Select resources that meet the needs of learners

Charlotte's PTTLS Work: How to Select Resources that meet the Needs of Learners H2

select resources that meet the needs of learners

used in own area of specialism in relation to meeting individual learner needs. . Explain why it is important to select teaching and learning approaches. Many classrooms include diverse learners of differing levels, cultures, and language abilities. In this lesson, we'll examine how to select and. Selecting resources is based on theories of language learning and culture learning as they are not designed to meet the needs of particular learners, respond Learners need to respond to the resource in an authentic way (thus what.

Is coverage of topics broad or specific? Are key principles stated precisely and clearly? Are the explanations and interpretations consistent with your teaching style? In addition to content, evaluate the text structure and layout as discussed in the previous section.

Planning to Meet the Needs of Learners in Education and Training Essay

Textbooks vary greatly in their level of difficulty with respect to readability, depth of theoretical treatment of information, and complexity of end-of-chapter problems. Colleagues who have adopted the book can provide insight about these issues.

They are also helpful for determining whether a textbook contains errors, which have been shown to have a large, negative effect on student learning Iona, Considerations in Choosing a Textbook Look at it from the point of view of novice users. Is it organized in a useful way? Consider the information and the weight. A single large encyclopedic text, of which only certain chapters will be used, may be selected by a professor who thinks that students ought to have all of that text's material available.

A book which is more appropriate for the course may be available, often at substantially lower cost to the student. Choose a book that contains most of the information that is needed, and supplement it with additional readings. This alerts students to the existence of other resources. Match the text to the audience in terms of its preparation and prior knowledge. The text should be read-able from the students' point of view.

Check the book carefully for errors.

Selecting Teaching and Learning Resources

The text itself is rarely the only resource available to the students and instructor. Many publishers have a separate study guide, often with chapter summaries and solutions to textbook problems.

Upon adoption of a text, publishers often provide or offer for sale at a reduced price transparencies, slides, and computer test banks. Software to accompany textbooks is also becoming more popular. This software can vary considerably in quality and usefulness, so you may want to ask for a demonstration disk before purchasing it or requiring that students purchase it. Once you have chosen a textbook, help your students use it effectively.

A number of suggestions are given in the sidebar. Allow time during the first week of class to introduce the text and outline your strategy for its use. Encourage your students to use the text by asking them questions that require higher-order critical thinking skills drawing on and extending its material, methods, or examples.

Simple factual questions are of little value to long-term retention or true understanding. Higher-order questions require students to think about the readings, ask questions, integrate material, and develop answers in their own words. When appropriate, help students to understand that a text book is not always the final authority on a topic, particularly in fields where new information is discovered at a very fast rate.

Students may learn that it is okay to question the text if the instructor also openly disagrees with some interpretations or approaches in the book. The instructor can use different interpretations as examples of unresolved problems and illustrate critical thinking by presenting reasons and evidence for differing opinions.

However, be careful not to develop such a negative attitude toward the text that students stop using it, or question the teacher's judgment for choosing it. After a thorough search, you may find that the book you want simply does not exist.

Publishers have realized this and have taken steps to customize their products to meet faculty needs. It is possible to select certain chapters of a given book to be bound as a volume. Choosing and Using Instructional Resources. The National Academies Press. Be prepared for questions, references to those readings, and other activities building on that material. Take notes in outline form as you read the text, indicate key points with a highlighter, note connections between sections, make lists of questions that come to mind or uncertainties, and pause frequently to summarize the key points of each section or chapter.

Compare your lists of questions and your lists of key points with those of others in the class. Bring questions to class or recitation sections and ask the instructor to answer them.

Review the text after the class to gain additional perspective. Look in supplemental texts to see how other authors present similar topics, especially if the points seem vague or unclear in the primary text. Remember that often the presentation that introduces new information, concepts, and vocabulary will seem foreign. Another presentation with a slightly different twist may help you see something differently or may confirm that you have identified key points.

Review the text before exams and quizzes or periodically throughout the term. Study and review worked examples before attacking the homework problems. Read over questions, exercises, and problems that are not assigned and think about how to answer them. Group questions or problems by the topics they address or the methods required to solve them.

select resources that meet the needs of learners

Summarize by writing your own problems. Consult worked examples in other texts. This approach offers considerable flexibility, given that many smaller textbook publishers are now subsidiaries of larger corporations.

How to select resources to meet learners needs

Another option is to combine resources from several different publishers and to offer students a "coursepack" instead of a textbook. Many college bookstores and copy centers will work with faculty members to collect chapters, readings, and supplements. They obtain the required copyrights, and bind and sell custom-designed materials tailored for a particular course.

select resources that meet the needs of learners

For some, the value of the Internet is that it allows users at remote locations to sign-on to computers where they have accounts, often using connection software called telnet.

This can be achieved by making small group of learners and providing them with assignments and projects. Identify Opportunitites for Learners to Provide Feedback to Inform Inclusive Practice Allowing self assessment enables the learners to provide feedback on their learning and development.

According to Pettyself-assessment outlines major areas that need improvements and enhances knowledge and skills among the learners.

Modelling numeracy lessons

Peer assessment also provides positive effects towards the development of learner cohorts and inclusive learning practice. In relation to the proximal learning theory, learners gain knowledge for each other and this is one of the productive ways of learner feedback.

Group discussions are very essential in a classroom setting because they not only improve student-student interaction, but also they assist the teacher in evaluation the level of knowledge acquire.

This can be very useful in inclusive practice feedback. Also, use of feedback evaluation forms, question and answer discussions also provide ample opportunities for providing inclusive practice feedback. Analyse ways in which minimum core elements can be demonstrated in planning inclusive teaching and learning As a tutor, every lesson plan distributed should incorporate all the necessary minimum core elements.

In most cases, deployment of numeracy proves an intricate aspect while planning to fit the lesson plans. It is an intricate issue particularly when dealing with art subjects but it can fit when students are deploying the laser cutter, which demands exceptional measurements practice.

When considering written assignments learners should be given word count papers. Thus, they comprise of both English and numeracy subjects. Well, it is quite imperative to constrict in minimum core as much as possible during lessons.

Normally, embedded learning and teaching coalesces the development of language, numeracy, and literacy with vocational skills Keeley-Browne, The acquired skills provide students with necessary motivation and confidence sufficient to guarantee students excellent qualifications both in their career and in life. In lesson planning, a selection of the following ways of minimum core features predominantly.