Selecting Learning Resources For The Classroom
Introduction
Selecting a learning resource means choosing locally appropriate materials from the list of Recommended resources or other lists of evaluated resources. The process of selection involves many of the same considerations as the process of evaluation, though not to the same level of detail. Content, instructional design, technical design, and social considerations may be included in the decision-making process, along with a number of other criteria.
The selection of learning resources should be an ongoing process to ensure a constant flow of new materials into the classroom. It is most effective as an exercise in group decision-making, co-ordinated at the school, district, and Ministry levels. To function efficiently and realize the maximum benefit from finite resources the process should operate in conjunction with an overall district and school learning resource implementation plan.
Teachers may choose to use provincially Recommended resources to support provincial or locally developed curricula; or they may choose resources that are not on the Ministry's list, or they may choose to develop their own. Resources that are not on the provincial Recommended list must be evaluated through a local, board-approved process.
Criteria for Selection
There are a number of factors to consider when selecting learning resources.
Content
Obviously, the foremost consideration for selection will be the curriculum to be taught. Prospective resources must adequately support the particular learning objectives that the teacher is attempting to address. Resources on the Ministry's Recommended list are not matched directly to learning outcomes, but they are linked to the appropriate curriculum organizers. It is the responsibility of the teacher to determine whether a resource will effectively support any given learning outcomes within a curriculum organizer. This can only be done by examining descriptive information regarding that resource; acquiring additional information about the material from the supplier, published reviews, or colleagues; and by examining the resource first hand.
Instructional Design
When selecting learning resources, teachers must keep in mind the individual learning styles and abilities of their students, as well as the students they may have in the future. Resources have been recommended to support a variety of special audiences, including gifted, learning disabled, mildly mentally handicapped, First Nations, and ESL students. The suitability of a resource for any of these audiences has been noted in the resource annotation.
The instructional design of a resource includes the organization and presentation techniques; the manner in which concepts are introduced, developed, and summarized; and the level of the vocabulary used. The suitability of all of these should be considered for the intended audience.
Teachers should also consider their own teaching styles and select resources that will complement them. The list of Recommended resources contains materials that range from prescriptive or self-contained resources, to open-ended resources that require considerable teacher preparation. There are recommended materials for teachers with varying levels and experience with a particular subject, as well as those that support styles.
Technology Considerations
Although teachers are encouraged to embrace a variety of educational technologies in their classrooms, they will need to ensure the availability of the necessary hardware and equipment, and to familiarize themselves with the operation of the technology. If the equipment is not currently available, then the need must be incorporated into the school or District Technology Plan.
Social Considerations
All resources on the Ministry's Recommended list have been thoroughly screened for social concerns from a provincial perspective. However, teachers must consider the appropriateness of any resource from the perspective of the local community.
Media
When selecting resources, teachers should consider the advantages of various media. Some topics may be best taught using a specific medium. For example, video may be the most appropriate medium when teaching a particular, observable skill, since it provides a visual model that can be played over and over or viewed in slow motion for detailed analysis. Video can also bring otherwise unavailable experiences into the classroom and reveal "unseen worlds" to students. Software may be particularly useful when students are expected to develop critical thinking skills through the manipulation of a simulated model of reality, or where safety or repetition may be factors. Print resources or CD-ROM can best be used to provide extensive background information on a given topic. Once again, teachers must consider the needs of their individual students, some of whom may learn better from the use of one medium than another.
Funding
As part of the selection process, teachers should determine how much money is available to be spent on learning resources. This requires an awareness of school/district policies and procedures for learning resource funding. Teachers will need to know how funding is allocated in their district and how much is available for their needs. Learning resource selection should be viewed as an ongoing process that requires a determination of needs, as well as long term planning to reach goals and local priorities.
Existing Materials
Prior to selecting and purchasing new learning resources, an inventory of those resources that are already available in the school and the district resource centre should be established. This can be facilitated through the use of district and school resource management and tracking systems. Such systems usually involve a computer database program (and possibly bar-coding) to help keep track of a multitude of titles. Many school libraries already use such systems to manage their collections. If such a system is put "on-line," then teachers can check on the availability of a particular resource via a computer. Since few districts currently have this arrangement, teachers should consult with their school or district resource centre regarding the availability of particular resources.
Selection Tools
The Ministry of Education has developed a variety of tools to assist teachers with the selection of learning resources. These include:
A Model Selection Process
The following series of steps are suggested to assist a school resource committee to select learning resources:
Further information
For further information on evaluation and selection processes, catalogues, CD-ROM catalogues, annotation sets, or resource databases, please contact the Curriculum Branch at 356-2317 or by fax at 356-2316.
Curriculum Branch
Ministry of Education
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Maintained by: Applied Skills Coordinator
Revised: January 28, 1999
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