Making resources for lessons
About making resources
A well-crafted resource should be considered an important part of learning. Resources should clearly state the intended learning intentions and success criteria. Effective resources should be accessible and engaging, allowing most children and young people to process the information, supporting progression in learning and appropriate challenge and enjoyment.
Presenting information
When presenting new information or ideas, educators should keep it clear and concise to reduce cognitive load on learners (ref), including:
- Information presented should be concise – too much information and design distracts from processing the information presented (see dual coding video below or use this link)
- Keep slides clear and easy to read with lots of ‘white space‘ and at least 12 size font for reading
- Use word processed documents or web browsers that support text-to-speech and translation
- Resources should be shared in an online space that children and young people can access before, during and after the lesson (see flipped learning using this link)
- Videos should be less than 8 minutes and captioned
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Higher order thinking and active learning
Providing learners opportunities to be creative, active and connecting to other learning and life contexts enables learning to be relevant with depth, progression and personalisation and choice.
- Use hyperlinks to direct children and young people to reliable additional information and media, such as websites or videos, that requires them to read for deeper meaning or evaluate information
- Use scaffolded slides and docs, with headings, textboxes or sections to create new texts, such as a PowerPoint about their history or science learning
- Use assignments to organise relevant resources in one central place
Examples and resources
Educators can use presentations to explain ideas or videos to demonstrate skills. Google Slides and Microsoft PowerPoint are available in glow.
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Google Slides
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Microsoft PowerPoint
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