Research based learning

Implementing Resource-Based Learning

Constructionism, Learning by Design, and Project Based Learning 
-can easily be used as models for implementing resource-based learning in the classroom.
 Resource-based learning begins with clearly identified instructional goals. 
The teacher and media specialist decide on acceptable student-generated products. 
They divide the teaching responsibilities and gather varied resources.
 A time line is created and the media center, computer lab, guest speakers and other resources are booked. 


Rubrics are designed and the students begin their quests. The teacher, often with input from the media specialist, evaluates the student produced artifacts.




These are the steps in implementing a resource-based learning unit:

• Identify the goal or goals.
• Determine acceptable student produced artifacts including, but not limited to time lines, electronic slides hows, dramatic readings, videos, debates, postcards, reports, diaries, hierarchical web-based documents, or poster-board presentations.
• Collaborate with the media specialist to plan the unit. Divide the responsibilities.
• Select resources in a variety of formats which can include diaries
• Web Quests, original documents, newspaper articles, magazine articles, games, poems, reference books, nonfiction books, experts, videos, museums, maps, charts, the Internet, works of art, plays, CD-ROMs, musical compositions, costumes, exhibits, PowerPoint presentations and field trips. 
• This list is neither exhaustive nor static. But, rather, it is a dynamic list that will grow and change as new technologies emerge. The idea is to enlist a multitude of quality resources that will help students gather information, create knowledge and increase understanding and skill
• • Create a time line for implementation of the unit.
  • Schedule the media center, computer lab, guest speakers and field trips, if applicable.
  • Create rubrics used to evaluate student artifacts.
  • Evaluate student products using rubrics.
  • Collaboratively evaluate the effectiveness of the unit and revise appropriately.

  Determine unit goals.
  Because resource-based learning takes a great deal of time, teachers and media specialists must be sure the goal reflects higher order thinking skills and problem solving abilities. In the scenario, Mr. Hartman and Ms. Russell met in the media center to clarify the learning goals and objectives for the Civil War resource-based learning unit. The goal, a deeper understanding of an aspect of the Civil War, was reflected in student produced PowerPoint presentations.
  Determine acceptable student artifacts.
  
  
  The teacher should require a product that is challenging but realistic for the student.
  
  Thoroughly plan the unit.
  The teacher and media specialist outline the unit. To ensure complete planning, responsibilities and tasks for the teacher and media specialist should be determined. Generally, the media specialist is responsible for locating appropriate resources; the teacher provides guidance and feedback to students during the research process and is involved in student assessment. 
  
  
  Gather resources in a variety of formats.
  
  
  Mr. Hartman was familiar with the many resources available in the media center. He gathered biographies of famous people of the Civil War. These biographies ranged from low to high reading levels. He included books containing primary documents and books about Civil War issues. He found Internet sites and produced his own Web Quest on the causes of the war. He reserved videos from the county instructional resource department and contacted the librarian at the public library for additional resources.
  Generate a time line for the unit.
  Mr. Hartman and Ms. Russell mapped out the time line for the four-week unit. They set realistic dates, making allowances for technical difficulties.
  Schedule research time.
  The unit designers must be sure the media center, computer lab and other resource sites are available. Guest speakers, field trips and other events must be arranged. A calendar noting each lesson within the unit is prepared.
  Develop a rubric assess student artifacts.
  The teacher designs a rubric that clearly states the requirements for the end product. In the Civil War scenario, Ms. Russell determined that a rubric would be the best way to evaluate student performance. She designed it during the planning phase of the unit and distributed it on the first day. Students began their work knowing what was expected. With the rubric to guide them, they were able to choose a topic, research it, and finally create their products.
  Evaluate student performance.
  Using the rubric, the teacher judges the student- generated product. In the Civil War scenario, Ms. Russell observed the PowerPoint presentations. In evaluating them, she used the rubric to ensure that the presentations had all the required elements.
  Evaluate the unit.
  At the completion of the unit, the teacher and media specialist meet to assess the success of the unit. They make recommendations and changes for future use. Mr. Hartman and Ms. Russell listed the strengths and weaknesses of the unit and reflected upon how they could modify and enhance the unit for future implementations.
  Developing a resource-based learning unit requires close cooperation between designers in all phases of design. This collaboration eliminates duplication of effort and ensures that the unit is complete.
  

  Role of the Media Specialist in Resource-Based Learning

  The media specialists play a crucial role in resource-based learning, beginning with the selection and acquisition of curriculum-supported materials. Aside from building the foundation of instructional materials, they must find the most appropriate information, map, music, or video from the plethora of resources that are available. Media specialists must teach students how to navigate websites. The History Resource Center, for example, an enormous and comprehensive database, can be used to research the Civil War. It contains periodicals, reference materials, primary sources, maps and images. However, Mr. Hartman must teach students how to efficiently use the various components of the site in order to maximize its potential.
  Media specialists must be technologically up-to-date in order to offer the latest resources to staff and students. For example, it might be useful to add free e-books to the library home page and then teach the students how to download them from home. The scope of information literacy changes rapidly and the media specialist is instrumental in keeping the students and staff current on rapid changes in technology.