My first reading for this course was based on the idea that Resource Based Learning became a major concept in the 1980s. It was based on the following article: Haycock, C-A. (1991). Resource-based learning: A shift in the roles of teacher, learner, NASSP Bulletin, vol. 75(535), pp. 15-22.
After reading the article, I do believe that RBL (Resource Based Learning) is a viable model of learning, although it is a difficult one to truly adhere to. In order for it to be successful, a school needs to adopt it wholly, from the curriculum, to pedagogy, reporting, and time allowances for collaboration. In my understanding, RBL is a style of learning that is entirely student centered, where the resources are used by the students to direct their own learning, as opposed to the teachers using the resources to support or enhance their teaching. Having worked at an IB school for the past few years, I feel that this is something that is ever present in the PYP (Primary Years Program) culture. Inquiry is something that we are all striving to become better at directing with our students, and moving away from the more traditional teacher-led style of instruction.
The classroom teacher and the librarian can differ completely if the views of teaching (RBL vs RBT, that is Resource Based Learning versus Resource Based Teaching) are different. Collaboration and time are the key factors needed, and this requires commitment from all parties involved. If the educators have different and inflexible philosophies about instruction, then this would not work. If personalities clash, then this would not work. If time is not committed for the librarian to be involved in the classroom activities, or if the teachers do not allow the librarian to get involved, then again, this would not work.
Technologies have definitely changed the nature of RBL. Knowledge is at our fingertips. RBT, and feeding students knowledge may be good for some, but not for all. Students can teach themselves knowledge if they are so motivated. I see that information can be easily obtained so there is no need to teach just content or knowledge. You can just “look it up.” However, I think it is absolutely necessary to teach students HOW to access the information they need. The challenge I have found is that students (at elementary level) are still seeking literal information on the Internet. They still don’t know how to “put the pieces together” or make the inferences and connections. The central ideas and key concepts in the PYP are excellent at keeping the focus away from straight knowledge, and more toward deeper, inferential, conclusive thinking.
After reading the article, I do believe that RBL (Resource Based Learning) is a viable model of learning, although it is a difficult one to truly adhere to. In order for it to be successful, a school needs to adopt it wholly, from the curriculum, to pedagogy, reporting, and time allowances for collaboration. In my understanding, RBL is a style of learning that is entirely student centered, where the resources are used by the students to direct their own learning, as opposed to the teachers using the resources to support or enhance their teaching. Having worked at an IB school for the past few years, I feel that this is something that is ever present in the PYP (Primary Years Program) culture. Inquiry is something that we are all striving to become better at directing with our students, and moving away from the more traditional teacher-led style of instruction.
The classroom teacher and the librarian can differ completely if the views of teaching (RBL vs RBT, that is Resource Based Learning versus Resource Based Teaching) are different. Collaboration and time are the key factors needed, and this requires commitment from all parties involved. If the educators have different and inflexible philosophies about instruction, then this would not work. If personalities clash, then this would not work. If time is not committed for the librarian to be involved in the classroom activities, or if the teachers do not allow the librarian to get involved, then again, this would not work.
Technologies have definitely changed the nature of RBL. Knowledge is at our fingertips. RBT, and feeding students knowledge may be good for some, but not for all. Students can teach themselves knowledge if they are so motivated. I see that information can be easily obtained so there is no need to teach just content or knowledge. You can just “look it up.” However, I think it is absolutely necessary to teach students HOW to access the information they need. The challenge I have found is that students (at elementary level) are still seeking literal information on the Internet. They still don’t know how to “put the pieces together” or make the inferences and connections. The central ideas and key concepts in the PYP are excellent at keeping the focus away from straight knowledge, and more toward deeper, inferential, conclusive thinking.
