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Choosing and using teaching and learning materials

Description

Mapa conceptual en el que se recoge lo mas importante del documento
DANIEL FELIPE GOMEZ URIBE
Mind Map by DANIEL FELIPE GOMEZ URIBE, updated more than 1 year ago
DANIEL FELIPE GOMEZ URIBE
Created by DANIEL FELIPE GOMEZ URIBE over 6 years ago
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Resource summary

Choosing and using teaching and learning materials
  1. Premises
    1. There are five basic premises that underlie selecting and providing access to books, films, computer software, online resources, videos and other learning materials in preschools and school
      1. The right to freedom of expression
        1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice
        2. Duty of car
          1. At the same time, however, preschools and schools have a guardian role, whereby ‘… the best interests of the child shall be the guiding principle of those responsible for his/her education and guidance
          2. Safe and secure environment
            1. Preschools and schools also have an obligation to provide a regulated and protected environment, shielding children ‘… from practices which may foster racial, religious or any other form of discriminatio
            2. Rights of parents and caregiver
              1. Parents and caregivers have the right to make decisions regarding the learning materials their children use within the curriculum and to object to the use of materials they consider offensive.
              2. Balance and sensitivity
                1. preschools and schools should consider society’s relative lack of censorship for adults which may or may not have an impact on children’s and students’experiences outside the preschool or school environment. To prepare children and students adequately to make balanced decisions as to what they read or view in adult life is a function of the preschool and school environment. The intention is to develop mature readers and viewers who are able to use critical frameworks for selecting, with discernment, material for informational and recreational use..
            3. Roles and responsibilities
              1. Preschools and schools will develop and implement a process for the selection of teaching and learning materials2 and providing access to them. This process should cover all teaching and learning materials used within the preschool or school curriculum. Development and implementation of the process should take into account the following requirements
                1. It is the director’s or principal’s responsibility to work collaboratively with the governing council to develop the process, within the framework of the department’s guidelines statement and informed by other relevant department policies and guidelines
                  1. The process will be an integral part of the preschool or school curriculum planning and curriculum selection processes and will be supported by relevant learning and development programs for staff. A trained teacher-librarian is well-placed to assist in these programs. Schools and preschools without one may choose to contact a trained teacher-librarian in another school.
                    1. • The teacher-librarian, resource centre manager or the educator responsible for the library or resource centre should be aware of the curriculum undertaken within the preschool or school and the appropriate teaching and learning materials that support it.
                      1. Director shares responsibility in the process including:
                        1. providing access to appropriate and relevant learning materials for all children and students
                          1. where relevant, providing wider access to learning materials than is possible within the preschool or school
                            1. ensuring that parents and caregivers and children and students have access to relevant information about the process
                        2. Principles for selection and access
                          1. Teaching and learning materials, whether purchased or donated, should be selected and accessed in ways which ensure they:
                            1. • provide opportunities for children and students to find, use, evaluate and present information and to develop the critical capacities to make discerning choices, so that they are prepared for exercising their freedom of access, with discrimination, as informed and skilled adults
                              1. motivate children, students and educators to examine their own attitudes and behaviour and to comprehend their duties, responsibilities, rights and privileges as citizens in our society
                                1. support an inclusive curriculum, thus helping children and students to gain an awareness of our pluralistic society and the importance of respectful relations with others
                                  1. • provide opportunities for children and students to find, use, evaluate and present information and to develop the critical capacities to make discerning choices, so that they are prepared for exercising their freedom of access, with discrimination, as informed and skilled adults
                                2. Selecting and reviewing materials
                                  1. In developing and implementing a process for the selection of teaching and learning materials and providing access to them, education communities should be informed by the premises and the principles for selection and access detailed in these guidelines. They should also consider the following:
                                    1. The preschool’s or school’s principles of selection and access
                                      1. The range of perspectives informing the criteria for selection
                                        1. The expertise available within the preschool or school to support the selection of materials
                                          1. The criteria for selection; for example
                                            1. educational value within the context of the learning program
                                              1. consistency with department policies and guideline
                                                1. consistency with other preschool or school policies
                                                  1. physical quality and suitability of materials
                                                  2. vThe person, or persons, who will make the selection.
                                                    1. The review procedures which are in place for responding to changes in preschool, school or department policies, parent or caregiver concerns, new legislation, the obsolescence of some materials, and the development of new materials and new media.
                                                  3. Appropriate use of films, videos, DVDs and computer-mediated resource
                                                    1. RC Unsuitable for a minor under 18 years to see or play
                                                      1. MA (15+) Unsuitable for persons under 15 years
                                                        1. • M (15+) Not recommended for persons under
                                                          1. G (8+) Not recommended for persons under 8 years
                                                            1. G All other computer games.
                                                            2. Online resources
                                                              1. online resources require educators to ensure that children and students are afforded the same appropriate freedoms, guidance and protection as relate to other teaching and learning materials
                                                                1. There are risks for users of online services. These include:
                                                                  1. • encountering e-mail or bulletin board messages that are harassing or demeaning
                                                                    1. exposure to inappropriate material of a sexual or violent nature
                                                                    2. schools have a duty of care to prevent and/or reduce these risks by using the techniques next
                                                                      1. Computer monitors should be located in a visible place.
                                                                        1. An ‘acceptable use’ agreement reinforces to children and students the type of behaviour that is appropriate while using the Internet
                                                                          1. The preschool or school behaviour management policy and the anti-harassment policy need to address behaviour on the Internet, and put in place consequences for children and students misusing their online privileges
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