Hello, and welcome. My name is Renee and together we'll be exploring the topic of
resources. In this video, we'll be exploring what makes a good resource. I'll
be sharing some easy-to-apply criteria. By the end of the video, you'll have some
tools to better evaluate a resource and, at the end, watch out for my top tip.
Unfortunately, not all resources are created equal. So, let's look at what can
be considered the features of a good resource. It isn't about volume or
clutter; in fact, less may often be more. A good resource will slot seamlessly into
your plan and lesson. It will feel organic, because it's adding to your
lesson, its purpose is clear. Think about it as something that enhances rather than
outshines, and isn’t simply a filler or a time waster.
Choosing wisely is so important. Aim to be resource light but targeted. Focus on what
your learners need. A good resource will make your teaching come alive and allow
for meaningful practice.
Here are the eight questions I like to use to help me evaluate a resource. Is it
accurate? It goes without saying that resources need to be proofread and checked
for facts, grammar and spelling. It's easy to spend time on the look and forget the
purpose.
Always make sure that the language level and content are appropriate. Resources can
date, so check the information for any changes that might need updating.
Is it aligned? Resources need to work with what we're teaching and enable us to
better achieve our lesson aims. They shouldn't be tacked on, or feel like a
nice-to-have extra. The message we're sending to our learners then is not
helpful. Think twice before using something just because it's a fun resource
but unrelated to what has been learned, and remember that sometimes, what worked well
with one class may not work quite the same with another.
Is it adaptable? For busy teachers, a good resource needs to be one that can be used
for multiple purposes, with different levels and age groups. It needs to be
portable, preferably light and easy to throw in a bag, and able to be used with
more than one class, if not on the same day, on many days to come. Pictures are a
good example, and having a well-curated picture bank can be very helpful. Pictures
are versatile. They can be used for storytelling, writing, speaking
activities, grammar, etc. A simple, 'What do you think happened before this
picture was taken?', and, 'What do you think will happen after?', is an easy and
effective way to practise the past and future tenses with any age group.
Is it beneficial? Whether you are using your resource to present or practise what
you're teaching, it should help your learners understand and connect to the
core material better. Remember, it's an aid.
Is it efficient? My rule of thumb is that if it takes more time to cut up or prepare
than it will to use in class, you might want to rethink whether it was worth
using. If it can be used multiple times, that will add to its efficiency.
Is it memorable? As we know, different students have different learning needs and
interests, so how memorable a resource is will differ from student to student. I
like to ask myself who I think will most be struck or benefit most by doing an
activity. I often ask my learners afterwards if they found a particular
resource helpful and useful, and why. Not only do they like being asked, but the
feedback is often surprising and helpful for next time.
Is it interactive? Can the learners engage with the materials and move the parts, or
personalise the task in some way? Good examples are any cut-ups that learners can
sequence, map, rank or match.
Is it reusable? Now more than ever, we want to build a resource bank that having
invested in finding and preparing we can reuse. It's good for the planet, buys us
time and models good practice to our learners.
Ultimately, a good resource will help foster independence and discovery, offer
opportunities for practice, and pose the right amount of challenge, be within reach
of the students but with a nice amount of stretch. It'll allow us to take off the
page what we're teaching in the coursebook. In other words, it'll make it come
alive, so that learners are better able to transfer their learning into their
everyday lives outside the classroom.
So, to end, here is my top tip.
Find a cardboard box and keep all your physical resources in small, individual
sandwich or recycled plastic bags with labels, preferably three sets of each for
group work. Laminate them if you can. This will allow easy access and ensure they're reusable.
You can organise them according to level, topic or age, but you want to be able to
grab and go and use them multiple times.