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 advertising you would find in newspapers,
magazines and the TV, and resources you might find on the web.
First,
imagine that you wanted to do the job described in this case study,
and wanted to use video and print material for the purpose. You
should assume that you don't have immediate access to any of this
materials, and that you have to prepare it as part of your normal
preparation duties.
Then
answer the following questions - just to give you some focus to
begin with:
- How
far does the paper and video material generally available provide
you with a focus on sport and the portrayal of sport in society?
- How
much time would it take to gather all of the materials you wanted
- say, if you decided on using three or four adverts from TV,
three or four newspaper adverts and a couple of items from a
magazine?
- What
would you need to do to ensure that all pupils had access to
all of the materials in the classroom, and how much time and
work would you expect this to take?
When
you have done this, take a look at the web sites listed on the
previous couple of pages - especially the sites whose addresses
are given, as they are dedicated to the promotion of sports products
- and answer these 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 two-way communication,
and how would you use this to the benefit of pupils?
- How
much work do you see in getting pupils into a computer suite
to look at the range of sites, or in setting homework of project-work
that enables the pupils to access the sites independently?
When
you have looked at 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
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