Preparing and Enabling Learning in the Lifelong Learning Sector.
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- Date Submitted: 06/25/2013 09:13 AM
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Preparing and Enabling Learning in the Lifelong Learning Sector.
According to the Collins English Dictionary (2002 pg 458) a resource is “a thing resorted to for support”. For teachers and learners a resource in its entirety comes in many guises and can be used as a way of engaging, informing, inspiring and motivating both inside and outside of the classroom.
For teachers though, the challenge is to find, adapt or create resources that through suggested principles are developed in a way which result in them being accessible to all, promote inclusivity, are differentiated and actually useful to the topic or lesson planned to meet their learner’s needs. (excellencegateway.org.uk . accessed 26/01/13)
Recently Gravells (2012 pg 77) suggests that any resources you use should be evaluated and questions asked of it such as “did the resource do what I expected? If not why not?” and “Did it reach all the learning styles?”
According to Smith (2002) a number of questions or statements need to be chosen to cover all areas of learning styles such as “what will you be seeing when you achieve your goal?” (visual), “what will you and others be saying when you are successful?” (auditory), “what words will you read and write to show this success?” (read/write) and “what will you be physically doing or feeling to achieve success? (kinaesthetic). Using these statements alongside your variety of evaluated and fit for purpose resources could only ensure that every student’s thoughts and processes are reached confirming you have planned to meet your learner’s individual needs.
To support revision work for an exam unit within Health and Social care is to produce a “case study” which covers the topic meaning the student can produce a “story or essay” giving them a picture or overview to think of and relate to when answering real exam questions. Making up a family who have diverse backgrounds, needs and access to services can really support students, particularly visual and pragmatist...
According to the Collins English Dictionary (2002 pg 458) a resource is “a thing resorted to for support”. For teachers and learners a resource in its entirety comes in many guises and can be used as a way of engaging, informing, inspiring and motivating both inside and outside of the classroom.
For teachers though, the challenge is to find, adapt or create resources that through suggested principles are developed in a way which result in them being accessible to all, promote inclusivity, are differentiated and actually useful to the topic or lesson planned to meet their learner’s needs. (excellencegateway.org.uk . accessed 26/01/13)
Recently Gravells (2012 pg 77) suggests that any resources you use should be evaluated and questions asked of it such as “did the resource do what I expected? If not why not?” and “Did it reach all the learning styles?”
According to Smith (2002) a number of questions or statements need to be chosen to cover all areas of learning styles such as “what will you be seeing when you achieve your goal?” (visual), “what will you and others be saying when you are successful?” (auditory), “what words will you read and write to show this success?” (read/write) and “what will you be physically doing or feeling to achieve success? (kinaesthetic). Using these statements alongside your variety of evaluated and fit for purpose resources could only ensure that every student’s thoughts and processes are reached confirming you have planned to meet your learner’s individual needs.
To support revision work for an exam unit within Health and Social care is to produce a “case study” which covers the topic meaning the student can produce a “story or essay” giving them a picture or overview to think of and relate to when answering real exam questions. Making up a family who have diverse backgrounds, needs and access to services can really support students, particularly visual and pragmatist...