RBL, PBL, IBL,

CBL, WTL!Considering the correct use

and place of the many –

based learnings

RBL, PBL, UBL, CBL, WTL!!

Too often the terms Resource-Based,

Problem-Based, Project-Based,

Challenge-Based, and Inquiry-Based

Learning are being used interchangeably

Here are the characteristics and

foundations of each:

Problem-based Learning

Origins: Medicine

Present-day educational use: Math

Student-centred: small groups

Teacher facilitates, guides

Constructivist approach: structured inquiry

Learners are given a problem; as a group, they

activate prior knowledge, then work

independently on research, re-grouping to discuss

findings

Project-based Learning

Less structured than problem-based

Use is primarily science, technology

Driving question is given to students

Non-trivial problems Qs, predictions, goals,

debate, experiments, data, conclusions, etc

Artifacts

Teacher-controlled

Gates funding

Challenge-based Learning

New Media Corporation = Sony, Adobe,

Apple, Macromedia

McGraw-Hill in partnership

Guided

Referenced to The Horizon Report

STEM / Technology-driven

Inquiry-based Learning

From “discovery learning” of the ‘60s and from

science

Constructivism: Piaget, Dewey, Vygotsky, Freire

Critical thinking: good questions, worthwhile answers

Complex process derived from the “restless realm” of

not knowing

Authentic real-life problems derived from curricula

and/or community

Fun, hard, challenging, frustrating, intellectually exciting

Resource-Based Learning

Information literacy + communication + technology

skills

Students, teachers, teacher-librarians and a wide

range of resources

Students at the centre: skills, interests, needs, styles, experiences, abilities

At once, structured, planned, facilitated,student-

driven

Emphasis on skills, strategies, critical thinking,

literacies, communication, creativity

Beyond the textbook independent learning

School library as collaborative centre

Resource-based Learning:

Let’s put this in context

Resource-based learning is an educational model which, by design, actively involves students, teachers and teacher-librarians in the meaningful use of a wide range of appropriate print, non-print and human resources.

Manitoba Ministry of Education’s

School Library Policy Statement (revised)

RBL, in other terms …

Prairie Spirit School District, Saskatchewan,

provides a wonderful website for teacher-

librarians.

Here’s where to find out everything you

need to know about RBL:

RBL: A Definition

RBL: Spirit River’s Definition

… is an essential component of curriculum actualization. It is a planned educational opportunity that actively involves students in the meaningful use of a wide range of resources. Both subject and information literacy objectives are met through resource-based learning. The strength of resource-based education is in its flexibility, and in the number of options it offers to both the student and teacher who are striving to achieve educational objectives.

Why RBL?

Resource-based learning fosters the development of individual students by accommodating their varied interests, experiences, learning styles, needs and ability levels. Students who use a wide range of resources in various mediums for learning have the opportunity to approach a theme, issue or topic of study in ways which allow for a range of learning styles and access to the theme or topic via cognitive or affective appeals.

Foundation for the Atlantic Canada English Arts Curriculum (40)

RBL or RBT?Teachers often teach lessons or units using a variety of media, including guest speakers, videos, or hypermedia presentations. Because teachers select content and mode of delivery, such instruction is more aptly deemed resource-based instruction (Doiron & Davies, 1998), a pedagogy that is more teacher-centered.

Resource-based learning is predicated upon the principle that individual learners will be drawn to the media and content which best match their own processing skills and learning styles (Farmer, 1999).

RBL: Teacher planned BUT …

The learning focus shifts from teachers using

resources to facilitate instruction to students

directing the choice of resources. In a

continuum between teacher-centered and

student-centered learning, resource-based

learning occurs somewhere in the middle.

When the constructivist educator uses

resource-based learning, instruction is

teacher-planned, but student-directed.

Role of the TL: The Research library collaboration with teachers, in-service training for teachers,

instruction in information literacy, and links between the library and classroom activities have a direct, positive impact on [achievement] (Loertscher, 2005)

many teachers are not aware of or trained in using the SLP in the instructional process, are not trained in the effective use of media, and do not provide opportunities for students to learn by using resources that meet their individual learning styles and abilities

The teacher-librarian should lead the way in initiating the change by demonstrating that he or she is a competent teaching professional willing to work with teachers.

Teachers will accept teacher-librarians as equal partners when they witness competence in the planning and execution of cooperative units of study and when they perceive real benefits for their students.

The Role of the Teacher

British Columbia's Ministry of Education document, Developing Independent Learners (1991) was ahead of its time in providing clear descriptions of the roles that classroom teachers, administrators and students play in the resource-based learning process.

According to Developing Independent Learners, in a resource-based instructional program, the responsibilities of the teacher include:

Role of the Teacher, cont’d

initiating, planning, and teaching cooperative units of study with the teacher- librarian that integrate information literacy skills into the content areas;

providing opportunities for students to acquire information literacy skills in a variety of disciplines in order that they will develop strategies that are transferable to other situations;

encouraging students to use the school library resource centre to meet their needs and interests

modelling a love of both learning and reading;

Role of the Teacher, cont’d

providing for students' individual differences in learning styles by using a variety of resources and learning activities;

evaluating student performance, the appropriateness of the resource materials, and the effectiveness of resource-based units;

supporting the role of the teacher-librarian and becoming an advocate for resource-based learning;

contributing to policy making and the development of a continuum of information skills appropriate to the learners;

previewing and selecting resources that meet curriculum and student needs.

The Administrator’s RoleThe administrator has responsibility for establishing the learning environment in a school and for delineating the school's philosophy. He or she has a primary role to play in establishing resource-based learning in a school by giving support for cooperative planning and teaching between the teacher-librarian and the teaching staff.

The responsibilities of administrators for the process have been clearly outlined in the same ministerial document as were the responsibilities of teachers, Developing Independent Learners: the role of the school library resource centre.

The Administrator’s RoleHis/Her Leadership role includes:

understanding, communicating, and supporting the SLRC program and the TL

encouraging teachers to use a wide range of resources and teaching strategies, to take risks, to work collaboratively with the TL,

providing time to do this

Ensuring flexibility and adequate staffing levels to enable scheduling of resource-based learning

Meeting with the TL to discuss the School Library Resource Centre program

The Administrator’s Role, CONT’D

assisting staff in the formulation of an information literacy skills continuum and encouraging its regular review;

ensuring that adequate resources are available to support curricular programs

providing the teacher-librarian with copies of Ministry of Education curriculum guides, locally developed district curricula, and outlines of school-based programs; and

providing professional and staff development programs to support the implementation of cooperative program planning and teaching.

The Administrator’s Role … The school administrator is essential to the successful

implementation of resource-based learning.

When the administrator is supportive of a program, it is more readily accepted and adhered to by the school teaching staff and a more cohesive instructional atmosphere conducive to optimum learning is achieved.

The first person a teacher-librarian needs to persuade to come onside is the school administrator, for without his or her support the program can never be completely successful.

Elements for Student Success

Encourage students to "read 'real' books" Provide "...unlimited physical and intellectual access to

a wide range of materials....[beyond] commercially prescribed or teacher-selected materials.“Allowstudents to "...choose from a varied, non-graded collection of materials which reflect their personal interests."

Assist students to "...identify, analyze, and synthesize information by using a variety of materials in a variety of formats."

Expose students to "multi-disciplinary approaches to teaching and learning....“(AASL, 2006)

Benefits for Students: student-centered experiences ... topics of interest ... with opportunities for student

choice a wide range of learning activities a variety of learning resources [and] formats [at

different] levels of difficulty opportunities for development of decision-making and

problem-solving skills, a well as interpersonal skills opportunities ... to select, evaluate, and share

...reactions to learning resources and learning activities opportunities for individual attention and/or small

group instruction.... (Developing Independent Learners)

Textbook Limitations

Shallow depth

Fragmented structure

Inaccuracy

Inappropriate reading levels

Negative student reactions (boring,

outdated, difficult to read, lacking in

emotional or other connections)Vacca and Vacca , “Learning with Trade Books”

A Wide Range of Resources Provide academic and emotional depth Are "considerate" and "accessible": that is, more than just a

collection of facts Often provide greater accuracy Provide "material at a variety of reading levels“ Provide opportunity to "practise reading expository text“ Motivate learning

Instead of textbooks, use “text sets,” read-alouds, reading choice, readers’ theatre, lit or inquiry circles,

Vacca and Vacca

Reading to understand Create multiple text sources of texts at various reading

levels, without abandoning textbooks completely. Provide 'managed choices'-select from a range of options

based upon interest and background knowledge [and]

Individualize instruction -- tailor instruction to student needs, with more small group work and less whole-class lecture

Provide current and thought-provoking materials, primary sources, song lyrics, diaries, charts, graphs, maps, magazine articles

Teach students to assess texts for their own reading needs

Tovani

Implementing RBL Identify the goal or goals. Determine acceptable student produced artifacts including,

but not limited to timelines, electronic slideshows, dramatic readings, videos, debates, postcards, reports, diaries, hierarchal web-based documents, or poster-board presentations.

Collaborate with the media specialist to plan the unit. Divide the responsibilities.

Select quality resources in a variety of formats that will help students gather information, create meaning, and increase understanding, knowledge, and skills

Implementing the Planning: Create a timeline for implementation of the unit.

Determine skills and content goals

Schedule the media center, computer lab, guest speakers and field trips, if applicable.

Create rubrics used to evaluate student artifacts.

Plan throughly and thoughtfully

Evaluate student products using rubrics.

Collaboratively evaluate the effectiveness of the unit and revise appropriately.

Benefits of RBL Is more engaging and therefore more motivating as it

provides choice, challenge, control, collaboration, meaning-construction, and real consequences

Develops skills of information and other literacies; students learn to become independent and lifelong learners

Can significantly change teacher practice by providing a challenge for reinvention

Empowers students who display their work and “teach” others about what they have learned

Is supported and facilitated by the amazing capacity of technology

Benefits of RBL:Information-literate students are proficient locators, capable evaluators, and responsible, creative users of information (AASL & AECT, 1998).

RBL develops students’ information literacy skills. They Students analyze, synthesize and evaluate information, the highest levels of Bloom's Taxonomy.

RBL promotes problem-solving and higher-order thinking skills. Students no longer passively receive information; instead, they actively interact with it through engaging, relevant resources.

Benefits of RBL: An integral aspect of RBL is its flexibility. Students

may work alone, or cooperatively. They select resources which fit best with their learning styles.

RBL can be used effectively as a component of project- or problem-based learning, or as a complement to other inquiry learning models.

RBL maximizes the use of instructional resources and teaching time; it demonstrates the most effective integration of technology into the curriculum

Challenges to RBL Collaborative planning requires good

communication skills, time, and effort

Student assessment is not “standardized”

Web-based resources change and require

evaluation for credibility and reliability

Technology

Plagiarism

Equity

Misperceptions of the role of the TL and the SLP

Criteria for Evaluating Resources:

Saskatchewan

If students are to become lifelong learners, they must have the ability to access information in real and virtual environments, and the critical thinking skills to use that information ethically, creatively, and wisely. Students must be confident, capable learners who achieve the learning outcomes described in the curriculum.

In order to realize this, it is essential that students have access to a wide range of high-quality resources that complement curricula.

See also: BC Educational Resource Acquisition Consortium’s While Paper, “Evaluating, Selecting, and .. “