Teachers sharing resources online
Teachers sharing resources online

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Teachers sharing resources online

3.2 Adapting a resource

When making use of other people’s resources, you will often find that they need to be adapted for use in your setting. For example, you may need to modify it to fit with the level at which your students are working or remove parts that are not relevant. Ensuring the resource meets your specific needs is key to ensuring its successful use in your lesson.

Activity 11

Timing: 45 minutes

Watch again this video featuring Raj. Pay particular attention to when she talks about how she adapted resources found on TES Connect.

Download this video clip.Video player: Raj
Skip transcript: Raj

Transcript: Raj

Rajbir Nandhra
My name is Rajbir Nandhra, and I’m from Coppics Performing Arts School in Wolverhampton, and I’ve worked here for about 6 years now and I’m a Key Stage 3 Science Coordinator.
When I first started teaching and my boss told me about TES, I didn’t use it that much. You’re so busy trying to get your own practice perfect that you’re sort of isolated and you’re doing it yourself. But when you look at the TES you realise, oh my god, there’s so much out there, then you feel a bit inspired. It was almost like I was addicted. I was like I need this resource, I need that resource. I was looking all the time at resources and then one day I tried to upload one resource and it was a year 7 scheme of work that I’d done. They have to have skills about the Bunsen burner, investigation, graphs, things like that. I was really proud of it and I uploaded it and what I noticed was I kept getting emails and feedback and people kept putting stars by it. I really liked that, the fact that I was working out of school now and I was getting feedback and it was really positive, that then inspired me to really upload and then I ended up uploading 750 resources in the end.
The way I use TES Connect is when I’m doing lesson planning. I need ideas, inspiration for the lessons obviously cause of all the different abilities of the children. I had a lesson on alcohol with a bottom set so I wanted them to know the right things about alcohol. I had a resource and I thought well it needs a bit of tweaking, so let me see if I can find a quiz or something to really start the lesson. I just literally went on the TES, typed in ‘alcohol quiz’ into the search bar and then when you get into the search bar you get a lot of a different types of resources coming up. The best way to get the best ones are it will say recommended on the side. If other teachers like something they can also favourite it, they can add stars to it out of five, and they can comment on it.
Some of the things that its helped me to develop with is roles. I mean got this straight off the TES, and when we’re doing group work in science, there is always a couple of students who are not focused, not working. These sort of things give students a role to do; you got the time keeper, the scribe, things like these have really helped and inspired me in my lessons. And then sometimes, when we’re doing debating, get some talk cards so half the class can be debating, some of the class are watching some of the others so that’s something I’ve used as well.
Here’s a resource I adapted off the TES. What I basically did, I went in, got a resource on metals and non-metals, and this table came up which is really quite good. With materials: is it hard? Does it conduct electricity? And the PowerPoint that went it was absolutely fantastic. But when I looked at my group they needed a lot more stretching. If I start saying ‘oh today’s lesson’s on metals, non-metals’ its quite boring straight away. So what I did I sort of designed this lesson where I took a robot and I said that this robot’s come from outer space and it’s confused about its own body and how its body might react when it comes to this planet. I got them to put post it notes all over here to find out what they already knew. I said right, put post it notes around this robot to tell him what you know. They couldn’t really tell me much, they were like ‘well, it’s hard, it’s a metal’ and that’s where it kind of stopped. I didn’t want them to know so much and it was quite good that they didn’t know that much but what we then did we sort of moved on and we did the practical work so I made these and it’s got all of the science behind why things happen. So we put this all around the room as extension material for them, and then after that, they told the robot right actually you’re sonorous, you make a noise if someone bangs you, you’re malleable you can be squashed, and then they tracked their progress along here and they’d made so much progress. So I did adapt it but I needed that inspiration at the beginning to start my lesson from somewhere.
When I put resources on, usually the resource just goes on as it is, like, if it’s a worksheet anything like that just goes on straight away. If it’s a lesson plan, then you have to definitely take some information, so I’ve got to take off the names of children who are special needs, the gifted and talented, all that personal detailed data it comes off, but then I just upload the whole thing and that’s fine, and sometimes in some of the PowerPoints like I’ll put like a random picture of me, I… look at energy resource, Dragons Den and I’ll put my face on, sometimes I’ll knock that off but sometimes I do forget.
One of the most important things about TES is it’s a time saver when you go home sometimes there’s no time to make outstanding resources so when there’s one already there for you it is really useful. You will need to change it, etc. but the impact it’s had on time for me, it’s amazing. Teaching - it’s taken me to outstanding which I never thought I would get to, considering I’m from a school that had a 15% pass rate at school. Impact on the students they love it because some of the resources and the sound effects and some of the fun things that have come up, are absolutely hilarious, and they do enjoy it, and you know something, you can be the most creative teacher in the world but there are teachers out there who are very inspirational and you can gain a lot. So the impact on the students is I’m hoping that it has made a difference to their progress. So its affected me cause I’ve lots of time and I can create good resource; the students love it.
The TES, it does fit into my life in a big way I think. It’s very inspiring. You gain things from there that I couldn’t gain from anywhere else, for example, behaviour. If I need to talk to a colleague about the students behaviour and what to do and how to move this forward, you know, I know you could go on the TES and google that and people have put like really all of their work on there and sometimes they’ve put on from twitter as well. They’ve added links on, so its really good you can gain a lot from that. I mean overall I don’t think there’s nothing that it hasn’t got. It would be everything: behaviour, management, professional development, special needs, literacy, science, you know, personally I think it’s got everything that I need.
End transcript: Raj
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Consider the resource you selected in Activity 10, which you will now adapt for use in a forthcoming lesson.

  • a.What factors will you need to consider when adapting the resource for use in your setting?
  • b.Make the necessary adaptations to your selected resource. You may wish to save it with a new file name to distinguish it from the original resource.


Here are some of the factors you may have considered. This is not a definitive list.

  • Is the resource at the appropriate level for your learners? Do the tasks, content or activities contained within it need to be differentiated?
  • Will the resource help you meet your specified learning outcomes?
  • Will the resource be effective in your context – do you have access to the equipment, tools or expertise to deliver it? If not, can you make adaptations or substitutions?
  • Would the resource be more effective if you personalised it, for example adding references to your school, class or local environment?
  • Are there personalised aspects included by the creator of the resource that should be removed, for example information about a particular class?
  • Can the resource be easily enhanced or extended? Could it be linked to or combined with other resources you already have?
  • Does the resource link to other websites or online resources and are these accessible to you in your classroom? For example, it may contain a link to a video that is blocked by your school internet security settings.
  • Can you be reasonably confident that the person who shared the resource had the right to do so and you are not infringing copyright by using the resource?

You will now have a resource adapted for use in your lessons. Use it in class and reflect upon its effectiveness. Did it meet the needs of you and your learners successfully? Are there further adaptations you could make to improve it?

Having viewed or made use of a number of different online resource sites in this section, you may like to consider adding them to your own personal learning network. That may simply involve visiting them on a more regular basis! Some sites, including TES Connect, provide tools that enable you to ‘follow’ individual creators whose resources you find particularly useful.


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