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 focused web-based resources and the things
the teacher wanted to do with these resources.
First,
take a look at the resources you should have downloaded
earlier to support this case study. These resources are also available
on CD from your mentor or your school's SBOLP contract manager.
They are:
- An
Excel spreadsheet showing the comparative earning of films starring
Sylvester Stallone, Arnold Schwarzenegger and Mel Gibson.
-
A Word document, showing the transfer of information from the
spreadsheet as another way of expressing it.
- A
Word document listing a range of useful web sites, including
some on film.
Then answer the following questions - just to give you some focus
to begin with:
- 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?
-
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 on the web site sheet, and
answer the questions:
- 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?
- Do
any of the sites offer opportunity for downloading number-data,
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 tasks or products 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.
You
should also discuss with your mentor the application of these
methods across the other areas of vocationally specific Key Skills,
and perhaps the extension of the work to a larger project than
that covered here that enables you to map work done across Key
Skills in the three main areas.
 e.
Planning the Work of Learners
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