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RESOURCE

Resource the resource unit is the “resource” from which teachers may draw materials to
be used in unit plans for their particular learning groups.

Khlor – resource unit defined in this study as carefully planned series of suggestions
centered in some broad problem, topic, or area of experience and organized to served
as a source of ideas, materials, and procedures to help a teacher in pre planning a
learning unit.

Heidgerken – it is a compendium of suggested activities and materials, accompanied by
statement of significance, scope, objective educational resource materials, and
suggestions for everything used by the teachers in their preparations for the teacher-
student unit planning. In a way, resource units are refined editions of broad curriculum
guides and more detailed. Resource units are constructed by faculty groups than by
individual teachers.

Characteristic of resource unit

1. They offer innumerable suggestions but do not restricts; they provide plenty of
margin for teacher’s ingenuity.
2. They indicate the scope of a particular area of knowledge, thereby helping the
teacher to view it as a whole.
3. They contain behaviorally defined objectives which can serve as guides to the
teacher in goal-setting and evaluating.
4. They take into account the principle of individual differences by suggesting a
wide variety of activities geared to different levels of learning.
5. They are the work of a teacher representing the polled resources and the
strength of that group.
6. They contain an extensive annotated bibliography including books, pamphlets,
periodicals, community resources.

Content of resource unit

1. Significance of the topic area – a paragraph or two explaining the central
problem, question, need, or interest around which the unit was or can be
developed.
2. Inventory of possible objectives – a list of concept and specific attitudes
developed by or planned for the unit-developed in which detailed as appropriate
to the subject matter involved.
3. Content outline – it is the expository outline of a subject matter or things to be
discussed.
4. Suggested activities – list of specific aids actually used or definitely available
including:
a) printed aids-books, magazines, pamphlets
b) visual aids-films, slides

Bibliography 6. . b) to determine what progress was made by individual pupils. Evaluation techniques – a brief description of the means which could be used: a) to determine whether the unit was successful and what changes might be made another time. c) community resources 5.

How the mastery of the objectives is to be demonstrated. 2. How the competencies. 2. 6. Post-test question and answer – these simulated at the end of the material. knowledge. Sequence of elements 1. glossary of terms or any learning activity. The learner practices a self-selection process. How the knowledge and skills beyond that expected in the module can be gained. Reference and bibliography – sources of information should be documented properly. The content should not exceed the amount normally covered in a one or two lecture. Module cluster – when there is an objective or a group of objectives to be achieved. 4. The summary helps learners retrieve the things they have learned from the different sections. . Modules pyramid – when one wishes the learner to be able to gain depth in a subject. 4. The learner may select in order to achieve the objectives. It covers the content of the entire materials. the modules from cluster because each one contributes to meeting the objectives or part of the objectives. They can be taken smorgasbord fashion by the learner. and skills required can be achieved. This can be recommended reading materials. lightens comprehension and retention of information. It is self-instructional package (SIP) that tells the student: 1. What s/he expected to know or do by the end of the module. Content summary – this should be highlight the most important points in the SIP. and it becomes a time saving mechanism or both instructor and student since learning may be individually paced.when they stand completely alone. This serves two purposes: it allows for a greater focusing of attention of the learner and thus. Also it reinforces retention of contents of the program. answer should be provided for immediate feedback. 3. Some students may require or desire to know more about the subject matters do module more. 7. Objectives – it should be a behavioral objective. Recommendation preparations – it is useful to include a brief statement at the beginning of a program the pre-requisite skills or knowledge expected from the learners. MODULE it is a self contained package of learning activities designed to help the student accomplish certain well defined objectives primarily thorough independent study. It describes the desire outcome which is expected to result upon successful completion of the module. Content – the text portion of SIP should be logically organized to facilitate learning. 5. 3. If there is no recommended pre-requisites it must be stated to inform the user. It serves to interest the learner in what s/he about to learn and to provide an orientation so that to learn with what s/he knows. Modules are autonomous . Introduction – it provides a first glimpse at the program and may strongly influence the reader’s attitudes. Likewise.

complex and often frustrating task. Stanford Model: Although it (the Stanford model) provides a categorical framework for evaluation and analysis of teaching. Recommend follow-up – it may be in the form of additional reading materials of experiment. It maximized the learning experience by projecting it beyond the immediate time period spent studying the material. the power of the model is most effectively demonstrated in hands-on seminars in which faculty are enabled to both understand and apply this method of analysis to their teaching. Both models are behaviour based and can be adapted by clinical teachers to all clinical settings. a task many clinicians assume without adequate preparation or orientation. One minute preceptor: The ‘Microskills’ of teaching. also called the one minute preceptor because of the short time available for teaching in the clinical environment provides a simple framework for daily teaching during patient care. Teaching in Clinical Setting Teaching in the clinical environment is a demanding. Applying the Dundee model: It has been stated that the medical profession needs to think more seriously about training their teachers and a framework for developing excellence as a clinical educator is needed. 8. . General Teaching models: Two models of clinical teaching have been successfully used in faculty development of clinical teachers.