d. Developing Your Own Knowledge of the Resources

Having made decisions about using some of the resources and opportunities in tandem, it is important for the teacher in the case study to get to know the resources well enough to feel confident about using them in the classroom. It is also important that the pupils will feel comfortable about using resources.

We can focus on this with an exercise that should provide some focus on the relations between generic CD-ROM encyclopedia material and more focused web-based and CD resources.

First, take a look at the resources held on the CD supplied to you with this case study - these resources can be downloaded below and are also available from your mentor or your school's SBOLP contract manager. They are:

• This case study as a Word document.
• A folder of images of theatre designs.
• A Word document, 'Theatre Design Examples' showing images of theatre designs.
• A Word document, 'Encarta Resources' with some entries and images taken from Encarta.
• A short PowerPoint presentation, 'Theatre Design Presentation', showing how the image resources can be used.

How do I download files from the Web?

	Theatre Design Examples		Images: Garrick Gielgud Globe Lyric Old Vic Royal Shakespeare
	Encarta Resources
	Theatre Design Presentation

Then answer the following questions - just to give you some focus to begin with:

1. 1. How far does the CD provide you with textual and graphical resources and teaching ideas you could make use of with ease in the school?
2. Do you know how to copy and paste elements of the CD to your own worksheets, and are you aware of the legal constraints on your activity in this respect?

When you have done this, take a look at the web sites mentioned earlier and answer the questions:

1. If you were able to look at two or more of the sites, how would you compare them in terms of relevance to the objectives the teacher in the case study wants to meet?
2. Do any of the sites offer opportunity for two-way communication, and how would you use this to the benefit of pupils?

When you have looked at a CD and the web in the light of these questions, and perhaps written some worksheets of your own to go with these resources, you should discuss with your mentor what you want to do with the material in the classroom. This can be done in a mentor visit, over the telephone or by e-mail, and should serve merely to satisfy you that you are on the right track with your use of the materials.

e. Planning the Work of Learners