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Introduction to Resources
Resources simply provide information to support teaching and learning (Baylen, 2016). After researching the definition of internet resources for Discussion One, I found an article that used “credible information” as the best synonym for the term ‘resource’ (Mohammadi, Abrizah, & Nazari, 2015, p. 101). Furthermore, we learned from our online meeting that a resource is used to teach.
While conducting research for Project Four, I noted several resources that promoted plausible information that could be used to challenge students’ critical thinking skills and other disciplinary areas. TED Ed Lessons, Flocabulary and specific links on the Smithsonian and NASA websites are resources teachers can use to gather information for teaching. For the purpose of this project we will look at two resources each for the subject areas of science, math, social studies, and literacy. Special attention will be given to how they can be used to affect learning for diverse student populations focusing on disciplinary areas such as collaboration, visual and media literacy, creativity, critical thinking, and STEM/STEAM.
Value of Resources
Awareness of the importance of developing critical thinking and collaboration skills makes it all the more significant for me to find reliable resources during the gathering of my curriculum materials. Web-based resources, the basis of teaching nowadays, should have current, fully-developed information about the topic they represent.
Resources simply provide information to support teaching and learning (Baylen, 2016). After researching the definition of internet resources for Discussion One, I found an article that used “credible information” as the best synonym for the term ‘resource’ (Mohammadi, Abrizah, & Nazari, 2015, p. 101). Furthermore, we learned from our online meeting that a resource is used to teach.
While conducting research for Project Four, I noted several resources that promoted plausible information that could be used to challenge students’ critical thinking skills and other disciplinary areas. TED Ed Lessons, Flocabulary and specific links on the Smithsonian and NASA websites are resources teachers can use to gather information for teaching. For the purpose of this project we will look at two resources each for the subject areas of science, math, social studies, and literacy. Special attention will be given to how they can be used to affect learning for diverse student populations focusing on disciplinary areas such as collaboration, visual and media literacy, creativity, critical thinking, and STEM/STEAM.
Value of Resources
Awareness of the importance of developing critical thinking and collaboration skills makes it all the more significant for me to find reliable resources during the gathering of my curriculum materials. Web-based resources, the basis of teaching nowadays, should have current, fully-developed information about the topic they represent.
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Challenges
Good scaffolding and differentiation can be difficult at times. They require finding a variety of visual and media literacy resources packed with useful information that is written, spoken, and possibly animated. Because “images enable students to perceive objects not only from varying spatial perspectives, but also to explore visual stimuli from different global perspectives,” it is my responsibility to provide the most current resources of information to engage my students in learning (Baker, 2015,
p. 4).
Lessons
Instruction should challenge the student’s to think creatively beyond the text and prepare them to defend their position on a topic. Lessons should incorporate a mixture of multimedia and traditional teaching devices supported by thoughtfully prepared alternatives that differentiate feedback possibilities.
Implications to Teaching and Learning
As the instructor, I should be confidently knowledgeable in the discussion topics and capable of linking such discussions to standards-based learning assignments. Lack of preparedness on my part will result in a lack of engagement on the part of my students.
Conclusion
Using instructional technology alongside my students and applying the information gained from viable and useful resource materials strengthens my bond with the learners in my classroom. Web-based learning enables students to participate in simulations of real world collaborations. Having their instructor involved in those collaborations adds an element of trust and permits ownership of student ideas. Ultimately, their successes will reflect my investment in their education.
References
Baker, L. (2015). How Many Words Is a Picture Worth? Integrating Visual Literacy in
Language with Photographs. English Teaching Forum, v53 n4 p2-13.
Baylen, D. (2016, June 15). Speech presented with Go to Meeting online, Carrollton.
Mohammadi,F., Abrizah, A., & Nazari, M. (2015). Is the information fit for use? Exploring
teachers perceived information quality indicators for Farsi web-based learning
resources. Malaysian Journal of Library & Information Science, 201(1), 99-122.
Good scaffolding and differentiation can be difficult at times. They require finding a variety of visual and media literacy resources packed with useful information that is written, spoken, and possibly animated. Because “images enable students to perceive objects not only from varying spatial perspectives, but also to explore visual stimuli from different global perspectives,” it is my responsibility to provide the most current resources of information to engage my students in learning (Baker, 2015,
p. 4).
Lessons
Instruction should challenge the student’s to think creatively beyond the text and prepare them to defend their position on a topic. Lessons should incorporate a mixture of multimedia and traditional teaching devices supported by thoughtfully prepared alternatives that differentiate feedback possibilities.
Implications to Teaching and Learning
As the instructor, I should be confidently knowledgeable in the discussion topics and capable of linking such discussions to standards-based learning assignments. Lack of preparedness on my part will result in a lack of engagement on the part of my students.
Conclusion
Using instructional technology alongside my students and applying the information gained from viable and useful resource materials strengthens my bond with the learners in my classroom. Web-based learning enables students to participate in simulations of real world collaborations. Having their instructor involved in those collaborations adds an element of trust and permits ownership of student ideas. Ultimately, their successes will reflect my investment in their education.
References
Baker, L. (2015). How Many Words Is a Picture Worth? Integrating Visual Literacy in
Language with Photographs. English Teaching Forum, v53 n4 p2-13.
Baylen, D. (2016, June 15). Speech presented with Go to Meeting online, Carrollton.
Mohammadi,F., Abrizah, A., & Nazari, M. (2015). Is the information fit for use? Exploring
teachers perceived information quality indicators for Farsi web-based learning
resources. Malaysian Journal of Library & Information Science, 201(1), 99-122.