COURSE
DED 0122: CURRICULUM &TEACHING
COURSE INSTRUCTOR
SAID A.S.YUNUS
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Educational Resources
 Kasambira (1993) define resources as places,
organisations or people in a position to provide
learning experiences for students
 Davies (1975) point out terms used in discussing
‘resources’ as follows:
 Resource (s): Any items, living or inanimate
used during the learning process; any actions
taken deliberately to change an existing school
situation
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Educational Resources
 In educational context we can define resource as
something such as a book, film, or picture used by
teachers or students to provide information.
 According to John Vaizey (1968), any thing which
is planned to contribute to the educational activity
is a resource.
 It includes teachers, equipments and materials,
school environment, libraries, laboratories, and
other things used to promote teaching and
learning process.
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Educational Resources
 Walton (1975) explained that resources largely
include hardware and software materials which
are used in teaching and learning process, which
are previously known as ‘teaching aids’.
 Therefore, resources in its more general sense
appear to be generally inclusive of all materials
by which educational message are carried out.
 In other words resources could be used to
propagate the curriculum content between
teachers and learners.
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Hardware equipments: this group includes
Duplicating
machines
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Photocopy
machines
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Video camera
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Audio &
video
cassette
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Still
cameras
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Digital
cameras
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Computer
and printers
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LCD
&Overhead
projector
(OHP)
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Film &
Slide projectors
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Radio&
Audio cassette
player
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CD player &
DVD player
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Software materials
 This group includes:
 Printed Media- books, newspaper, pamphlets, poster,
charts, etc.
 Visual media- illustrations, films, slides, filmstrips, videotape/cassettes, C.D ROM, flash discs, DVD realia,
Microsoft programmes.
 Audio media- records, audiotapes/cassette, broadcasting
programmes.
 Multi media
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Conclusion
 To conclude, we can say that resources are anything
within our environment planned or prepared to
facilitate teaching and learning process. These
resources could be abacus, bottle tops, plants,
laboratory apparatus, models, charts and the like.
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TYPES OF TEACHING & LEARNING RESOURCES
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ADDITIVE RESOURCES
 These resources could be used by the teacher to
extend the range of experiences.
 They offer no participation or involvement by the
learners, hence the learners became passive.
 These type of resources are audio materials. E.g. tape
recorders, audio CD-ROM and radio.
 If they are not available the lesson could still continue.
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INTEGRATIVE RESOURCES
 These integrative resources are very essential in
teaching and learning process.
 They can be associated with maximum teacher and
pupil interaction.
 Pupils learn by doing and become very active.
 If they are not available in teaching and learning
process become terribly effected.
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TYPES OF TEACHING & LEARNING
MATERIALS
Teaching and learning resources could be classified
according to their characteristics. Thus they follow
under three major groups:
1. Aural – Aids (Audio aids)
2. Visual – Aids
3. Audio-Visual aids
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Aural-Aids (Audio Aids)
 This group consists of those aids which can be heard.
Learners use their hearing organs (ears) to listen to
the sound those aids give. These aids could be:
Radio
Gramophone
Telephone
Tape/cassette
These teaching and learning materials are widely used
in language laboratories.
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VISUAL - AIDS
 These aids give out vision. Children or learners use
their eyes to look at them in the process of learning.
The teaching and learning in this group are:
Books
 Pictures
 Models
 Real objects
 Still pictures and silent films

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Audio-Visual Aids
 This group is the combination of audio and vision or
sound and sight.
 These aids can be heard and seen. Students or learners see
the pictures and hear the sound from the audio-visual
materials.
 These aids could be:
 TV
 Video cinema
 Field trips or practical demonstration
 excursion
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 Visual aids like charts, models, real objects
could be made audio-visual materials when the
teacher uses his/her voice in teaching.
 The teacher make them ‘talk’.
 The children therefore, could see the charts and
hear the sound from their teacher in his/her
demonstrations.
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Cont….
 A slide or film strip could be synchronized
by the sound from the tape/cassette record
or CD.
 Thus a slide as visual materials can be
changed to audio visual materials by the
sound from aural aid e.g. cassette or CD.
 Therefore, aural aids and visual aids can be
changed to audio-visual materials.
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Quiz
John Vaizey defines a resource as any thing which is
planned to contribute to the educational activity. From
this definition, explain briefly how the teacher can be a
resource.
2. Suppose there is an idea of establishing resource centre
in our teachers training college, you are given a chance to
propose the resources that will be available in that centre.
As a student teacher, what will be your proposal and why
your proposal based on that choice?
3. Is it possible to have effective and efficient teaching and
learning process without using resources? Why?
1.
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Preparation of Teaching
&
Learning Materials
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Low Cost/ non Cost Materials
 Teachers should not crack their heads in
thinking of materials to use in making their
teaching /learning aids.
 In fact the environment which surrounds us is
very rich in materials; it is almost polluted
with bits and pieces of discarded materials.
 These materials are of no cost or they cost very
little to obtain them.
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Low Cost/ non Cost Materials
 There are a lot of pieces of boards, strings,
boxes of plastic materials, cardboards, tins,
pieces of wire and the like.
 This garbage could be found in the streets,
school compound, dust bins, shopping centres
and other places in the environment.
 Teachers assisted by their pupils could collect
and make different types of models, charts and
other teaching/learning resources.
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Cont…
 Sometimes with little expense teachers could
fabricate useful teaching/learning materials
that otherwise would cost a lot of money.
 With little money and technology know how
they could improvise a clock, a glob, charts,
science models and other materials.
 In model making the teacher can use either
soaked paper (paper mache), wood or clay.
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Cont..
 Pieces of paper collected in the school
compound can be soaked in water to make
paper mache.
 Children assisted by parents/guardians can
collect clay for model making.
 It should be noted that in the fabrication
process will require a little money to sustain the
teaching/learning materials.
 Thus the materials could be in good quality,
and durable.
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Things to Consider in Improvising
Teaching/Learning Materials
 Before you prepare the teaching/learning
materials, you need to identify and determine
the teaching situation you have on the ground.
 However, in improvising effective
teaching/learning materials appropriate to the
classroom teaching activities, require skills and
competences.
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Cont..
The following aspects must be considered
 Level of the learners
 Topic you want to teach
 Kind of teaching/ learning aid you want to
develop (e.g. model or chart)
 Materials needed to improvise your aid
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The Roles of Teacher in the Process of
Improvisation
 It is important to know that, the process of
improvising materials is not solely for teachers,
students can be also involved effectively in the
process such as collecting things from different
sources, assigning tasks for them to produces
learning materials etc.
 Thus, in the process of improvising
teaching/learning materials teachers may play
different role.
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Cont…
 The following are the roles can be played by
teacher
1. Guide
2. Creator
3. Innovator
4. Initiator
5. Evaluator/assessor
6. Motivator
7. Facilitator
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