Selection of Learning Resources

 What principles should I consider when selecting educational resources?

 How can I use electronic resources to reinforce student understanding?

 How can I help my learners use textbooks more effectively?

A pivotal trait of effective instruction is the choice of instructional materials that

satisfy the needs of learners and fit the hindrances of the teaching and learning

environment. There are many difficulties for instructors to correspond the audio-

visual stimuli of television, computers, and electronic games with which students are

experienced. At the same time, there lingers a major role for learners use of

textbooks and instructional use of demonstrations, films, videos, slides, and

overhead transparencies.

Carefully designed and organized instructional resources sometimes entice

instructors to sprint ahead and to cover more. The rapid-fire expressions combined

with visual overload can tempt students to remain intellectually inactive. One way to

avoid this is to incorporate activities that assess student perception and promote

inferring and critical thinking, problem-solving ability is to reduce the pace of the

class session, by pausing periodically to invite questions.

Instructional resources usually fall into one of two categories: student-centred and

teacher-centered. In the student-centred model, instructional resources can be used

for tutorials, problem-solving, discovery, and review. In the teacher-centred model,

resources are used for presentations of supplementary or primary material in the

classroom as described in some examples in teacher-centred.

HFU stands tall in promoting professionalism, via professional practices such as this.

Amber Amos Luper

Director of Education