TOPIC 6

COMMUNITY LEARNING RESOURCES

Introduction

More scientific technique call for the use of heuristic approach in teaching as this

gives students a chance to utilize the resources within the local environment that is

the community. These are common place experiences within a community or

outside the school which will enable a learner to get firsthand experience of his

/her environment. According to Wittich and Schuller (1973), utilizing community

resources is the mostly effective way to help students to become informed about

their social and natural environment as it provides for them a learning experience

which is real or life-like and one available to all learners for first hand scrutiny,

questioning and cognition.

6.1 Definition of Terms

Community: is a group of people living together in a particular area and share

common facilities, resources and interests. It can be described in terms of size e.g.

school, clan, village etc

Learning Resources: Anything or person used to facilitate and enhance the

process of learning

1|Page
Community learning resources (CLRs): are common-place experiences that are

found within a community outside a school. Community resources can be used to

enable the learner get first hand contact with the reality of issues to be learnt OR

are people and items of value within a physical, socio-cultural and economic

environment which can be adapted for purposes of instruction.

Community learning resources create a two-way traffic link to the outside world.

The school goes outside to the community for ideas and learning materials. The

community brings to the school its problems, solutions and understandings. This

dynamic interaction can provide an excellent motivation for learning purposes e.g.

active cooperation between representatives of civic and social organizations such

as police, churches, welfare agencies, family planning associations, clubs etc can

be brought into the educational framework so as to enrich the learning process. The

teacher has to keenly identify available CLRs especially those of low cost; have a

degree of imagination and stretch out to provoke learners’ thoughts. Moreover, the

teacher should understand how to use CLRs to facilitate effective learning. When

the school and the community are placed in a dynamic interaction , the community

becomes a learning resource, facilitator and an accelerator of the learning process.

There are commonly four types of community learning resources utilized in the

teaching and these include:-visiting by resource persons, places, activities and

events. Guest speakers or resource persons consists of two groups that is the
2|Page
professional group with specialized knowledge by virtual of training and the other

professional group that has gained experience over time due to association a

particular environment. The teacher should choose persons who are informed and

knowledgeable in particular areas. A person chosen to give such a speech must be:

 Knowledgeable in the topic

 A reputable speaker and highly respected in that area or discipline

 Must be an authority and

 Ready to accommodate the students’ individual differences in the classroom

Events will include going to agricultural/theme-based exhibition shows which are

relevant to teaching. The teacher should guide the students and prepare them as for

fieldstrips when the students are going to attend such function. After the

show/exhibition, the students could be asked to do a class-project either as

individuals or group projects. Things in the community that students can learn

from include artifacts which they can collect as specimens, samples, collect rocks,

plants, do paper clippings as part of learning. Community resources are common-

place experiences that are found within a community outside a school. Community

resources can be used to enable the learner get first hand contact with the reality of

issues to be learnt

6.2 Ways of Utilizing Community Resources for Instruction

3|Page
 1. By taking the school to the community

2. By bringing a portion of the community to the school

1. Taking the School to the Community

This can be done through;

 Field trips- May be field study/excursion (short trips which do not take

more than one day) or field system study (long travels which take more than

one day, it is more organized and purposeful). When setting out for any trip

there must be a theme, objectives and the duration of the trip must be

specified.

 Community survey-This involves taking the learners to the community to

learn through surveying i.e. observing different activities carried out in the

community. The activities observed must be related to the objectives of the

syllabus.

 School camping-This is an outdoor learning experience outside the school.

Objectives to be achieved must clearly be stated.

 Community service projects-This is an outdoor learning experience in

which the students are taken into the community to provide some service(s).

Services may include tree planting, controlling soil erosion, cleaning the

environment within the community e.g. cleaning the market near the school.

2. Bringing a Section of the Community to the School

4|Page
This is done through using resource persons, PTAs, bulletin boards for information

on community happenings, lending school facilities to the community (e.g. during

wedding and funeral functions, fields being used by local clubs), financial aid from

the community to the community to the school e.g. through harambee or other

donations etc

6.3 Types of Community Learning Resources

. Community resources can be categorized into four groups

 People

 Places

 Activities

 Things

 Mock-ups (Three Dimensional Materials)

 Outdoor Laboratories

(a) People as a Resource

This involves human interaction within both formal and informal setting. In

Informal settings, students learn informally from interacting with members of

school and the community at large (hidden curriculum) e.g. students can provide

one another with enthusiasm, collaboration, audience, encouragement, feedback

and evaluation. Under formal settings, people act as resource persons and are

knowledgeable in given areas of interest, come to school or are visited at their

5|Page
places of work so as to share the knowledge, skills and other experiences with

students.

People as resources can be categorized into two groups;

i) Professional group-people with specialized knowledge, professional by

training; they include teachers, nurses, doctors, lawyers among others.

ii) Experience group-refers to people who have gained knowledge and skills by

virtue of the length of service or special experience or encounter. They include

farmers, politicians, civil servants traders’ etc. people with experience are not

usually governed with any specific rules, and regulations. Consequently the teacher

who engages them should pay attention to what information is being passed for

possible correction, if personal information or opinions are given. To ensure that

pupils get information is factual. Hence any bias or wrong information must be

corrected immediately. Any correction should be done tactfully to avoid

embarrassing the guest.

Planning to use people as resource should involve the following;

1. Specify the lesson objective to the resource person

2. Interact with the guest formally or informally to ascertain whether the guest

meets the expectations.

3. Then invite them formally for the lesson if they meet your expectations: Invite

them and brief them on the following;

6|Page
i. Learning objectives of the lesson

ii. Level of the learners

iii. Learners’ expectations, characteristics and interests

iv. Offer suggestions for use of visual aids

v. Let the guest know how much time is available for presentation

vi. Give the schedule time and date of presentation and transport logistics

4. On the date of presentation you must be around to receive the guest; you will

then be required to:

a) Introduce the guest to the class before you invite him. You are required to stay

the entire lesson and lead any discussions if necessary.

b) After presentations and any other activity including discussions and questions

give a word of thanks. A volunteer student should also thank the guest for the

presentation.

5. Follow up -review the lesson at an appropriate time, let students round up the

lesson, it can be an activity or a task, e.g. a discussion paper, a project or a

practicing skill.

NB: Guest speakers are important CLRs because, they act role models that

students can interact with in their areas of specialization, thus motivating them to

pursue careers in the given specializations.

Students as Community Learning Resources

7|Page
Students can also be used as CLRs.

How can teachers develop students as CLRs?

Teachers can develop students in the following ways;

 Encouraging study skills and acquisition of knowledge e.g. through research,

project work, assignment etc.

 Using teaching methods that encourage the development of social skills e.g.

listening, constructive criticism, skills in presentation of work etc. Such

teaching methods include discussion, brainstorming, debate and group work

 Specialized instruction for certain group of students to assist each other e.g.

prefects, peer counselors and team leaders

 Through team teaching to develop a sense of community in the school where

virtues such as punctuality, integrity, and loyalty can be acquired through

examples

 Making learning resources available e.g. relevant textbooks, laboratory

equipment, specimens etc

Advantages of Developing Students as Learning Resources

- Develops self esteem, self work among all members of school community

- Encouragement of lifelong virtues

- Improves learning (retention, motivation, critical thinking and interest)

- Provides for development of individualized instruction

8|Page
 - Provides opportunities for remedial learning

(b) Places as a Resource

Places are community resources and can be variously referred as natural resources

and learning is accomplished through field trips (class, study, school and field)

excursion, journey, or visit. There are many are many locations within a

community around the school that contain facilities that can be used to demonstrate

certain ideas and concepts. Therefore, places are varied and include; forests,

agricultural plantations (tea, coffee, sugar cane), factories, museums, Zoos,

landforms, irrigation schemes/projects, game reserves and parks. A simple project

will involve engaging students in collecting specimen samples souvenirs data and

have them, record the data and analyze it and write a report using the field trip

report writing techniques. This will form part of the learning process. Students can

also be engaged in photographic video recording or taking pictures as part of

cartographic learning. The use of the places will require a pre –visit by the teacher,

since the places are not intended for learning they are merely used to accomplish a

learning objective hence their suitability must be ascertained. In some cases initial

visit to a place involves making prior arrangements and seeking permission from

the host. Necessary preparation ought to be made before the actual visit. Other

preliminary arrangements include;

a) Stating the lessons objective

9|Page
b) Advising learners on what to avail for the trip-note books, cameras to collect

information and collect specimens from the community, you could video tape or

record, however permission must be sought from the host. Recordings could be

used later in case the students don’t visit the field again

c) Follow up activities to be organized e.g. tasks, discussion, project work.

(c) Activities or Events as Learning Resources

Community activities can be referred to as events, they include such activities as

play performances, agricultural shows, farmers, field days, cultural festivals,

religious gatherings, among others .Special care must be taken when planning to

use community activities because they are usually completely out of a teachers

control. The teacher normally has no control over the content, timing and duration

of the activity. There is therefore need for the teachers to familiarize themselves

with the activity. These could be inform of attending an early event, reading about

it this will help the teacher to make a decision on whether to take the students or

not. The decision to take student will also be influenced by;

i) Costs-travel, meals and accommodation

ii) Duration-These should be done in relation to the learning benefits to the

learners. If expensive the teacher can attend, and take videos, tape record, for

subsequent playback to the class. Specimens can be collected and take photographs

10 | P a g e
that can be presented to schools. If the learners are to be taken then the teacher

should be informed on;

i) What to carry

ii) What to collect

iii) Etiquette and mannerisms at the function

On return a follow up activity should be organized.

(d) Things as a Resource

These can be referred to as objects, artifacts, real things, and specimens. In

education technology the term referred to things is Realia. Things/Realia, are

cultural artifacts and other items found within the community that can be used to

illustrate, compare or clarify an idea or concept. The ranges of things that can used

to aid the learning of various topics in various subject areas are enormous.

Examples include animals dead or alive, animal parts, plants, tools antiques, foods,

art objects and so on. A teacher should be familiar with the kind of realia in the

community that can be used to teach different topics in his or her subject area.

Learners should be involved in collecting the specimens. Collection of artifacts

should involve;

i. planning

ii. Research

iii. Preservation

11 | P a g e
iv. Mounting

v. Displaying in interesting ways

(e) Mock-ups (Three Dimensional Materials)

These are replications of real situations. They are full-size models. They show

operation of tools and machines and are concerned with the actual process of

working or mechanism.

(f) Outdoor Laboratories

The teacher may use exterior learning areas within or adjacent to the school e.g.

aquatic (pond, stream), terrestrial (farm, woodland) and geological (rocks and

mineral deposits). They are also referred to as natural resources.

6.4.1 Advantages of Community Resources

i. It adds meaning and authenticity to what is being learnt, thus enhance

precarious learning/learning through experience

ii. It leads to mastery of important skills pertinent to individual and social

development. Such skills include creativity, observation, leadership,

communication among others

iii. Can lead to change of attitude among learners towards the society in which

they live

iv. Provides an opportunity to exposure and active participation in real –life

affairs of the community exposing them to issues facing their communities

12 | P a g e
 v. CLRs are readily available

vi. Links the school to the community because the school is not a closed system

6.4.2 Limitations of Community Resources

Limitations of community resources are few, and related to the teacher. If a teacher

prepares for the lesson most obstacles can be eliminated. The shortages include;

1. Time factor-spending time out of the class can waste time for other lessons

on the school time table. A teacher may schedule trips over vacation

2. Costs-travel, entrance, accommodation and food (Some CLRs are

expensive)

6.5 Benefits of Community Learning Resources (CLRs)

What is the importance of community resources?

i. They can lead to effective and meaningful learning-it creates a link

between abstract content taught in the classroom and the textbooks and

the world of reality.

ii. They stimulate the learners’ interests in learning.

iii. They enhance retention of what has been learned or taught

iv. It adds meaning and authenticity to what is being learnt, thus enhance

precarious learning/learning through experience

13 | P a g e
 v. It leads to mastery of important skills pertinent to individual and

social development. Such skills include creativity, observation,

leadership, communication among others

vi. Can lead to change of attitude among learners towards the society in

which they live

vii. Provides an opportunity to exposure and active participation in real –

life affairs of the community exposing them to issues facing their

communities

viii. CLRs are readily available

ix. Links the school to the community because the school is not a closed

system

Summary

Community resources provide first experience through the use of community

resources, hence should result in effective learning because it is interesting,

concrete and life like. Use of community resources require careful planning by

the teacher.

14 | P a g e