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Resource Detail: Journal Article

Resource Image Multi-Resource Learning: How to effectively use multiple resources and cooperative groups in the classroom

By: Rebecca A. Cuda
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Details

Type of Resource: Journal Article
Average Rating: Rating
 based on 1 review
Publication Title: The Science Teacher
Publication Date: 2/1/2001
Location:
Date:
Pages:
Grade Level: High School

Description

Students are enthusiastic with the multi-resource learning environment in which multiple resources, such as the Internet, science posters, magazines, books, CD-ROMs, and inquiry labs are used in the learning process. They can engage in their own learning with the teacher taking on more of a facilitative role. This article provides tips for successful classroom management and mentions two types of multi-resource learning environments that exist in a number of schools.

Ideas For Use

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Additional Info

Science Discipline: (mouse over for full classification)
Collecting data
Communicating
Interpreting data
Using technology
Information and communications technology
Intended User Role:High-School Educator, New Teacher, Professional Development Provider, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Integrating technology, Interdisciplinary, Learning theory, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:
Size: KB
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Requirements:


National Standards Correlation

This resource has 11 correlations with the National Standards.  
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This resource has 11 correlations with the National Standards.  
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  • Process Standards for Professional Development
    • Design
      • Introduce teachers to scientific literature, media, and technological resources that expand their science knowledge and their ability to access further knowledge. (NSES)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
      • Applies knowledge about human learning and change. (NSDC)
    • Collaboration
      • Collaboration among the people involved in programs, with clear respect for the perspectives and expertise of each. (NSES)
  • Content Standards
    • Equity
      • Prepares educators to understand and appreciate all students, create safe, orderly and supportive learning environments, and hold high expectations for their academic achievement. (NSDC)
    • Quality Teaching
      • Deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards, and prepares them to use various types of classroom assessments appropriately. (NSDC)
  • Teaching Standards
    • Teachers of science guide and facilitate learning. In doing this, teachers
      • Challenge students to accept and share responsibility for their own learning.
    • Teachers of science engage in ongoing assessment of their teaching and of student learning.
      • Use student data, observations of teaching, and interactions with colleagues to reflect on and improve teaching practice.
    • Teachers provide students with the time, space, and resources needed to learn science.
      • Make the available science tools, materials, media, and technological resources accessible to students.
      • Identify and use resources outside the school.
      • Engage students in designing the learning environment.

User Reviews

Hits one of two objectives
  Tina Harris (Bloomington, IN) on February 12, 2013
  This article provides a nice example of what cooperative learning could look like and provides useful suggestions as to how to get there, although the reference section is a little short. It does not really address how to effectively use multiple resources except to say to use cooperative learning. The cooperative learning information is helpful.