by Mr. Hartman and Ms. Nor is it new to teaching and learning. Traditionally, resource-based learning has been used to supplement more instructivistic teaching methods.
Orey defines blended learning from the perspective of the learner as " What, then, is resource-based learning? Resource-based learning is an educational model designed to actively engage students with multiple resources in both print and non-print form. Learners take responsibility for selecting resources, human or otherwise, that appeal to their own learning preferences, interests and abilities.
Thompson and Henley provide a comprehensive list of resources ranging from traditional reference books to the Internet, as well as innovative games. Teachers often teach lessons or units using a variety of media, including guest speakers, videos, or hypermedia presentations.
Resource-based learning is predicated upon the principle that individual learners will be drawn to the media and content which best match their own processing skills and learning styles Farmer, The learning focus shifts from teachers using resources to facilitate instruction to students directing the choice of resources. In a continuum between teacher-centered and student-centered learning, resource-based learning occurs somewhere in the middle.
When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed. This was evident in Ms. Russell's classroom. Educators adhering to more didactic or expository pedagogy may also employ resource-based learning. For example, Ms. White used several resources to teach the same unit. Her instructional design, however, relied heavily on teacher directed supports, such as quizzes and choreographed discussions.
Her students read the same historical novel, which eliminated "stray" learning and gave her more control over the facts disseminated to the students. Clearly, both resource-based teaching and resource-based learning access and use materials in diverse formats. Although Ms. White planned this unit around resources, her students had little opportunity to direct their own learning.
Although the resources probably enriched the unit and raised the interest level of many students, Ms. Russell's Civil War unit is a better example of resource-based teaching. The remainder of this chapter will address resource-based learning at the more student-centered end of the continuum. They envision a more interactive environment in which students pursue questions of high personal interest.
To that end, students collaborate with their peers, teachers, and communities, to find answers with enormously varied information resources. In the Civil War example, Ms. Russell's class had available databases such as the History Resource Center, where they can access primary source documents to answer open-ended questions about the war.
They might also find historical images that will spark their curiosity and help them better understand the era. By accessing Civil War-era diaries, students are transported to the nineteenth century, where they gain insight into the feelings, fears, hopes and dreams of a war-torn nation. In a resource-based learning school, students become more self-sufficient.
They ask productive questions; they synthesize, analyze, interpret and evaluate information. 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. The nature of resources has changed as a result of technological developments and the ability to catalog and classify digital media. Considerable opportunities are now available to teachers and students. Technology allows teachers or students to use those parts of resources that will satisfy their curiosity or educational needs.
The boundaries that once separated teachers and students from resources are virtually gone. Constructionism, Learning by Design, and Project Based Learning can easily be used as models for implementing resource-based learning in the classroom.
Resource-based learning begins with clearly identified instructional goals. The teacher and media specialist decide on acceptable student-generated products.
They divide the teaching responsibilities and gather varied resources. A timeline is created and the media center, computer lab, guest speakers and other resources are booked. Rubrics are designed and the students begin their quests. The teacher, often with input from the media specialist, evaluates the student produced artifacts.
Finally, both the teacher and media specialist assess the success of the instruction itself, making adjustments for future implementations of the unit. Determine unit goals. Because resource-based learning takes a great deal of time, teachers and media specialists must be sure the goal reflects higher order thinking skills and problem solving abilities.
In the scenario, Mr. Russell met in the media center to clarify the learning goals and objectives for the Civil War resource-based learning unit. The goal, a deeper understanding of an aspect of the Civil War, was reflected in student produced PowerPoint presentations. Determine acceptable student artifacts. The teacher should require a product that is challenging but realistic for the student. Russell wanted her students to integrate their newly acquired technology skills into the Civil War unit.
Thoroughly plan the unit. The teacher and media specialist outline the unit. To ensure complete planning, responsibilities and tasks for the teacher and media specialist should be determined. Generally, the media specialist is responsible for locating appropriate resources; the teacher provides guidance and feedback to students during the research process and is involved in student assessment.
In our scenario, Mr. Russell met to plan the unit and determine their individual tasks and responsibilities. Together, they brainstormed to select resources such as re-enactors, speakers, videos, databases, texts and Internet sites. Gather resources in a variety of formats. Hartman was familiar with the many resources available in the media center. He gathered biographies of famous people of the Civil War. These biographies ranged from low to high reading levels.
He included books containing primary documents and books about Civil War issues. He found Internet sites and produced his own WebQuest on the causes of the war. He reserved videos from the county instructional resource department and contacted the librarian at the public library for additional resources. Generate a timeline for the unit. Russell mapped out the timeline for the four-week unit. They set realistic dates, making allowances for technical difficulties. Schedule research time.
The unit designers must be sure the media center, computer lab and other resource sites are available. Guest speakers, field trips and other events must be arranged. A calendar noting each lesson within the unit is prepared. Develop a rubric assess student artifacts.
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