Unit 3 Assignment Using resources for

Topics: Psychology, Education, Knowledge Pages: 10 (3975 words) Published: January 3, 2015
Unit 3 (413): Theory and Practical Assignment; Using Resources for Lifelong Learning

Unit Three (413): Theory and Practical Assignment- Using Resources for Lifelong Learning Critical reflection is a key part of teaching and learning. As stated by Hiller, Y (2005, ‘Reflective Teaching in Further and Adult Education’ pg 20): ‘By reflecting critically, instead of continuing with our feelings of self doubt, that we are imposters in the classrooms, or that we are failing as teachers and racked with guilt, we can become positive in our search for new understanding of our practice and more ways to deal with the challenges that confront us continually. We take control over our professional practice, acknowledging that we cannot transform everything, but aware that we can identify the spheres in which we can. It is truly an empancipatory process.’ This unit will be using critical reflection in relation to key aspects of resources, as identified below. 4a) Review the benefits and limitations of resources in the delivery of inclusive learning and teaching Due to the diversity in the range of resources that can be used to deliver teaching and learning, there will be limitations and benefits to consider when deciding upon the most appropriate resource for sessions. There are many benefits of resources used within teaching and learning; one of which is the variety that can be used. The resources I currently use within my teaching and learning practice are relatively diverse; these include, but are not limited to: textbooks, interactive whiteboard, flip charts, handouts, videos, tape recordings, diagrams, and power point slides. Research into resources has shown me that I use resources that I did not realise that I had; I use peers as a resource within the sessions, whereby I have worked with a supporting member of staff to deliver the session (Self Evaluation Positively Girls Session Two, 24/06/14). The benefits of using peers as a resource enable learners to actively engage in learning, and are supported by research into responsive classroom practices (Responsive Classroom, 2011). Another benefit of the use of resourses in the delivery of inclusive learning and teaching is that they can support learners to develop their own skills. For example, technology is a key area of development for learners due to it being regularly used within society and life, and using technology within the learning environment gives learners the opportunity to enhance and expand their skill sets. It also serves multi purposes, as technology can be used as a resource in many ways to focus and motivate learners; ‘I have used a smart board for learners.... they found this engaging and have stated that they were more on task as a result of how enjoyable to activity was.’ (Individual Differences; Psychopathology, 24/03/14). However, in order to ascertain which resources are the most appropriate for learners within the learning environment it is important as a practitioner to expand and try out new resources to ascertain impact (Armitage et al, 2012, and Individual Differences; Psychopathology 07/04/14 and 09/04/14). Due to the vast array of resources that are available within teaching and learning, whilst there are many benefits to use of resources, it is also important to note that it can be easy as a practitioner to stick with tried and tested resources due to time limitations; within specific syllabuses and timetabling issues, it can be difficult to explore the use of resources due to ensuring that learners are meeting specification requirements: ‘there is not much diversity in resources........due to the amount of knowledge that learners are required to know’ (Individual Differences; Psychopathology, 24/03/14). Another limitation of resources is time taken to effectively prepare resources, and ensuring that this does not negatively impact learners; ‘A balance between time taken to prepare resources and use a variety of resources during...

References: Armitage, A. Evershed, J. Hayes, D. Hudson, A. Kent, J. Lawes, S. Poma, S. And Renwick, M (2012) (4th Edn) Teaching and Training in Lifelong Learning. Open University Press; Maidenhead.
Hiller, Y (2005) Reflective Teaching in Further and Adult Education
Learning Skills and Improvement Agency Teaching and Learning (2011) [online] available at: http://tlp.excellencegateway.org.uk/tlp/cpd/assets/documents/inclusive_teaching_learning.pdf (accessed 24/06/14)
Pollard, A
Responsive Classroom (2011) ‘Educators creating safe, challenging and joyful elementary schools’ [online] Available at: http://www.responsiveclassroom.org/research (accessed 27/06/14)
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Jones, P. (2014) Positively Girls Self Evaluation Session Two: Teambuilding (24/06/14)
Jones, P
Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six; Emotional and Physical Wellbeing (26/06/14)
Jones, P
Jones, P. (2014) A Level Psychology; Maintenance of Relationships Self Evaluation (24/06/14)
Jones, P
Jones, P. (2014) Individual Differences; Psychopathology. Introduction to Psychopathology (20/03/14)
Jones, P
Jones, P. (2014) Individual Differences; Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14)
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Jones, P. (2014) Individual Differences; Psychopathology. Biological Approach and Critical Analysis (31/03/14).
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Jones, P. (2014) Individual Differences; Psychopathology. Biological Approaches and Therapies (01/04/14)
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Jones, P. (2014) Reflective Journal Day Three (March 2014)
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