It is not necessary that every teacher choose to do so; however, all teachers should remember that it is better to use no resources than to use bad (dated, poorly produced, age-level inappropriate) resources. The key to using resource-based instruction effectively is to know exactly how the resource will be used to enhance instructional objectives. Whatever the type of resource, the teacher should experience it in its entirety before using it in the classroom, and coordinate the logistics for its effective use -- for example: making sure the room can be darkened enough for quality film projection; figuring out the best seating arrangement for viewing a videotape on a standard-size television monitor; thinking about who will get to use the three computers when, and what the other students will be doing at that time; deciding how to schedule a guest speaker so that several classes can benefit; scheduling carefully and compulsively checking that the rented film or the speaker will be there as scheduled, that the VCR is not out for service, and that the handouts will be ready as promised. Failing to take these steps almost assures a diminished affective payoff from incorporating the resource. Few instructional resources are so powerful that they work alone without some sort of set up and/or follow-up activities. Resource-based instruction is the most effective when teachers use resources rather than defer to them. Maximizing their effectiveness requires considerable logistical coordination on the teacher's part. It is usually worth the effort. Employing a variety of instructional strategies appeals to various learning styles and tends to keep both teachers and students from getting into a rut. The teacher's preferences and individual strengths will influence strategic decisions, although the instructional objectives at hand should always be central to selecting the most appropriate teacher’s role at a given point in a course of study. We would encourage teachers to experiment, working with one lesson or unit at a time, to increase their own repertoire of skills and classroom-tested alternatives. In this chapter, we have suggested that a teacher might wear many hats: speaker, moderator, trainer, manager, and coordinator. Most teachers look good in all of them, and most students get tired of looking at the same one every day.
References and Recommended Readings Andersen, J. & Nussbaum, J. (1990). Interaction skills in instructional settings. In J.A. Daly, G.W. Friedrich & A.L. Vangelisti (Eds.), Teaching communication: Theory, research, and methods. (pp. 301-316). Hillsdale, NJ: Lawrence Erlbaum. Biech, E., Barbazette, J., & Piskurich, G. (2006). Delivering Training: ASTD learning system module 2. Alexandria, VA: ASTD Press.
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