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SUSTAINABLE RESOURCES

SUSTAINABLE RESOURCES. ALO 3 Demonstrate and evaluate the effectiveness of a range of learning resources, including new and emerging technology. Learning Outcomes. Acknowledge the importance of sustainability in relation to resources Explore a range of resources for teaching and learning

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SUSTAINABLE RESOURCES

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  1. SUSTAINABLE RESOURCES ALO 3 Demonstrate and evaluate the effectiveness of a range of learning resources, including new and emerging technology

  2. Learning Outcomes • Acknowledge the importance of sustainability in relation to resources • Explore a range of resources for teaching and learning • Recognise the importance of teaching and learning resources • Identify areas of curriculum that can be enhanced by resources • Evaluate ICT as a resource

  3. Teaching Observation PEL 3.4 “Select/adapt and use (and justify) a range of inclusive resources” • Assignment PEL 3.2 “Analyse the strengths and limitations of a range of resources including new and emerging technology and how these resources can be used to contribute to effective learning”

  4. Sustainability • “development that meets the needs of the present without compromising the ability of future generations to meet their own needs.” Brundtland Report, 1987 “Our Common Future” available at http://www.worldinbalance.net/agreements/1987-brundtland.html

  5. Resources and Sustainability • The word “resource” has two parts – “re” and “source” • As a verb, the original meaning of resource in old French and Latin, was to rise or spring forth, or resurrect • As a noun, it is something that can come back, something which is re-newable

  6. Modern Day Definition – Webster’s Dictionary • “..a source of supply or support: an available means; a natural source of wealth or revenue; computable wealth; and a source of information or expertise; something to which one has recourse in difficulty”

  7. How closely do these match your ideas of what a resource is? • What does this tell us about the changes over generations, in people’s values and priorities in connection with resources?

  8. Words are not enough…. • Activity 1 • In pairs sit back to back, one of you will be given a picture, you have 3 minutes to describe the picture to your partner without actually saying what the picture is. • What were the difficulties? • Was the picture what your partner imagined as you described it?

  9. “We hear words but often have little or no understanding of the meanings and concepts behind them. For words to have meaning they must be related to personal experience or to known concrete objects” Walkin.,L. 1990 Teaching and Learning in Further Education Cheltenham Stanley Thornes Ltd

  10. Activity 2 In a group of three or four decide what is the difference between a teaching resource and a learning resource – List five examples for each…which learning domain do they address- cognitive, affective or psychomotor? What are the advantages and disadvantages of each of your examples? How sustainable are they?

  11. Activity 3 Take 5 minutes each to show your resource you have brought in to a partner, explaining how you use it and why. Then consider part of your curriculum which you currently deliver in a “traditional manner” – work with a partner to devise resources/aids you could use/make/create to enhance learning. Could you adapt the one your partner has shown you?

  12. ICT as a Resource • As a group think of as many types of ICT that could be used as a teaching and learning resource • Divide into two large groups – one of you are in favour of ICT, the others are not – form your side of the argument as a group – you will have 5 minutes to put your case to the other side • At least one of your justifications needs to relate to sustainability

  13. Think of a simple resource you might use in your teaching. • Place this in the middle of your flipchart paper On the left, draw or note all the materials you can think of that have been involved in producing this resource, e.g. fuels used to power machinery, materials that have gone into making it, buying it and selling it. Do they all come from the same place? What are the effects on land, forests, animals and plants, water, air atmosphere, etc. • On the right, write the human activities that were involved in producing the item and getting it to you. Where the workers live and what life is like for them.

  14. REDUCE RE-USE RECYCLE • These are three key words to think about in relation to resources and sustainability – take one of the resources you frequently use (these could be “consumables” such as timber or copper) and consider these three questions: • How can I reduce my usage of it without compromising learning? • How can I re-use these resources? • What happens to it after I have finished with it? http://www.recycling-guide.org.uk/rrr.html

  15. Summary

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