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1. IT ENABLED RESOURCES
Instructional Resources or materials are materials which assist
teachers to make their lessons explicit to learners. They are used to
transmit informations,ideas and notes to learners. Instructional
materials include both visual and audio visuals such as videos,You
Tube resources,animations,film clippings etc.These materials serve
as supplement to the normal processes of instruction.Importent IT
resources are as follows:
(1)Videos
(2)You Tube resources
3)Animations
(4)Film clippings
Videos
Video clips are short clips of video,usually part of a longer video. The
term is also more loosly used to mean any short video less than the
length of a traditional television program. In video terminology,a clip
is a segment of video or media files containing video,audio,graphics
or any other content. A clip is defined as having both an in-time and
an out-time with in a large video element also called a video clip.
Wendy Russell defined,a video clip is a small section of a larger
video presentation. A series of video frames are run in succession to
produce a short,animated video. This compilation of video frames
results in a video clip.
YOU TUBE RESOURCES

2. You Tube is a video –sharing website ,created by three former
paypal employees in February 2005 and owned by Google since late
2006,on which users can upload , view and share videos.The company
is based in San Bruno ,California and uses Adobe Flash Video and
HTML 5 technology to display a wide variety of user-generated video
content ,including video clips , TV clips , and music videos,and
amature content such as video blogging short original videos and
educational videos.Unregistered users can watch videos and
registered.users and upload an unlimited number of videos.
ANIMATIONS
Animation is the process of creating the illusion of motion and
shape change by means of the rapid display of a sequence of static
image that minimally differ from each other.Animators are artists who
specialize in the creation of animation. A simulation of movement
created by displaying a series of pictures or frames. Cartoons on
television is one example of animation.Animation on computers is
one of the chief ingradients of multi media presentations.Animation
can be recorded on either analogue media , such as a flip book ,
motion picture film, video tape or on digital media , including formats
such as animated GIF ,flash animation or digital video.
FILM CLIPS
A single picture itself is an effective aid , but a sequence of pictures
presented continuously has a cumulative effect. That is why a film
clip in the form of a motion picture is considered to be a valuable aid.

3. They enrich learning by presenting a series or sequences of
meaningful experiencing involving motion. They can enlarge or
reduce the actual size of objects to suit the need. Processes that are
otherwise not possible to be duplicated can also be presented by a
film. They have the innate capacity to draw attention , heighten
interest and motivation, offer aesthetic experience through
dramatization and provide emotional appeal. They can transcend the
barriers of time, complexity and space and bring the past , present and
probable future into the classroom.
CONCEPT MAPPING
A concept map is a diagram that depicts suggested relationships
between concepts. It is a graphical presentation that designers,
engineers, technical writers and others use to organize and structure
the knowledge. A concept map typically represents ideas and
information as boxes or circle, which it connects with labeled arrows
in a downward-branching hierarchical structure. The relationship
between concepts can be articulated in linking phrases such as causes,
requires, or contributes to. The technique for visualizing these
relationships among different concepts is called concept mapping. In
a concept map, each word or phrase connects to another and links
back to the original idea, word, or phrase. Concept maps are a way to
develop logical thinking and study skills by revealing connections and
helping students see how individual ideas form a larger whole.
The technique of concept mapping was developed by Joseph D
Novak and his research team at Cornell University in the 1970s as a
means of representing the emerging science knowledge of students.
He introduced it as a research tool, showing in a special graphical way
the concepts related to a given topic together with their interrelations.

4. It has subsequently been used as a tool to increase meaningful
learning as well as to represent the expert knowledge of individuals
and teams in education, government and business. Concept maps have
their origin in the learning movement called constructivism. In
particular constructivist hold that learners actively construct
knowledge. The method of concept mapping “has been developed
specifically to tap into a learner’s cognitive structure and to
externalise … what the learner already knows”, according to
Ausubel’s statement: “The most important single factor influencing
learning is what the learner already knows. Ascertain this and teach
him accordingly”. Although the primer intention was to use concept
mapping in research, it was found this to be also a useful tool in
helping students to “learn how to learn
Concept maps are used to communicate complex ideas,to
stimulate the generation of ideas, and are believed to aid creativity.
Concept mapping is also sometimes used for brain-storming.
Advantages of concept maps
Concept maps have been found to be useful in a variety of
applications, in the teaching of the different subjects.
• A concept map organizes knowledge into categories and sub-
categories so that it can be easily remembered and retrieved.
• Concept maps can help to organize information, especially if
these concept maps are drawn by the students themselves
• Concept maps facilitate meaningful learning, they aid in
organizing and understanding new subject matter.
• Concept maps are a powerful tool for identifying students’
knowledge structures, especially also misconceptions or
alternative conceptions
• This helps the teacher to plan effective lessons by taking into
account what a learner already knows. A student himself gets

5. awareness of his own knowledge organisation. Possibly wrong
connections in a student’s knowledge become visible to the
teacher and can be corrected by him.
• Concept maps may serve as a memory aid.
• Concept maps may be used for revision of a topic. At the end of
a topic a concept map can be constructed, as repetition and in
order to get a lasting and well organized overview of this topic.
• Concept maps can be used as design of instructional materials.
Limitations
• Concept mapping can be used only if one has got familiar
with them.
• when using concept mapping it has to be calculated that it
takes some time to construct a concept map
• In spite of their well-structured and ordered contents concept
maps may sometimes have a confusing effect.
TOPIC : REFLECTIVE STRATEGIES-
PORTFOLIO WRITING & PROBLEM
SOLVING
Introduction
Reflective practice is an approach that enables
professionals to understand how they use their knowledge in practical
situations and hoe them combine action and learning in a more
effective way.
The concept of reflective practices is now
widely employed in the field of teacher education and teacher

6. professional development and is the basis for initial teacher education.
Reflecting on different approaches to teaching and reshaping the
understanding of past and current experiences, will lead to
improvement in teaching practice.
Reflective
teaching is a process where teachers think over their teaching
practices, analyzing how something was taught and how the practice
might be improved or changed for better learning outcomes. We can
use reflection as way to simply learn more about our own practice,
improve a certain practice (small groups and cooperative learning, for
example) or to focus on a problem students are having.
The benefits of reflective practices
• A deeper understanding for teachers of their own teaching style.
• Greater effectiveness as a teacher.
• Validation of the teacher's ideals.
• Beneficial challenges to traditional approaches.

7. • Recognition of teaching as "artistry".
Reflective strategies
Portfolio writing & Problem writing
PORTFOLIO WRITING
Different people prefer different methods of
reflection and this choice of activity allows you to develop your
reflective practice in a way that helps you to learn from it. Portfolio
writing is a popular method of encouraging critical reflection and
evaluation of practice. Brock bank and McGill describe the reflective
teaching portfolio as: “a compilation of learning intentions, accounts
of learning activities, learning outcomes, records of reflective
dialogues. It includes evidence from a variety of sources including
your private learning journal/diary/log, and most important of all, a
reflective document detailing your learning process”.

8. EXAMPLE OF PORTFOLIO WRITING
PROBLEM SOLVING
Problem-solving is the ability to identify and
solve problems by applying appropriate skills systematically. This
reflective approach to teaching has its roots with John Dewey, one of
the most important educational thinkers of this century. Dewey (1933)
noted that reflective thinking frees teachers from blindly following
classroom routines (textbook instruction) or from impulsive,
impromptu classroom planning.
For teachers, the reflective view of instruction
describes good teaching as a problem-solving approach where the
teacher’s classroom experiences, knowledge of content, and
understanding of learning theory are considered in order to produce a
learning environment unique to the needs of a particular group of
learners. This description of the reflective teacher is similar to

9. characteristics of the professional teacher. The transmission teacher
utilizes a textbook as theprimary tool of instruction; the constructivist
teacher uses a variety of instructional tools, including primary
sources, the Internet, literature, cooperative learning, inquiry, and
community resources, in order to create a classroom environment
exciting to students and conducive to learning. The constructivist
teacher’s knowledge of the problem-solving process and experience
with a particular group of students are the guides for creating
instruction, not following a set of instructions from a textbook or
deciding what to do on the spur of the moment. The combination of
experience and reflection that produces growth and development as a
teacher:
Experience + Reflection = Growth as a Teacher
The process of problem solving begins
when a teacher first identifies that a problem exists and moves to the
final stage where the solution is reviewed and the teacher decides if
the problem has been solved to his or her satisfaction.
Conclusion
As a result of reflection we may decide to do
something in a different way, or we may just decide that what we are
doing is the best way. And that is what professional development is
all about. Reflective practice is important because it helps teachers
make more informed decisions about their teaching decisions that are
based on concrete evidence systematically collected over a period of

10. time. The relationship between time, experience, and expectations of
learning through reflection is an important element of reflection.
.Reflecting on what and how we teach assists us in becoming more
thoughtful, intentional and effective in our classrooms each day with
young children.
Reflective practice
Reflection is a mental process which, applied to the act of learning,
challenges students to use critical thinking to examine presented
information, question its validity, and draw conclusions based on the
resulting ideas.
Reflective practice is the capacity to reflect on action so as to engage
in a process of continuous learning. According to one definition it
involves "paying critical attention to the practical values and theories
which inform everyday actions, by examining practice reflectively
and reflexively.
Reflective practice can be an important tool in practice-based
professional learning settings where people learn from their own
professional experiences, rather than from formal learning or
knowledge transfer. It may be the most important source of personal
professional development and improvement. It is also an important
way to bring together theory and practice; through reflection a person
is able to see and label forms of thought and theory within the context
of his or her work. A person who reflects throughout his or her
practice is not just looking back on past actions and events, but is
taking a conscious look at emotions, experiences, actions, and
responses, and using that information to add to his or her existing
knowledge base and reach a higher level of understanding.

11. Reflective teaching is a process where teachers think over their
teaching practices, analyzing how something was taught and how the
practice might be improved or changed for better learning outcomes.
Benefits to reflective practice include:
Increased learning from an experience or situation
Promotion of deep learning
Identification of personal and professional strengths and areas for
improvement
Identification of educational needs
Acquisition of new knowledge and skills
Further understanding of own beliefs, attitudes and values
Encouragement of self-motivation and self-directed learning
Could act as a source of feedback
Possible improvements of personal and clinical confidence
Limitations to reflective practice include:
Not all practitioners may understand the reflective process
May feel uncomfortable challenging and evaluating own practice
Could be time consuming
May have confusion as to which situations/experiences to reflect upon
May not be adequate to resolve clinical problems[41]
What Is Journaling?:
Journaling is a term coined for the practice of keeping a diary or
journal that explores thoughts and feelings surrounding the events of
one’s life. Journaling, as a stress management and self-exploration

12. tool, is not the same as simply recording the happenings in one’s life,
like keeping a log. To be most helpful, one must write in detail about
feelings and cognitions related to stressful events, as one would
discuss topics in therapy.
What Are The Benefits of Journaling?:
• Journaling allows people to clarify their thoughts and feelings,
thereby gaining valuable self-knowledge.
• It’s also a good problem-solving tool; oftentimes, one can hash
out a problem and come up with solutions more easily on paper.
• Journaling about traumatic events helps one process them by
fully exploring and releasing the emotions involved, and by
engaging both hemispheres of the brain in the process, allowing
the experience to become fully integrated in one’s mind.
• Journaling decreases the symptoms of asthma, arthritis, and
other health conditions.
• It improves cognitive functioning.
• It strengthens the immune system, preventing a host of illnesses.
• It counteracts many of the negative effects of stress.
• Journaling can help with personal growth and development. By
regularly recording your thoughts you will gain insight into your
behaviors and moods.
• Journaling can be used for stress reduction. It’s been proven to
improve mental and physical health. It can lead to increased
self-esteem.
• Writing in a journal is an effective tool for use in the healing
process.

13. • Writing has helped to process not only failed relationships but
also to recover from grief and loss.
• Reading back through my journals has helped to reflect on
where I used to be and where I am now in my life.
• It’s a method of allowing the light of understanding and
compassion to shine on my past.
• It helps to improve perspective on life and clarify issues.
What Are The Drawbacks to Journaling?:
Those with learning disabilities may find it difficult to deal with the
act of writing itself. Perfectionists may be so concerned with the
readability of their work, their penmanship, or other periphery factors
that they can’t focus on the thoughts and emotions they’re trying to
access. Others may get tired hands, or be reluctant to relive negative
experiences.