Learning Resorces

learning Resources
According to Department of Education, Canada

“Learning Resources” refer to any person(s) or any
material (whether acquired or locally produced)
with instructional content or function that is used
for formal or informal teaching learning purposes.
Learning resources may include, but are not

limited to, print and non-print materials; audio,
visual, electronic, and digital hardware/software
resources; and human resources.
Child’s Ideas as Learning Resources
• Ideas of children canbe learning resources for a
teacher. Children develop abstract ideas from their
physical surroundings and they select the idea
relevant to them based on their objects/needs.
• Theydevelop this ability by interaction with the
environment during games and other activities. They
find new ways to represent objects and experiences
and generalize those experiences; that’s how
children learn to think abstractly. This skill allows the
children to build theories about their world.
Community Members as Learning Resource
• The role of community is very vital in creating a

conducive learning environment.The families begin
to create the kinds of connections that address both
intellectual and emotional needs of children. The
subjects taught in school are related to our daily life
and therefore the concepts that a child learns, are
not only in the classbut outside the class too.
• A child interacts with his/her siblings, parents,
guardians and other members of the community.
These interactions are vital learningresources.
• For example, village children get information
about the crops from their elders. They
develop the ability to identify different types
of crops and crop cycle. It is easy tounderstand
that the ideas and thoughts generated from
community and its members may be used as
important resource of learning to optimize the
learning experience of the learners.
Resources from Immediate Surroundings
• Children critically observe and explore the social

reality around them while simultaneously
enabling them to experience human and scientific
values. The ideas given here demonstrate how the
learning of science can be enjoyable and
exploratory and how the science class can help in
raising the awareness of learners about issues
related to their environment, encouraging them
to be instruments of change.
Selection of resources
• that will enrich and support the curriculum, taking into consideration
the diversity of interests and perspectives and the variety of abilities,
learning styles and maturity levels of the learners served;
• that will stimulate growth in factual knowledge, literary appreciation,

aesthetic values, and knowledge of societal standards;
• that positively and accurately reflect diverse perspectives on

controversial issues, ensuring that learners have an opportunity to
develop, under guidance, the practice of critical analysis and the ability
to make informed choices/ judgments in their daily lives;
•
• that represent gender, appearance, sexual orientation, ability/disability,
belief system, family structure, race and ethnicity, and socio-economic
status
• According to the ROLE Psycho-Pedagogical
Integration Model(The ROLE PPIM) any learner
centred teaching learning strategy will involve the
following four phases:
• 1) Information of the learner is defined or revised.
• 2) The learner finds and selects learning
resources.
• 3) The learner works on selected learning
resources.
• 4) The learner reflects and reacts on strategies,
achievements and usefulness
Criteria for Selecting A Resource
• Learning Resources should support and be consistent with provincial and local
pilot/program curriculum outcomes.
• Learning Resources should be developed by competent teachers and meet high
standards of quality in factual content and presentation.
• Learning Resources should be appropriate for the subject area and for the age,
emotional development, ability level, learning styles, and social development of the
learners for whom the materials are selected.
• Learning Resources should have aesthetic, literary and/or social value
• Learning Resources should have a physical format and appearance suitable

for their intended use.
• Learning Resources should be one of a variety of media presentation modes

Social Consideration for Selecting the
Learning Resources
• Learning resources should reflect sensitivity toward
gender and sexual orientation, the perspective of
cultural and ethnic heritage.
• It should promote equality by enhancing learners’

understanding of a multicultural and diverse society
and should be chosen to help learners understand
the many important contributions made to our
civilization by minority groups and people/groups
with a variety of ethnic backgrounds.
• It should be designed to motivate learners and staff to
examine their attitude and behaviour, and to comprehend
their duties, responsibilities, rights, and privileges as
participating citizens in our society and support/promote
learners’ self-esteem and respect.
• It should recognize the integration of learners with special

needs (as part of the class) and reflect good safety practices
in texts and visuals (e.g., use of helmets, seatbelts).
• It should portray positive role models and use language

appropriate for the intended audience, and exclude slang,
vernaculars, or expletives that detract from meaning.
characteristics
• Appropriateness of leaning resources-
• Availability
• Economic-
• Safety
• Child’s Ideas as Learning Resources
• Community Members as Learning Resource
• Resources from Immediate Surroundings
Summary of Grubb (2008) taxonomy of
school resources
Some of the frequently used classroom resources may be enlisted as
follows:
• Teacher’s thoughts
• Children’s thoughts
• Thoughts of community members
• Blackboard and other writing boards
• Books/textbook/worksheets
• Herbarium and other relevant equipments
• Audio resources like radio, tape recorder, mobile phone, etc.

• Visual resources like charts, pictures, models,
epidiascope, micro-projector, film strips, etc.
• Audio visual resources like television, motion

pictures, video films, living objects, etc.
• Interactive ICT resources like internet, computer,

mobile and tablet, etc.
• Improvised and localized resources

Learning Resorces

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Learning Resorces

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learning Resources

According to Department of Education, Canada

Learning resources may include, but are not

• The role of community is very vital in creating a

• Children critically observe and explore the social

• that will stimulate growth in factual knowledge, literary appreciation,

• that positively and accurately reflect diverse perspectives on

• Learning Resources should have aesthetic, literary and/or social value

• Learning Resources should have a physical format and appearance suitable

• Learning Resources should be one of a variety of media presentation modes

• It should promote equality by enhancing learners’

• It should recognize the integration of learners with special

• It should portray positive role models and use language

• Thoughts of community members

• Blackboard and other writing boards

• Herbarium and other relevant equipments

• Audio resources like radio, tape recorder, mobile phone, etc.

• Audio visual resources like television, motion

• Interactive ICT resources like internet, computer,

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