Resources are a tool that all ESL TEFL TESOL teachers use on a daily basis to improve the language learning environment, motivate students, or aid in student understanding. Resources can be basic materials such as worksheets, presentation materials (PowerPoints, etc.), or even online learning via the web. Deciding which resources to incorporate into your TESL TEFL TESOL school or classroom requires some consideration.
When deciding on any resource, it is best to look at the usability of ESL TEFL TESOL resources. We cannot always be guided by what we like. Will the material be easily understood by teachers? Also, do you have clear instructions for the required preparation and incorporation? Sometimes what seems like a great resource may be inappropriate for the teachers who will be using it.
The resources should help bring out creativity in both teachers and students. The best resources will empower teachers to broaden students’ horizons. Additionally, students will be encouraged to explore and extend their learning experience. Resources can be a great way to spark creativity in a class.
Finally, the age of the students should also be taken into account when choosing resources. Should we make sure to choose resources based on the physical, psychological and cognitive characteristics of the students? In other words, will the resources really appeal to students based on their age? For example, A&E may be a great source for literary texts, but PBS Kids may be more appropriate. Always take into account the age of the students when selecting resources.
When it comes to online educational resources, there are many other considerations. The following is from Becta ICT Advice for Teachers (ictadvice.org.uk/index.php)
How to Evaluate and Review Websites
The effectiveness of online educational resources largely depends on the context in which they are used. However, there are also some basic criteria that must be met. Here are some important questions to ask when evaluating online educational resources.
Is the resource authorized? Is it produced by an authorized source? Will it support students with different learning styles? How do you use the media to care for people with auditory, visual, kinesthetic or other preferences? Does it have links or does it refer to appropriate stages of the National Curriculum or the examining body? Does the content make its educational purpose explicit? Is the content accurate, up-to-date, reasonably complete, factual, and relevant to the learner, and does it use appropriate vocabulary? Is the interface intuitive, with well-organized material and clear navigation? Is the content meaningfully interactive, engaging the learner with key content or concepts, and not simply creating virtual versions of activities that can be carried out easily and with better results without computers (for example, rolling dice or simulating magnetic attraction)? Does the resource provide support and give feedback? Does the resource enhance collaborative learning by encouraging students to discuss problems, share information and ideas, and reach group agreement? Is the resource technically stable?
internet security
Your school may have an Internet safety policy that suggests some criteria for evaluating material on the Internet. For advice on making such policies, see the DfES Superhighway Safety website.
InclusionOnline resources must be flexible and adaptable to allow students with a wide range of needs to use them. For example, some resources can be configured for different visual requirements or reading ages. The most effectively designed content is generally aware of the full range of potential users. For more information, consult the Becta Inclusion and SEN area.
Selection of sites for teaching and learning.
Here is a suggested structure for reviewing web resources. It’s fairly rigorous, but probably necessary for sites that will be included in curriculum planning.
- Initial Review: Use the links above to select sites with your learning goals or educational purpose (learning the curriculum or key skills like communication) in mind. Take a look at what the site offers in terms of content, structure, and support for teaching and learning. Compile a short annotated list of sites.
- 2. Student Pair Review/Experienced Student Review: Ask the students’ peers who are already familiar with the content of the curriculum to review the sites and complete the evaluation sheet. Alternatively, gather a variety of perspectives by asking subject matter experts or ICT experts to review the resources.
- 3. Action Research Review: Once the resource is in use, conduct an action research in your classroom to assess its effectiveness.
There are many resources for teachers to choose from and it is always suggested to locate an ESL TEFL TESOL teacher resource directory (totalesl.com/resource.php) based on a variety of school subjects such as ESL/EFL, language arts, literature. , science, math, history, health, art, etc.
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