Developing Using and Organising Resources within a Specialist Area

This report explores the rationale of resources within teaching & learning, evaluates the efficiency of meeting learning requirements, analyzes principles for resource design, evaluates sources that inform resource development, discusses how models, theories, and principles of curriculum design can be utilized, and explores ways in which resources can be adapted for inclusive reports.

Developing Using and
Organising Resources
within a Specialist Area

Table of Contents
Introduction......................................................................................................................................3
Task A..............................................................................................................................................3
a. Explicate rationale of resources within teaching & learning..............................................3
b. Evaluation of efficiency of peculiar needs in meeting learning requirements of individuals
................................................................................................................................................4
c. Analysis of principles for resource design..........................................................................6
d. Evaluate source that inform development of resource.......................................................6
e. Analyse how models, theories and principles of curriculum design can be utilised..........7
h. Analyse ways in which resources will be adapted for inclusive reports............................8
Task B..............................................................................................................................................9
Covered in Booklet.................................................................................................................9
Task D..............................................................................................................................................9
a. Evaluate effectiveness of own practices with respect to development...............................9
b. Identify own strengths as well as areas for improvements...............................................10
Conclusion.....................................................................................................................................10
References......................................................................................................................................12

Introduction
Learning resources implies tools which are liable for facilitating process of learning for
students and teachers. In contemporary times they are more than outdates study materials whose
effectiveness is dominated by variation within teaching process as well as innovative learning
material utilised (Bautista and et. al, 2019). Each individual have their own learning
requirements and style. Similarly, each teaches have their own teaching way and different
learning resources which illustrates overall effectiveness towards process of teaching. There are
different resources that can be utilised to enhance overall learning process by ensuring that
adequate knowledge is delivered and attained by learners. The specialist area is child care and
education. This report throws a light on distinct teaching as well as learning resources that are
utilised while teaching practice. Along with this different aspects related with teaching have been
illustrated for understanding effectiveness of creative learning resources.
Task A
a. Explicate rationale of resources within teaching & learning.
Resources are being for ensuring that all the learners are engaged as well as their learning
requirements are accomplished by attaining adequate learning outcomes. Learning resources are
regarded as educational materials like tedious and long textbooks with outdated content may
cover breadth of subject but it will fail to provide in depth understanding of subject. Learning
resources are considered more than that, which can be summarised as tool that furnishes teachers
with opportunities to teach in an efficacious manner by offering their learners with easier
learning process (Bautista, Wong and Cabedo-Mas, 2019). Teaching materials have been
designed for supporting process of teaching as well as learning in distinct contexts. The primary
and crucial purpose of learning & teaching resources is to furnish a source of learning experience
that is effectual for invoking communication among teachers and learners while learning process
is conducted.
The effectual learning resource possesses capability to assist students within entire
learning process and enhance their learning experience by meeting their requirements.
Efficacious utilisation of adequate learning aids students within constructing or developing more
than superficial knowledge that is liable for creating in depth knowledge for peculiar subject
along with developing individuals learning values, skills, attitude and strategies (Boland, Barclay

and Gibbins, 2019). It is crucial to make adequate use of learning resources within their teaching
processes for building up strong foundation of knowledge.
b. Evaluation of efficiency of peculiar needs in meeting learning requirements of individuals
With technological enhancement, learning as well as teaching resources are not restricted
to textbooks, but there are several different forms such as workbooks, structured coursework web
based learning materials, worksheets, audio-visual teaching aids and drawings. A library along
with learning communities also acts as effectual tool within natural environment for rendering
learning. Peculiar learning resources possess their credibility to accomplish learning
requirements of individuals and few of the resources which are being utilised within child care
and curriculum have been identified below for understanding effectiveness of individual.
Textbooks: They are regarded as primary a learning resource which furnishes learners
with core elements related with learning in subject that are suggested by Curriculum
Development Council (Bryant, Bryant and Smith, 2019). Selecting textbook is crucial process as
they are utilised as primary tool for development of critical as well as creative perspective of
students. Furthermore, generic skills are also developed via activities and information provided
within them. As per the opinions of experts, quality of textbook possess ability to aid teachers
within rendering one stop shop that will provide adequate material for teachers to plan scope and
sequence of teaching sessions. Selection of textbooks is crucial and some guidelines with respect
to that are mentioned below:
 It is of sheer relevance that textbook that is in line with aims as well as objectives of
curriculum and comprises of all the core elements.
 Textbook has to be potent so that students can have range of material with different
complexity levels. This will aid them to develop problem solving abilities along with
different perspectives in distinct contexts.
 The generic skills of learners must be enhanced as well as continuously generate curiosity
among them with respect to subject.
 Primary education which is being provided by textbook will amplify scope of further
learning among students. This will bring forth scope of learning as well as encouraging
self-access (Capel, Leask and Younie, 2019).

Along with the table has been illustrated below which will throw light on resources which
can be utilised within teaching learners in outdoor environment.
Resource Meeting individual learning requirements
Worksheet  This is an effectual learning resource as they can be opted for facilitating
individual’s needs of learning like dyslexia.
 Worksheets can be discussed so that aural learning preferences of
learners can be accomplished.
 It renders students with an opportunity to have their own notes in the
space that is provided.
 This can be carried out in groups or individually. Thus it renders
individuals with a chance for either learning individually along with
develop an ability work as a team.
ID guides ● This is liable for supporting preferences associated with visual learning.
Thereby, enhances the knowledge of learners.
● Distinct ID guides are liable for accomplishing unlike learning
requirements with respect to their design (Capes and et. al, 2019).
● In this context, extra time can be provided for individual learning so that
they can have relevant knowledge.
The natural
environment
● This is apt to learners who feel that classroom teaching is boring as well
as tedious.
● Concentration of learners can be increased who face issues related with
concentration within a confined classroom.
● It suits wide range of learning requirements by providing them with
enhanced experience.
Community
resources
● These aspects improvise learning of experience of their learners by

building up abilities to learn by making use of learning activities
(Dahama, 2019).
● This also leads to develop knowledge among students with respect to
their subject.
c. Analysis of principles for resource design
Resource design refers to formulating learning experience. The primary rationale of
resource designing is for supporting a peculiar learning objective or goal for addressing any
defined problem or challenge within specific learning environment. Effectual learning designs
results within productive association in between content experts, learners and learning
practitioners (Finlay, Kinsella and Prendeville, 2019). Learning resource designing are being
guided via some principles, they are specified beneath:
 Respect: The primary motive behind this principle is to admire experience, intent as well
as expertise of teachers that will aid them to attain their goals by leveraging utilised
learning resources.
 Iteration: This illustrates small step towards development by having early as well as
frequent feedbacks. It is mandatory to acknowledge resource design with respect to
whether it is liable for attainment of goals or not.
 Collaboration: It denotes support via clear role, documentations along with decision
making principles.
 Efficiency & effectiveness: for learning form resources, it is crucial for developing focus
as well as renders learners with relevant usable resources as soon as it is possible.
 Sustainability: This aspect is entirely dependent on considerations made by teacher
while furnishing learners with adequate knowledge (Haworth, 2019).
d. Evaluate source that inform development of resource
The initial step involved within this is identification of sources which are required for
developing resources. This involves industry, institutes, online teaching resources and
colleagues. The other step is evaluation of resources and fro this CRAAP technique can be
utilised which illustrates currency, relevance, authority, accuracy as well as its purpose. This is
an effectual technique which renders scope for obligatory analysis of learning resources. This is

crucial for analysing timelines related with peculiar information for rendering current as well as
revised data to learners (Lane and Sweeny, 2019). As there are many learning resources and they
vary from each other, it is essential to analyse their relevance along with source of information.
After this, accuracy of information has to be analysed for understanding preciseness, truthfulness
and reliability of content. The last step involved within this is acknowledging rationale of
information that indicates cause of existence of information.
For designing learning resource, it is crucial to take into consideration ID framework,
curriculum along with technological specifications (Mitchell and Sutherland, 2020). For
understanding design of learning resources utilised within teaching process, the table has been
illustrated below:
Climate Identification
of learners
Assessment style Learning tasks Instructional
strategies
● Stimulating
● Complex
● Inclusive
● Challenging
● questioning
● thinkin
g styles of
students
● learnin
g styles
● assessment based
on learning
requirements of
learners
● traditional
assessment style
● authentic
assessment
● individual
tasks
● presentation
● group
activities
● small groups
● pairing
activities
● culturally
relevant and
responsive
● cooperative
learning
● responsive to
individuals’
learning styles
Now when resources have been identified it is necessary that they have been
implemented adequately through which classroom learning experience of students can be
enhanced. Within classroom, the learning resource requirements have to be accomplished
adequately with reference to students learning needs (Bautista and et. al, 2019). The resources
which are used must be flexible as well as are easily adaptable by learners and have imparted
adequate knowledge. Furthermore, resource must provide students with multi-sensory experience
which connects learners and amplifies probability of knowledge acquired.

e. Analyse how models, theories and principles of curriculum design can be utilised
As per the theory of Dale Cone of learning, this has been proved that learners retain
information be performing or doing activities rather than just hearing, observing or reading. It
necessary for outdoor practitioners that they incorporate with debatable principles of theory as
this is liable for facilitating various opportunities to them for participating different activities
through which they can learn by doing things can be enhanced (Bautista, Wong and Cabedo-
Mas, 2019). For an instance, learners can acquire basic knowledge related with habitat but they
need to experience this. It aids within retaining their knowledge as well as invoke curious spirit.
Experience a peculiar habitat like woodland and participate within learning activities and
experience which are related with that can result within having long lasting remembrance for
specific lesson.
Illustration 1: Cone of learning
Teaching and learning cycle comprises of identification learning requirements of
students, panning as well as designing lessons, their delivery and assessment. Theory of inclusive
curriculum refers to learning process that is liable for planning and guided by educational
institutes whether it is carried out individually or in groups (Boland, Barclay and Gibbins, 2019).
h. Analyse ways in which resources will be adapted for inclusive reports.
Inclusive teaching as well as learning indicates modes of teaching and learning which are
formulated for engaging & including students within the classroom activities. For enabling
inclusive approach, following learning resources can be opted.

 Comprises of diverse materials, ideas and contents within lectures along with classroom
discussion especially while incorporating different instances, socio-cultural images and
contexts.
 Selection of materials and topics which leads to enhancement of group work that aids
within development of active cooperation as well as cooperation within the classroom
(Bryant, Bryant and Smith, 2019).
 Modelling openness within classroom discussion is crucial which aids within broadening
of knowledge processed by teacher.
 Inspire students for questioning as well as motivate them to broaden their scope of
knowledge related with peculiar domain.
 Establishment of learning environment that is inclusive along with full of concentration
that will aid learners within acquisition of adequate information (Capel, Leask and
Younie, 2019).
Task B
Covered in Booklet
Task D
a. Evaluate effectiveness of own practices with respect to development
It has been illustrated below:
Practice in relation to development of
resources
Practice in relation to use of resources
Efficiency of resources can be identified by making
use of SWEET analysis, which is fit for rationale,
adequate to subject as well as learners, creates a good
visual impact, legibility for printed materials,
identification of restrictions, adaptable to
requirements, active engagement of learners,
furnishing flexible as well as extended learning
opportunities and making use of new technologies for
encouraging independent learning that are cost
This becomes important for me as a teacher, I
have to create curiosity among students or
learners with respect to subject and create zeal by
telling them each and essential aspect related with
peculiar subject as it will lead to formulate
curiosity among them to know more which will
make entire learning and teaching process
interesting. For this, textbook is not the only
resource I should depend on but workbooks can

effective as well as make use of time along with
materials (Capes and et. al, 2019). These are the
aspects that I use for illustrating effectiveness of
practices within development area. An instance can
be taken up to acknowledge this aspect, like while
teaching child I impart knowledge by making use of
images or story telling that enable me to adequately
teach them. It also creates a long lasting impact and
they did not forget those concepts.
also be utilised and internet is the source for
having more and more information. Along with
this, different visuals can be utilised for delivering
learners with clear insight related with functioning
of particular part or components and even
numerical question (for child it is normal basic
mathematics, or what comes after or before
particular alphabet) can be made interesting. This
aids me as a teacher to understand basic levels of
learners and also amplify my knowledge with
respect to different sources with emerging
technologies. There is overall development of
teachers as well as students as both learn new
concepts and I will be able to meet their learning
requirements. When learners learn new things
they have different queries and when those are
answered it enhances knowledge of teachers also
which will lead to have affirmative impact on
performance.
b. Identify own strengths as well as areas for improvements
As a teacher, it is necessary to acknowledge good and bad aspects as it leads to overall
development within ways in which knowledge is being imparted to child. In this context certain
strengths, weaknesses and plan have been mentioned below that I can use to improvise my
capabilities to make sure that I meet the requirements of my child to whom I am liable for. They
are illustrated beneath:
Strengths in relation to the development of
resources:
 My strength is confidence which I have
to make use of different resources like
Improvement areas in relation to the
development of resources:
 I am dependent on old sways of
teaching like books or toys in which

images or play toys through which
child can gain knowledge.
 Analytical abilities aid me to
understand child and acknowledge
problems they feel like some have
learning difficulties but I never make
them realise so and try to teach them
the way in which they can understand
things.
 I have a good sense of which enables
me to captivate a interest of child and
they feel to listen to me.
numbers or alphabets are written.
 I am self centred person which deprives
me to learn things from others which
make me deprived of adequate
knowledge with respect to resources
that can be used within child care and
their education.
Set out a plan to address the above areas of
improvement, including a time frame:
I need to communicate with other faculties
through which I can have knowledge about
essential aspects related with resources. For an
instance I should not be dependent on text
books only, workbooks can be used by me to
help child in writing.
Strengths in relation to the use of resources:
 I have good communication skills
through which I am able to relate things
and present children to in some other
way but it aids them to learn things like
when story telling is carried out then
with respect to the story the
environment is being created and it aids
them to learn by relating things along
with this child who have any problem
can learn easily.
 I have good understanding level s with
respect to what is needed by child this
leads to make use of different resources
Improvement areas in relation to the use of
resources:
 I get aggressive when students do not
response like play toys with alphabet
written on them are used and after
telling them various number of times
when they do not response I get hyper.
 Sometimes I ignore what is being said
them.
Set out a plan to address the above areas of
improvement, including a time frame:
It is always not necessary that each student can

like internet to acknowledge ways in
which knowledge can be imparted to
them.
go with my speed or the way I teach them but it
is important that I must understand their
requirement it will lead to decline my
temperament as it is not the option to teach
them. I have to implement different teaching
methods if one do not works. Along with this, I
have to give them time to speak as it will lead
to acknowledge the ways in which they want I
should teach.
Conclusion
From the above, it can be concluded that learning resources are being utilised for
engaging learners through which learning needs can be accomplished by making use of preferred
learning styles through which overall learning outcome can be attained. Feedback from learners
can be taken up for understanding effectiveness of peculiar resources as they are the only one to
whom knowledge has been imparted. There are different storage medium that can be utilised for
storing information like JPEG, PDF, etc and they can be shared by making use of different
platforms such as Moodle, Journals, etc.

References
Books and Journals
Bautista, A. and et. al, 2019, November. Developing video-based learning resources for music
teachers in Singapore. In Innovative Teaching and Learning Methods in Educational
Systems: Proceedings of the International Conference on Teacher Education and
Professional Development (INCOTEPD 2018), October 28, 2018, Yogyakarta,
Indonesia (p. 151). Routledge.
Bautista, A., Wong, J. and Cabedo-Mas, A., 2019. Music Teachers’ Perspectives on Live and
Video-Mediated Peer Observation as Forms of Professional Development. Journal of
Music Teacher Education, 28(3), pp.28-42.
Boland, J.W., Barclay, S. and Gibbins, J., 2019. Twelve tips for developing palliative care
teaching in an undergraduate curriculum for medical students. Medical teacher, 41(12),
pp.1359-1365.
Bryant, D.P., Bryant, B.R. and Smith, D.D., 2019. Teaching students with special needs in
inclusive classrooms. Sage Publications.
Capel, S., Leask, M. and Younie, S. eds., 2019. Learning to teach in the secondary school: A
companion to school experience. Routledge.
Capes, K. and et. al, 2019. Delivery of group-Early Start Denver Model in an Australian early
childhood setting. Pediatric Medicine, 2, pp.16-19.
Dahama, O.P., 2019. Education and communication for development. Oxford and IBH
Publishing.
Finlay, C., Kinsella, W. and Prendeville, P., 2019. The professional development needs of
primary teachers in special classes for children with autism in the republic of
Ireland. Professional Development in Education, pp.1-21.
Haworth, S., 2019. Consideration of Practice Education within a Regional Teaching Partnership
Employing a Communities of Practice Lens. Practice, 31(3), pp.163-186.
Lane, J.L. and Sweeny, S.P., 2019. Understanding agency and organization in early career
teachers’ professional tie formation. Journal of Educational Change, 20(1), pp.79-104.
Mitchell, D. and Sutherland, D., 2020. What really works in special and inclusive education:
Using evidence-based teaching strategies. Routledge.