A resource-based curriculum encourages students and teachers to use a variety of resources in their learning and teaching. In Calculus 30, it is important for teachers to:
· consider a wide range of graphic, visual, auditory, and human resources in their planning
· create a classroom environment rich in resources
· encourage students to use a variety of resources
· model resource use by acting as a co-learner with students and by using a wide range of materials and resource people
· incorporate resources and research skills in appropriate lessons
· help students to determine for themselves the knowledge, skills, and resources they need to accomplish a learning task
· incorporate resource-based assignments and projects for students
· collaborate with resource centre staff and other teachers in planning and teaching units
· encourage students to explore a variety of sources, databases, and resource centres for both information and enjoyment
· encourage students to draw upon appropriate resources in their own communities
· choose resources that are representative of various cultural groups, both genders, different historical periods, different countries, and various age groups and abilities.
Technology and manipulatives are important resources that can be effectively used within the Calculus 30 classroom, but caution must be taken to ensure that these resources are being used as learning tools rather than alternatives to learning. Calculators, computers, and other manipulative materials should be used in the Calculus 30 classroom for a variety of purposes, some of which include:
· to develop patterns and hypotheses about new concepts
· to explore potential relationships between concepts
· to speed up lengthy calculations that are not the primary focus of the learning activity to allow for a better development of a conceptual idea within a shorter time frame
· to explore problems and mathematical ideas that require mathematics beyond the scope of this course.
Neither technology nor manipulatives should be expected to teach the concepts, but rather to be part of the teaching repertoire. Class, small group, or individual reflection and discussions are required to connect the work with the technology to the conceptual development and understandings of the students.
No resource should be used just because it is available. Teachers need to reflect upon the relevance and appropriateness of any resource that might be used in the teaching of Calculus 30. For more information, refer to Selecting Fair and Equitable Learning Materials (Saskatchewan Education, 1991).