A Newly Qualified Specialist Teacher’s Report on Teaching and Learning Resources

A Newly Qualified Specialist Teacher’s Report on Teaching and Learning Resources

The teaching and learning resources are important to the teaching and learning process. They provide a way for the teacher to present information and help students learn. The resources can also be used to assess and monitor student progress. The resources include textbooks, worksheets, flashcards, online resources, and apps (Lau et al., 2018). Resource design and use principles are important when selecting and using resources in teaching. Individual learners have different needs, so selecting the most appropriate resources for each student is important. The teacher must also know the range of teaching and learning strategies to use the resources effectively. I used a range of teaching and learning resources during my teaching practice. I found that the most effective resources were tailored to meet my students’ individual needs. In addition, the legal requirements in UK schools state that all students must have access to a curriculum that is inclusive of their individual needs (Abdi et al., 2021). They must also be able to access the same resources as their peers. A good resource design and use take account of the individual needs of learners, the range of teaching and learning strategies available to the teacher, and legal requirements in UK schools. Get in touch with us at eminencepapers.com. Our homework help will save you the tons of energy and time required for your homework paper.

The Purpose of Resources

Resources refer to any material used in a teaching and learning context. This includes textbooks, worksheets, flashcards, online resources, apps, and charts (Kewal Ramani et al., 2018). The purpose of resources is to support the teacher in presenting information to students and helping them learn. For instance, teachers can use resources to introduce new concepts, reinforce learning, and assess and monitor student progress. Resources can also be used to differentiate instruction for individual learners. If a student falls behind or needs more support, the teacher can provide additional resources to help that student catch up. The worksheets and flashcards can be used as support for students who need more practice with a skill. The teacher can also find online resources and apps tailored to students’ needs. Resources also make lessons more interesting and engaging for students. Using magazines, comics, and internet resources can help capture the students’ attention and keep them interested in the lesson (Griful-Freixenet et al., 2020). Therefore, resources play an important role in teaching and learning by helping the present teacher reinforce learning, assess and monitor student progress, and differentiate instruction.

The resources are key in the interactions between the teacher and the students. The resources allow the teacher to present information effectively and efficiently (Kewal Ramani et al., 2018). The resources also help the students to learn by providing them with additional practice opportunities. In addition, the resources can be used to assess and monitor student progress. For example, the teacher can use the worksheets to see if the students can complete the tasks accurately and without help. The teacher can also use online resources to check how much the students have learned about a topic. The resources make lessons more interesting and engaging for students. This helps keep the students’ attention focused on the lesson and encourages them to participate in the class activities.

The Effectiveness of Specific Teaching Resources

The needs of the students must be considered when selecting resources. The resources must be able to meet the student’s individual needs to be effective. In my specialist area, I found that using various resources was more effective than using a single type of resource (Lau et al., 2018). For instance, if all the students are working on the same topic, using various resources such as a textbook, worksheet, online resource, and app might be helpful. This will help the students to learn about the topic from different perspectives. However, if the students are working on different topics, using various resources such as magazines, comics, internet resources, and videos might be better.

Textbooks

A textbook can introduce new concepts, provide practice exercises, and assess student understanding. The textbook is an authoritative source of information about a topic and can be used to supplement other resources. The educational planners can be used to plan the lessons and track the students’ progress (Abdi et al., 2021). The effectiveness of a textbook depends on the level of detail it provides and how up-to-date it is. Textbooks guide the teacher in how to teach the material and what resources to use. They also give the students a structure to follow and help them stay on track. A more than five years old textbook may not be very useful for teaching and learning (Rogers-Shaw, Carr-Chellmanand Choi, 2018). Indeed, this is because the textbook’s content may be outdated and not reflect the current state of knowledge. A disadvantage of a textbook is that it can be quite expensive to purchase. The information in a textbook is usually presented in a linear manner, which might not be suitable for all students. For instance, a science subject textbook might not suit a student struggling with the topic.

Worksheets

The worksheet is an affordable resource that can be photocopied multiple times. The effectiveness of a worksheet depends on how well it has been designed. A well-designed worksheet will give the students the information to complete the task. The worksheet can also be used to assess student understanding. A disadvantage of a worksheet is that it can be time-consuming for the teacher to mark. For instance, the teacher might need to mark every student’s response to a task.

Online Resources

Online sources include articles, blogs, and website content. The advantage of using online resources is that they are usually free to access (Lau et al., 2018). The online resource is convenient and can be accessed from any computer with internet access. The effectiveness of an online resource depends on the level of detail it provides and how up-to-date it is. Online resources are usually updated regularly to reflect the latest state of knowledge. A disadvantage of an online resource is that the credibility of the information cannot be verified. For instance, a student might access an online article that is not credible.

Radio programs and Plays

The advantage of using a radio program or play is that they are usually accessible. Radio programs and plays are convenient resources that can be accessed from any computer with internet access (Kewal Ramani et al., 2018). The effectiveness of a radio program or play depends on the level of detail it provides and how up-to-date it is. Radio programs and plays are usually updated regularly to reflect the latest knowledge. A disadvantage of a radio program or play is that it can be time-consuming for the teacher to prepare. For instance, the teacher might need to find a relevant radio program or play and edit it to make it suitable for the classroom.

Videos and Animations

The images and videos in a video are good for visual learners. The advantage of video use is that they are usually free to access (Griful-Freixenet et al., 2020). The videos are a convenient resource that can be accessed from any computer with internet access. The effectiveness of a video depends on the level of detail it provides and how up-to-date it is. Videos are usually updated regularly to reflect the latest state of knowledge. A disadvantage of a video is that it can be quite time-consuming for the teacher to prepare. For instance, the teacher might need to find a relevant video and edit it to make it suitable for the classroom.

An Analysis

Principles of Resource Design

The teaching and learning resource design principles are usually based on sound educational theories. They are also based on the latest research in learning and teaching. Teachers use these principles when designing their resources (Abdi et al., 2021). The disadvantages of these principles are that they can be quite complex, and the teacher might not have the time to understand them. For instance, Bloom’s Taxonomy is a complex set of principles that teachers can use to design learning activities. Resource design should be based on the principles of effective teaching and learning. The needs of the students should be considered when designing resources, and the resources should be tailored to meet these needs (Lau et al., 2018). The VAK model can help designers consider the different types of learners. The resource should also be age-appropriate and culturally appropriate. The UK curriculum framework can be used to ensure that the resource is aligned with the national curriculum. The fit-for-purpose principle is necessary to ensure the resources are effective for the intended purpose. The weakness of a resource can be identified and addressed during the design phase.

Theories, Principles, and Models of Inclusive Curriculum Design

The principles of inclusive curriculum design are based on the belief that all students have the right to an education that meets their needs. An inclusive curriculum covers all student education aspects, including academic, social, and emotional development. Inclusive curriculum design is based on the principles of effective teaching and learning. They are designed to meet the needs of all students, including those with special educational needs (SEN) and disabilities. They inform resource development by taking into account the diversity of learners. Differentiated instruction can help ensure that all students can access the curriculum. For instance, the teacher might use various teaching strategies, differentiated content, and flexible grouping arrangements to meet the needs of all students. The use of Universal Design for Learning can help to make resources more accessible for all learners. Resource design should be based on the principles of effective teaching and learning.

Adapting Resources

Adapting resources to enable an inclusive approach is based on the Universal Design for Learning principle. This principle suggests that all resources should be designed to make them accessible to all learners. The use of flexible grouping arrangements can help to ensure that all students can access the curriculum. For instance, the teacher might use various teaching strategies, differentiated content, and flexible grouping arrangements to meet the needs of all students. The use of Universal Design for Learning can help to make resources more accessible for all learners. When learners have different needs, the teacher might need to adapt the resources to ensure all students can access them. This can be done using various teaching strategies, differentiated content, and flexible grouping arrangements. The use of Universal Design for Learning can help to make resources more accessible for all learners.

The Sources That Inform Resource Development

When designing resources, it is important to consider the different sources that inform their development (Kewal Ramani et al., 2018). These sources can include research on effective teaching and learning, theories of inclusive curriculum design, and models of differentiated instruction. It is also important to consider emerging technologies that can be used to engage and meet the individual needs of learners. The theories, including the principles and models of inclusive curriculum design, are the most important sources that inform the adaptation of resources for an inclusive approach. Effective teaching and learning research helps ensure that resources are effective for their intended purpose.

Emerging technology, such as the use of VR headsets, can be used to engage learners in a variety of ways. For instance, it can provide immersive learning experiences or help students practice skills in a safe and controlled environment. The use of animated videos can also be helpful in engaging learners. They can help to explain complex concepts or procedures interestingly and engagingly. The images can also be used to help students remember key information. For example, I used an animated image to teach science and hygiene to a class of students comprised of non-SEN learners. The use of VR headsets can also help engage learners in a variety of ways. For instance, it can provide immersive learning experiences or help students practice skills in a safe and controlled environment.

Classification of Resources

Resources can be classified and stored in a variety of ways. They can be sorted by subject, type of resource, or difficulty level. It is also helpful to create a system for naming resources so that they can be easily identified. Resources can be audio, visual, or text-based. They can also be physical or digital. The audio refers to auditory resources, such as songs or stories. Stories can be told verbally or in written form. The visual refers to visible resources like pictures, videos, or diagrams. Videos can be used to explain a concept or procedure. Text-based refers to reading resources like books, articles, or stories. Diagrams can be used to help students understand complex concepts. Physical resources are items that can be touched, such as toys, manipulatives, or models. Digital resources, such as websites or apps, can be accessed electronically.

The projected resources refer to those that can be projected onto a screen or whiteboard. This can be done with a projector or an interactive whiteboard. The physical resources can be used with the projected resources to create an immersive learning experience. The bright light coming from the projector will help to create a simulated environment. Visual audio refers to resources that are seen and heard. This type of resource combines an image with an audio recording. The visual-audio resources can be used to help students learn a concept or procedure. Learners can see the image and hear the audio at the same time. This can help reinforce the learning. Digital resources can be accessed electronically, such as websites or apps. They can also be downloaded onto a device, such as a laptop or iPad. The digital resources can be used with the physical resources to create an immersive learning experience. The digital resources can also help students learn a concept or procedure. They can be accessed anywhere at any time.

The storage of resources can be done in a variety of ways. They can be stored in folders on a computer, placed in labeled boxes or bins or uploaded to a website. It is also helpful to create a system for naming resources so that they can be easily identified. Classifications and storage systems can be shared with other professionals by uploading them to a website or providing them in electronic format. It is also helpful to create a system for naming resources so that they can be easily identified. The soft and hard copies of resources can also be shared with other professionals by giving them in person or electronically (Ziegler, Debatin, and Stoeger, 2019). They can also be classified based on the type of resource. For example, there are three types of resources: teaching, learning, and assessment. Teaching resources are materials that are used to teach a specific subject. Learning resources are materials that help students learn a particular topic or concept. Assessment resources are materials that are used to assess student understanding or performance.

The Legal Requirements and Responsibilities

Several legal requirements and responsibilities relate to the development and use of resources. It is important to ensure that all resources are legally compliant before they are used in the classroom. The most important legal requirement to consider is copyright law. Copyright law protects the intellectual property rights of creators. This means that creators have exclusive rights to their work and can control its use. It is important to get permission from the creator before using their work in the classroom. This can be done by contacting them directly or using a copyright clearance service. A textbook publisher usually has a copyright clearance service and must be contacted before using resources. It is also important to be aware of the implications of intellectual property rights. If a resource is not legally compliant, the creator could take legal action against the school or teacher. This could lead to financial penalties and even imprisonment.

The Patents and Registered Designs Act is a legal requirement related to resource use. This law protects the intellectual property rights of creators and allows them to take legal action against anyone who copies their work without permission. It is important to be aware of this law when using resources in the classroom. A patent or registered design owner can take legal action against the school or teacher for copyright infringement. This could lead to financial penalties and even imprisonment. Schools must consider several legal requirements when using resources in the classroom. Ensuring that all resources are legally compliant before use (Kewal Ramani et al., 2018) is important. This includes checking that all resources meet the required standards and are free from offensive content. Teachers also have a responsibility to use resources effectively and ethically. Schools must consider several legal requirements when using resources in the classroom. It is important to ensure that all resources are legally compliant before use. This includes checking that all resources meet the required standards and are free from offensive content. Teachers also have a responsibility to use resources effectively and ethically.

Another legal requirement to consider is data protection law. This law protects the personal data of individuals. It is important to ensure that any personal data collected from students is kept safe and secure (Ziegler, Debatin, and Stoeger, 2019). It must not be shared with anyone without the permission of the student or their parents/guardians. The UK’s data protection law is the General Data Protection Regulation (GDPR). It came into effect in May 2018 and replaced the Data Protection Act 1998. When teachers collect personal data from students, they must ensure they know the GDPR and comply with its requirements. A number of responsibilities also relate to the development and use of resources. Teachers are responsible for ensuring that all resources are safe and appropriate for students. This includes checking that all resources meet the required standards and are free from offensive content. Teachers also have a responsibility to use resources effectively and ethically. This means using resources for their intended purpose and ensuring they are not abused.

The law requires the content should not use adult themes, swearing or violence unsuitable for children. Schools must also consider the age-rating of resources. The content of a resource should not use adult themes, swearing or violence unsuitable for children. If the content is inappropriate, the school could face legal action from parents or guardians. For instance, the videos on YouTube are age-rated. This means that the content of a video is classified according to its suitability for different age groups. If a school chooses to use a video that is not appropriate for the age group of their students, they could face legal action from parents or guardians.

The implications of intellectual property rights should also be considered. If a resource is not legally compliant, the creator could take legal action against the school or teacher. This could lead to financial penalties and even imprisonment (Jones, 2021). It is important to get permission from the creator before using their work in the classroom. The school is also responsible for ensuring that all resources are safe and appropriate for students. This includes checking that all resources meet the required standards and are free from offensive content. The school must also consider the age-rating of resources. When using a resource, it is important to use it for its intended purpose and ensure that it is not being abused.

The Effectiveness of My Design and Resources

My resources were effective in engaging and meeting the individual needs of students. I ensured that all resources were safe and appropriate for my teaching students. I also checked that all resources met the required standards and were free from offensive content. For instance, I designed a worksheet to help students practice their spelling words. I made sure that the worksheet content was appropriate for my students’ age group. They also met the required standards and were free from offensive content. I also used several videos from YouTube in my lessons (Ziegler, Debatin, and Stoeger, 2019). I ensured they were age-rated and appropriate for the students I was teaching. The resources were effective in engaging and meeting the individual needs of students. The charts, graphs, and images that I used were effective in helping students to understand the concepts I was teaching. The videos were also effective in engaging and meeting students’ individual needs. They helped to keep students interested in the lesson. For the morning hours, I usually start my class with a warmer. I try to use videos that are appropriate for the age group of my students. This helps get them interested in the lesson and meets their individual needs. The textbook I used was also effective in engaging and meeting students’ individual needs. I could find resources that were appropriate for the level of my students. I also used a variety of activities to help students understand the concepts that were being taught.

However, I did not always use resources effectively and ethically. For instance, I used a worksheet that was inappropriate for the age group of my students. The worksheet’s content was offensive and did not meet the required standards. I also used videos that were not appropriate for the age group of my students (Oliveira, Munster, and Gonçalves, 2019). I also feel that I could have used resources more effectively to engage and meet students’ individual needs. For instance, I could have used more videos in my lessons. This would have helped to keep students interested in the lesson. I could also have used more interactive resources in my lessons. Interactive resources are more effective in engaging and meeting students’ individual needs. I wish to encourage other teachers to use resources effectively to engage and meet students’ individual needs. All resources must be safe and appropriate for the students being taught. The school must also consider the age rating of resources when using them in the classroom. Resources should only be used for their intended purpose. If a resource is not being used appropriately, it is important to stop using it.

A Reflecting on My Practice

My strengths in developing and using resources include designing resources that are safe and appropriate for the students I am teaching, checking that all resources meet the required standards, and using a variety of activities to help students understand the concepts being taught (Ziegler, Debatin and Stoeger, 2019). I first start by trying to use videos that are appropriate for the age group of my students, and then I also check that they meet the required standards. I will not use them in my classroom if they do not meet the required standards. I also think of resources that can help students understand the concepts I am teaching. For instance, I might use a chart or graph to help students understand a concept. I enjoy using multiple resources to engage and meet the individual needs of my students.

I keep a record of the resources that I use in my classroom. If any issues arise with a particular resource, I can easily address them. The learners in my class come from diverse backgrounds and have different needs. I try to use various resources to engage them all in the lesson. For the online resources, I make sure that they are appropriate for the age group of my students. I also preview the resources before using them in my classroom. My areas for improvement include using more interactive resources, making better use of technology, and being more mindful of the age rating of resources when selecting them. With technology, there is so much that we can do in the classroom to help engage and meet the individual needs of our students. However, we must be mindful of the age rating of resources before selecting them for use in our classrooms. We also need to be sure that resources are safe and appropriate for our students. Interactive resources are more likely to keep students engaged in the lesson. I think it is important for all teachers to be mindful of the age rating of resources when selecting them. We also need to use various resources to engage and meet the individual needs of our students.

The Five-Point SMART Action Plan

The action plan that I will develop will include the following:

1. Attend a training session on using interactive resources in the classroom
2. Preview all online resources before using them in my classroom

• Ensure that all resources meet the required standards

1. Make better use of technology in the classroom
2. Research and seek guidance from more experienced colleagues on how best to use resources in my specialist teaching area.

Training sessions on using interactive resources in the classroom would be beneficial in helping me to engage my students better (Ziegler, Debatin, and Stoeger, 2019). The sessions will help me understand how to use different interactive resources and determine which ones are most effective for my students. I will also acquire skills and ideas for creating my interactive resources. Experts who train and present on this topic are usually very knowledgeable and passionate about their work. They can provide a wealth of ideas and strategies to benefit me in the classroom. Previewing all online resources before using them in my classroom is important, as it will help ensure that the resources are age-appropriate and safe for my students to use. I need to be aware of the content my students are accessing and preview any questionable material before using it in the classroom. By previewing resources, I can also determine if the resource is appropriate for my teaching context. Ensuring that all resources meet the required standards is important, as it will help ensure that my students receive quality instruction.

I will spend more time researching different resources and how to use them most effectively in my teaching practice. It includes finding interactive resources that will help to keep students engaged in the lesson (Abdi et al., 2021). For example, I will look for appropriate resources for my students’ age group. Preview any resources I am considering using in my classroom before actually using them. This will help to avoid any problems that may arise with a particular resource. If a video does not meet the required standards, I will not use it in my classroom. The use of technology in the classroom can help to engage students and keep them on task. I need to be sure that I am using appropriate technology for my students’ age group and that it is compatible with their devices. Also, make sure that the content being accessed is appropriate. Be more mindful of the age rating of resources.

I will make better use of technology in the classroom. Technology refers to anything that uses an electronic device to function. This includes computers, laptops, iPads, smartphones, etc. I need to be sure that the devices I use are compatible with the software and apps I want to use in my classroom. For example, if I want to use an app in my classroom, then the students will need to have iPads that are compatible with the app. I should also be aware of the content my students are accessing when using technology in the classroom. I will check YouTube videos, educational websites, etc., before using them in the classroom to ensure they are appropriate for my students. They will need to be appropriate for the age group of my students and meet the required standards.

I will seek guidance from more experienced colleagues on using resources in my specialist teaching area. I need to be sure that I am using the correct resources for the age group of my students and that they are meeting the required standards. Colleagues with more experience than me can provide valuable guidance on this topic (Griful-Freixenet et al., 2020). They can help me find appropriate resources and provide ideas on using them most effectively in my teaching practice. I will be more mindful of the age rating of resources when selecting them. As a newly qualified specialist teacher, I must ensure that the resources I use in my classroom are appropriate for the students I teach. The age rating of a resource is usually displayed on the product or online. By being more mindful of the age rating when selecting resources, I can avoid any problems that may arise.

Conclusion

A good resource designates a clear purpose, is tailored to the audience, and is reviewed for appropriateness. The classification of a resource can be helpful in the selection process; too often, however, people rely on general ratings without considering their specific needs. For instance, the animations and videos I found on YouTube were generally appropriate for my students, but there were a few that I previewed and chose not to use because of their level of violence. Media use’s legal and ethical issues must be considered when selecting any type of resource, whether a video, website, or game. The resources I use in my teaching practice are important, as they help ensure that my students get quality instruction. By being more mindful of the age rating of resources, and previewing any questionable material before using it in the classroom, I can help to avoid any problems that may arise. Additionally, by seeking guidance from more experienced colleagues, I can ensure that I am using the correct resources for my students and that they are meeting the required standards.

References

Abdi, S., Khosravi, H., Sadiq, S. and Demartini, G., 2021. Evaluating the quality of learning resources: A learner sourcing approach. IEEE Transactions on Learning Technologies, 14(1), pp.81-92.

Griful-Freixenet, J., Struyven, K., Vantieghem, W. and Gheyssens, E., 2020. Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review. Educational Research Review, 29, p.100306.

Jones, M., 2021. Technology as a Tool for Support: Classroom Teachers and Resource Specialists in Collaboration and Communication Practices.

KewalRamani, A., Zhang, J., Wang, X., Rathbun, A., Corcoran, L., Diliberti, M. and Zhang, J., 2018. Student Access to Digital Learning Resources outside of the Classroom. NCES 2017-098. National Center for Education Statistics.

Lau, K.H., Lam, T., Kam, B.H., Nkhoma, M., Richardson, J. and Thomas, S., 2018. The role of textbook learning resources in e-learning: A taxonomic study. Computers & Education, 118, pp.10-24.

Oliveira, A.R.D.P., Munster, M.D.A.V. And Gonçalves, A.G., 2019. Universal design for learning And inclusive education: A systematic review in the International Literature. Revista Brasileira de Educação Especial, 25, pp.675-690.

Rogers-Shaw, C., Carr-Chellman, D.J. and Choi, J., 2018. Universal learning design: Guidelines for accessible online instruction. Adult learning, 29(1), pp.20-31.

Schnabel, L., 2021. Technology in the Traditional Classroom. TRAILS: Teaching Resources and Innovations Library for Sociology.

Yang, J., Pan, H., Zhou, W. and Huang, R., 2018. Evaluation of smart classroom from the perspective of infusing technology into pedagogy. Smart Learning Environments, 5(1), pp.1-11.

Zhao, M. and Wang, L., 2021. Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning: Security and Communication Networks, 2021.

Ziegler, A., Debatin, T. and Stoeger, H., 2019. I am learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445(1), pp.39-51.

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As part of your career induction as a newly qualified specialist teacher, you have been asked by your head of department to submit a report (of no less than 5000 words) on your use of teaching and learning resources during your teaching practice while in teacher training.

Further, your head of department has given you the following headings listed below to include or guide you in writing the report.

Define and explain the purpose of resources in teaching and learning (1.1)

Evaluate the effectiveness of specific resources in meeting individual learning needs in your specialist area (1.2, 6)

Provide an analysis of:

1. Principles of resource design (2.1)
2. How theories, principles, and models of inclusive curriculum design can be used to inform resource development in your specialist area (2.3)
3. iii)ways in which resources can be adapted to enable an inclusive approach in your specialist area (2.4)

Evaluate sources that inform resource development, including emerging technology (attach two resources that you have developed and used in your teaching using technology to engage and meet the individual needs of learners) (2.2, 2.5, 6)

Explain how resources can be classified and stored, and review ways of sharing these with other learning professionals. (3.1, 3.2)

Review and explain legal requirements and responsibilities relating to the development and use of resources, and analyze the implications of intellectual property rights in resource use and development (4.1, 4.2)

Evaluate the effectiveness of your design and use of resources to engage and meet students’ individual needs (5.1).

When reflecting on your practice, identify your strengths in developing and using resources and areas you need to improve (5.2).

Develop a five-point SMART action plan for your continuous professional development in designing and using resources in your specialist teaching area to enhance student learning.