Science: A Curriculum Guide for the Secondary Level--Biology 20/30 (1992)

Saskatchewan Learning

Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent, life-long learning. Resource-based instruction means that the teacher, teacher-librarian, and other professional staff plan units which integrate resources with classroom assignments, and teach students the processes needed to find, analyze, and present information.

Resource-based instruction is an approach to curriculum which involves students with all types of resources. Some possible resources are people, books, magazines, films, audio and video tapes, computer software and databases, commercial games, maps, community resources, museums, field trips, pictures and study prints, real objects and artifacts, and media production equipment.

Resource-based learning is student-centred. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to make choices, in an environment rich in resources where their thoughts and feelings are respected, are we ll on their way to becoming autonomous learners.

These points will help teachers use resource-based teaching and learning.

• Discuss the objectives for the unit with students. Focus the discussion on how the students can relate the objectives to their environment, culture and other factors which are appropriate to their situation. Correlate needed research skills with the activities in the unit, so that skills are always taught in the context of application. Work with your teacher-librarian, if available.
• Plan in good time with other school staff so that adequate resources are available, and decisions can be made about shared teaching responsibilities.
• Use a variety of resources in classroom teaching, showing students that you are a researcher who constantly seeks out sources of knowledge. Discuss with them the use of other libraries, government departments, museums, and various outside agencies in their research.
• Ask the teacher-librarian (if available) to provide resource lists and bibliographies when needed.
• Participate in, and help plan, in-service programs on using resources effectively.
• Continually request good curriculum materials for addition to the library collection.
• Support the essential role of the library resource centre and the teacher-librarian in your talks with colleagues, principals, and directors.