It is truly an emancipators process. ‘ This unit will be using critical reflection in relation to key aspects of resources, as identified below. AAA) 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 hen 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 use resources that I did not realize that I had; I use peers as a resource within the sessions, whereby I have worked with a supporting member of staff to deliver he session (Self Evaluation Positively Girls Session Two, 24/06/14).
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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 resources 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; ‘l 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 (Remarriage et al, 2012, and Individual Differences; Psychopathology 07/04/14 ND 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…….. U 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 sessions needs to be taken into consideration, in order to ensure that learners are benefiting not only from the resources that I am providing, but of the quality of my teaching and learning also’ (Positively Girls Session 5 and 6, 26/06/14).
It was useful to reflect on self evaluations when exploring limitations of resources used in delivery of session; learners feedback is important within the teaching ND learning process, and specifically as to whether resources are engaging and productive; ‘they found flip chart and pens boring, and would prefer another resource to be used in future (Positively Girls Session Self Evaluation Session 7 and 8, 27/06/14).
When exploring this further, it is clear that in order to ensure that learners are focusing and enjoying a task, as well as learning, that ensure as a practitioner that I take their opinions on board and look at how I can develop resources further. This also motivates learners, as they themselves are being asked for feedback on how they learn, and this can have a positive impact on heir learning; ‘learners were pleasantly surprised that I had asked them……. They stated it made them feel valued. ‘ (Individual Differences; Psychopathology, 27/03/14).
In order for resources to have a more positive impact upon learners, it is important that I use more varied resources within my teaching, which I have reflected Upon and ensured that this is a development need for better teaching and learning practice (Day 4 Reflective Journal). When delivering inclusive teaching and learning with regards to benefits and limitations of resources, it is of importance to ensure that resources used are appropriate, relevant, repressions and up to date; ‘the best teacher used books and appliances as well as his own insight, sympathy and magnetism’ (Remarriage et al, 201 2: 119).
A practitioner who is striving to do their best by learners should ensure that they gain feedback on resources used and evaluate resources regularly. B) Analyses ways to adapt resources to meet the needs of learners and delivery models Meeting the needs of learners is an important aspect of teaching and learning, and this part of the assignment explores this in relation to adapting resources.
Meeting needs of specification requirements requires a lot of knowledge to be delivered to learners within a set period of time; this period of time does not always allow for creativity in trying out resources; ‘However, time constraints within the delivery of specification and timetabled lessons meant that, even with an extra half hour at the end of sessions, with days lost due to training days, strikes, trips and other activities, I do not yet feel confident enough in delivery of the specification to experiment more with resources’ (Maintenance of Relationships Self Evaluation, 24/06/14).
There are a number of ways that I can ensure that I am trying out resources outside of sessions if timing is of a concern; an action identified within a self evaluation consisted of using workshops outside of directed time or trying out resources with colleagues prior to using in sessions (Maintenance of Relationships Self Evaluation, 24/06/14). Culturally, resources that I use are not as inclusive with regards to the learners I work with.
For example; ‘Learners mentioned that the plane crash scenario video from Session Two was a bit uncomfortable for them, and that they could not relate to this as most of them have not even been on a plane. As a result of this, will be exploring more relevant media for them to be able to apply more easily. As the session was on demodulating, I could use planning an Did party; this also meets the Guttural diversity of my learners, as most of them are Muslims and celebrate Did’ (Positively Girls Session 2, 24/06/14).
This self evaluation shows that I have already evaluated the use of resources within sessions and explored ways in which to adapt them to meet learners needs. Further to this, I could not only adapt resources but use different resources to ensure that all learners are able to succeed within the lesson and achieve their full potential. For example; ‘Learners felt that they would benefit from a specialist speaker at a university level; this was particularly supported by high ability learners that developed knowledge and understanding at a faster pace than others’. Breakdown of Relationships Session Self Evaluation, 25/06/14). In future sessions, I could explore the possibility of getting a specialist speaker in with a background in criminal or forensic psychology to aid the delivery of forensic psychology models. This would enable learners to gain knowledge from a specialist within that field, as well as vive them different points of views and aspects of the model to enable them to gain a wide variety of opinions and build up their knowledge from a variety of individuals and resources.
Throughout my teaching and learning practice so far, have striver to accommodate learner’s needs and adapt resources effectively; Through exploring handout ‘engaging learners- levels of teaching’ I was able to put in place some activities that met criteria for engagement for all learners. For example, when learners were completing ‘evaluation of psychodrama model’ the way the worksheet has been designed enabled those learners that employed this to continue and encourage them to become more critical and analyses effectively. ‘ (Individual Differences; Psychopathology 07/04/14 and 09/04/14).
Following this, I will continue to evaluate and analyses resources to ensure that all learners’ needs are met within the learning environment. 40 Review ways in which minimum core elements can be demonstrated when using resources for lifelong learning There are a variety of ways in which I demonstrate minimum core elements with regards to resources within teaching and learning. Through knowledge gained from DOLLS day 4 1 feel more able o effectively evidence minimum core within my teaching and learning: ‘This (minimum core) is a concept I hadn’t grasped effectively before and will be exploring this in more detail within my teaching next month.
I also found that completing assignment one gave me further knowledge of minimum core. ‘(DOLLS Day 4 Reflective Journal). Minimum core can be demonstrated in a variety of ways within teaching and learning; for example, evidencing CIT through minimum core is supported within self evaluations of sessions I have completed; ‘As all of my learners are technologically advanced, and comfortable tit using CIT, interactive whiteboard and power point slides ensured that was meeting the Minimum Core for CIT as well as meeting the needs of my learners, and ensuring inclusive use of resources. (Maintenance of Relationships Self Evaluation, 24/06/14). This is an example of not only using Minimum Core, but also giving learners the opportunity to use functional skills and enhance their own skill set within CIT. This also supports the use of resources when demonstrating minimum core within my teaching and learning practice.
I have also explored how to ensure that I evidencing innumeracy within Minimum Core, as I have stated in previous reflections that I do not evidence innumeracy regularly; ‘Having looked through the handout on Minimum Core briefly, it is clear that there is a lack of innumeracy within my session plans, and this is an area for development for future sessions'(languidly Differences; Psychopathology 24/03/14).
However, through researching Minimum Core in more detail, it is clear that there is a wide range of ways that can evidence this within my teaching practice, and this is supported by self evaluations of teaching; ‘l did use diagrams during this session, and this supported innumeracy within the Minimum Core, s I evaluated and assessed the diagram, made decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram)’ (Individual Differences; Psychopathology 07/04/14 and 09/04/14).
I clearly evidence aspects of language, literacy and innumeracy within Minimum Core; most notably, using information obtained from DOLLS day and self evaluation from Day 3 on communication, I am regularly using speaking and listening and analyzing its impact upon learners I work tit; through using spoken English effectively and expressing myself clearly, am able to effectively communicate with learners, thereby enhancing their engagement and focus in the lesson; ‘This has included being aware of pitch and tone and ensuring that I am using this appropriately within the lesson for my learners to achieve the best outcome.
In other words, I have been focusing on the sentence in communication we explored on IT_L’S day three: ‘the meaning of your communication is the response you get. ‘ (DOLLS Day 3 Reflective Journal). The work and research I have completed on communication has enabled me to evidence Minimum core for speaking and listening more effectively and this has been supported further by researching models of communication, which *made me more aware of how I present key information to learners…… Hanged the pitch of my voice ( Individual Differences; Psychopathology, 24/03/14). I have also evidenced speaking and listening parts of Minimum Core through knowledge gained from positive behavior management and communication; ‘some learners became off task…. But were re-directed by me using positive communication techniques. ‘ (Positively Girls Session 7 and 8, 27/06/14). This shows how a range f topics that are important within teaching and learning can help support evidencing the minimum core within my teaching and learning practice.
It is clear, through reflections from Day 4 of DOLLS course and evaluations of my teaching, that I am now able to differentiate between minimum core and functional skills and am ‘becoming more confident in doing this’ (Maintenance of Relationships, 24/06/14). There are a range of ways I can evidence minimum core within my practice, and I will be ensuring that I promote this in future sessions with learners; ‘For example, I can evidence personal CIT skills, personal engage skills and explicit knowledge about active listening within minimum core for future sessions'(Maintenance of Relationships, 24/06/14). D) review own practice in using resources to meet the needs of all learners Throughout the delivery of sessions during my teaching practice, I have acquired feedback from learners with regards to resources used to ensure that they promote and enhance student learning and meet needs of all learners (Remarriage et al, 2012). Have explored how I use resources that are professional, appropriate, relevant and up to date. This is supported by evidence from Breakdown of Relationships
Self Evaluation (25/06/14): ‘learners stated that they enjoyed using the interactive smart board, and particularly enjoyed using digital cameras to record each other when completing activities. ‘ and ‘booklet used was informative, colorful, easy to use and easy to understand’. Resources, when used effectively, can also be used as an extension task to support learners with higher abilities as well as to support work completed outside of the classroom.
For example, the textbooks used within AS and A level Psychology ‘were useful and up to date, and learners appreciated being able to take these home to support their own independent earning’ (Breakdown of Relationships Session Self Evaluation, 25/06/14). It is important, when using resources to provide maximum impact on teaching and learning within the classroom, that learner’s needs are taken into consideration.
Use of color can focus pupils with needs in the classroom and encourage them to engage more effectively as a result of this. This is supported by various experts within the field of education (Pollard, 2002) as well as evidenced within my own teaching practice; ‘They found the post it’s and colored paper engaging and enjoyable’ (Positively Girls Session Self Evaluation Session Eight, 27/06/14). In order to engage learners effectively, it is important to look at the type of resources I use and how this can best aid learning.
Feedback from self evaluation from teaching sessions on Positively Girls Course provided me with further ways can use physical resources within sessions;’ In future, I could use a physical resource, such as a wood, barrels and ropes, and ask learners to work together to make a raft. This would be engaging, achieve learning outcomes regarding team building and working together, and would address a wider variety of learning styles. ‘ (Positively Girls Self Evaluation Session Seven and Eight, 27/06/14).
Meeting the needs of all learners is an aspect of teaching that I am becoming more confident in, particularly as a result of completing self evaluations and reflections. There are a variety of factors surrounding resources that I need to be aware of to ensure that resources use meet the needs of all learners and how can challenge learners and provide support for those learners who are feeling overwhelmed; ‘Having researched more extensively on impact of cycle and learners ability to achieve, am thinking more of how I can push learners to achieve their full potential without making them feel uncomfortable.
This can be hon. in extension activities…… I ensured that I posed more difficult questions to those learners that were grasping the concept well’ (Individual Differences; Psychopathology 20/03/14). This has enabled me to use a range of resources more confidently within sessions to aid learning and to enable learners to focus, engage and enjoy the sessions.
Using learner feedback and knowledge obtained from DOLLS Day 4 and further research into resources, I feel more confident in evaluating resources regularly to discover impact; For example, ‘learners completed a Psychodrama Approach to Psychology Code game at the start of his session; this promoted understanding of key words within Psychodrama Approach, it reinforced prior knowledge and motivated learners as it contained hieroglyphics and a code to break’ (Individual Differences; Psychopathology 07/04/14 and 09/04/14).
This enables me to critically analyses what resources I am using and developing them accordingly to meet the needs of learners. E) analyses ways to improve own practice in using resources to meet the needs of all learners I have stated in several teaching self evaluations that I need to improve my own practice in using resources to meet the needs of learners.
To this end, I eave explored research into meeting the needs of learners through resources; Learning and Skills Improvement Agency (2011) have a wide range of information on developing resources and using a variety of resources to meet the needs of all learners, and this has benefited me when looking at how to improve my own practice. I need to ensure that I am thinking about what particular needs my learners have and who could help me develop new skills in adapting and providing effective resources within my practice.
For example, in Positively Girls Course Session One evaluation, I have stated ‘l would ensure that I had a quiz/ name for learners to engage in as an energies (23/06/14). As these learners had challenging behavior, when other concerns were taking place in the class, such as technical issues, it is important to ensure that I am supporting all learners to continue to progress and achieve. When using resources, exploring relevance of clips used is an important aspect of good quality and effective use of resources.
During one session I conducted, it was clear that the clip used was not engaging or relevant for learners; ‘They found some of the media clips out of date (Friends is a series that is over ten years old) and is not relevant to the earners as they found this difficult to put into context having not had much experience of the show before. Following this feedback, I will be exploring more media that is up to date and relevant, as well as culturally inclusive and meets the needs of all learners within the class’ (Breakdown of Relationships Session, 25/06/14).
As use video clips regularly within sessions to reinforce points made or to put into context topics discussed, it is important that I take relevance into consideration, as only then will learners be able to engage effectively and relate aspects of Psychology to real life more readily. Furthermore, it is important to ensure that resources use maximize learning potential for pupils; ‘my learners are high ability, and as a result, need to ensure that the activities and resources provided engages and challenges them. ‘ (Individual Differences; Psychopathology 24/03/14).
Again, an area of development in variety of use of resources has been mentioned within this self reflection to enable me to aid learners to achieve their full potential. Improving my own practice within resources and meeting the needs of learners will be a continual process throughout the DOLLS Course hat I am attending as well as throughout my teaching and learning practice. However, I feel that I am becoming more able in critically evaluating resources and ensuring learners are able to achieve; ‘The activities within the last two sessions were designed to encourage learners to think more critically and evaluate.
Having researched the use of resources to achieve maximum impact within the sessions has enabled me to become more confident and more creative in my choice of resources. For example, having explored the use of resources, I now use a checklist to explore effectiveness and impact. ‘ (Individual Differences; Psychopathology 07/04/14 and 09/04/14). The checklist is designed to check effectiveness and impact of resources and has had a positive impact upon the learning within sessions have conducted.
Overall, I feel that I am regularly evaluating and assessing the use of resources with the learner’s I work with and in the learning environment; ‘When preparing my session plan on emotional and physical well being, I ensured that researched how to use resources effectively to enable learners to become engaged, remain on task and successfully learn (supported by work undertaken on DOLLS Day 4 and further search into resources as a result of this).
Remarriage et al (2012, ‘Teaching and Training in Lifelong Learning’) states that appropriate use of resources can motivate learners, and this was a driving force for me when exploring how to use resources effectively’ (Positively Girls Session 5 and 6, 26/06/14). Whilst there will always be constraints on what resources I can use and when, I am more able due to self evaluations, reflections and knowledge gained from DOLLS day Courses to use a range of resources effectively and appropriately.
I will continue to regularly critically evaluate and reflect upon resources within my teaching ND learning practice to aid not only my learners, but my own practice too. As stated by Hillier (2005:20): ‘By reflecting critically, instead of continuing with our feelings of self doubt, that we are imposter 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.