Use of Teaching and Learning Resources

The report focuses on the development and use of resources in teaching-learning based on experience from teacher training. It discusses the purposes of resource utilization and development, various learning strategies, resource storage and access sharing, legal rights and responsibilities, and self-developed learning resources.

Running head: USE OF TEACHING AND LEARNING RESOURCES
USE OF TEACHING AND LEARNING RESOURCES
Name of the Student:
Name of the University:
Author Note:

1USE OF TEACHING AND LEARNING RESOURCES
Executive Summary
The following is a report on the development and use of resources in teaching-learning based
on experience from teacher training. The report is focused on the knowledge of teaching-
learning resources as provided by the training, which includes background concepts,
principles and theories of learners and requirements of specialised resources to meet the
needs of the learners.
The report involves the purposes of resource utilisation and development. It considers various
learning strategies through tests like SMOG Grading and models like the VAK learning
styles. Based on those reports, the resources specially tailored to meet the demands of
specific learners are developed, stored and shared. A number of contemporary factors like use
of digital media and ICT tools alongside VLEs and Cloud storage and sharing has also been
discussed.
The final sections of this report is concerned with the self-developed learning resource, its
effectiveness, strengths, drawbacks and room for inclusivity and improvement.
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Contents
Introduction................................................................................................................................4
1. Resources in Teaching-Learning........................................................................................4
1.1 Purpose of resources........................................................................................................4
1.2 Effectiveness of resources................................................................................................6
2. Resource design, development and employment................................................................7
2.1 Principles of resource design...........................................................................................7
 SMOG Test.............................................................................................................................8
 VAK Learning Styles Model....................................................................................................9
2.2 Sources of resource development.....................................................................................9
2.3 Resource development in specialist areas – Theories and principles............................10
2.4 Resource adaptation in specialist environments – an inclusive approach......................12
2.5 Resource designing and employment– contemporary approaches in context with
learner needs.........................................................................................................................13
3. Resource storage and access sharing................................................................................14
4. Legal rights and responsibilities.......................................................................................15
5. Own resource design.........................................................................................................15
5.1 Effectiveness..................................................................................................................16
5.2 Strengths, weaknesses and scope of improvement........................................................17
Conclusion................................................................................................................................17
References................................................................................................................................19
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Introduction
Teacher training refers to the various procedures, methodologies, policies and
resources that are taught to individuals training to become teachers in various fields. Ranging
from teaching in high schools to teaching specific subjects in specialized institutions like ESL
training, it is crucial for prospective teachers to be imbibed with the specific skill set required
to perform well at the tasks they are assigned to do.
Loughran (2013) emphasizes the constant requirement of teachers engaged in Teacher
training to be aware of what they are teaching, the methodologies they are following, the
resources they are using and the extent to which they are engaging the students in helping
them understand teaching. A key aspect of the struggles in teacher education is understanding
the differences between teaching how to be a teacher and teaching in general.
This report identifies the key aspects of teaching-learning theories, learner styles,
resources, the principles behind them and their effectiveness. It also talks about resource
development, sharing and accessibility. Furthermore, my own resource development
experience has been reflected upon and its strengths, weaknesses and opportunities for
improvements discussed.
1. Resources in Teaching-Learning
Teaching resources are different from learning resources and understanding the
differences is an important factor in analyzing the specific purposes as well as their
effectiveness in teacher education.
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1.1 Purpose of resources
Resources is a generic terminology that can refer to modules and materials used to
effectively enhance teaching as well as learning experience and ensure overall success for a
student. Sulley (2018) states that they types of teaching resources may vary in shape, size and
content but their eventual common purpose is to support student learning.
The purpose of teaching and learning resources can be understood by the types of
resources that are used and described in teacher training. They are discussed as follows
a. Learning materials – Materials provided in class can range from lecture notes, articles,
books, worksheets and interactive activities to multimedia and web based resources.
They are meant for the student to explore various skills that they can learn and
implement practically (Sulley 2018).
b. Lesson Structure – Learning materials also help in designing the lesson structure and
plan for both teachers and students alike. They can be used to plan effective delivery
of resources, create a routine as well as build interesting and innovative activities.
c. Classroom instruction diversity – A well-developed lesson plan is only as effective as
the manner of its implementation. Understanding the different student requirements
and learning styles in the class plays an important role in tailoring the content to the
specific requirements (Bundick et al. 2014). Variety in classroom resources like
worksheets and quizzes to group activities and outdoor engagement, each specifically
cater to a particular level of comfort and activate each student’s individual style of
learning (Berliner and Rosenshine 2017).
Teaching and learning resources vary among themselves and individual resources have a
significantly different purpose from each other. Utilisation of audio-visual aid in classroom
for teaching has been proven to be a more effective resource than the traditional resources
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while at the same time, providing more interactive experiences with highly advanced
applications and software.
Another effective resource for both teachers and students alike is the utilization of ICT or
Information and Communication Technology. It can be used as both a teaching resource as
well as a skill development toolkit. In fact, student engagement in classroom through ICT has
also shown to improve students’ skills in presentation, research, resource finding and
development, self-study skills and technological competence while at the same time allowing
teachers to find and build better classroom teaching and testing materials (Wastiau et al.
2013).
As far as learning resources are concerned, they usually cater to four different types of
learning – Auditory learning, Visual learning, Reading-writing and Kinesthetic (Schmeck
2013). Learning resources are also in direct correlation with the types of preferences a student
has towards each style of learning. Based on that, it is asserted that learning resources are far
more in number and variety than teaching resources. Engagement with different learning
resources results in different outcomes for different students. Each learning resource is
tailored to engage individual learners on a more personally comfortable level, based on which
positive outcomes are desired and observed (Anshari, Alas and Guan 2016).
1.2 Effectiveness of resources
Mujis et al. (2014) have found that a key predictor in student educational outcome is the
importance of classroom level. Resources like digital classrooms tend to the specific
requirements of the students, based on which they are initially developed. This distinction in
the type of resources is meant to ensure that each resource addresses specific requirements of
the student based on their knowledge content and provide overall academic development.
These resources match the abilities of the learners and also challenge them at a level they can
be challenged. The philosophy behind effective teaching-learning resources is to engage all
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students actively and make sure that no student is lagging behind simply because of their
inability to access and comprehend certain types of resources (Benson, 2013). Therefore it
becomes important to understand, identify and categorize different learning styles and the
students accordingly.
2. Resource design, development and employment
Resource designing requires designers to keep certain valuable information in mind, the
most crucial of them being the variety of styles that a learner engages during learning based
on their specific requirements (Laurillard 2013). During teacher training, two aspects of
identifying learner requirements and abilities were highly focused on, namely the SMOG test
and the VAK Learning styles model (Gholami and Bagheri 2013). These two aspects will be
discussed in this section.
2.1 Principles of resource design
The following principles determine the effective designing and development of resources
during teacher education.
a. Learning needs – Resources should cater to the requirements of the learners based on
their comfort and level of understanding of a particular system (Foy, Carlson and
White 2013). Therefore, different resources should be built for different learners and
the resources meant for one particular type of learners should not coincide with that of
another.
b. Fit-for-purpose – The resources that are being designed, apart from corresponding to
learner requirements, should also be fit for specific purposes (Beetham and Sharpe
2013). For instance, a particular material meant to teach a second language following
Curran’s methodology of Community Language Learning would not be beneficial for
those following Asher’s total Physical Response Methodology (Cook 2016).
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c. Bloom’s Learning domains – Bloom’s learning domains, specifically referred to as
Bloom’s taxonomy are three hierarchical models that are used to classify learning
objectives into levels of complexity and specificity (Adams 2015). The Three
domains are – (i) Cognitive, which includes Knowledge, Comprehension,
Application, Analysis, Synthesis and Evaluation. (ii) Affective, which includes
reception, response, valuing, organization and characterization. (iii) Psychomotor,
which includes perception, readiness to act, guided response, Mechanism, Complex
overt response, adaptation and origination.
d. Quality, quantity and current content (User friendly) – These three factors play a very
important role in resource designing. The resource needs to be of high quality and
incorporate all available knowledge in order to make understanding and accessibility
easier for the learners (Laurillard 2013). There should be adequate amount of
resources for the learners to engage in so that the resources do not turn out to be
monotonous and repetitive. Lastly, the content should be contemporary in nature and
adhere to current methodologies and materials in use, for example digital media, web
based resources and sources that are predominantly mainstream in current context like
graphic novels and blogs (Anshari, Alas and Guan 2016).
e. Cost effectiveness – ensuring that the resources being developed are not overpriced
ensures two things. Firstly learners from all economic backgrounds can access the
resources with ease and secondly, faulty resources can be modified and reshaped
without much hassle (Beetham and Sharpe 2013).
 SMOG Test
This refers to the Simple Measure of Gobbledygook test, which is a measure for
readability. It estimates the years of education required to comprehend and analyse a piece of
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text. SMOG test yields a correlation of 0.985 with a standard error of 1.5159 with the grades
of those readers who have had 100% comprehension of the test materials.
The procedure for calculating SMOG grade was also developed by Mc Laughlin as a
substitute for the Gunning Fog Index. It is calculated by counting the number of trisyllabic
and more words in three 10 sentence examples, estimating the count’s square root from the
nearest perfect square and adding 3 (Arian et al. 2016)
SMOG test gives a descriptive analysis of the level of proficiency of a learner thereby
making it feasible to develop resources based on that.
 VAK Learning Styles Model
The VAK learning styles model, sometimes also known as the VAKT model, refers to
the styles that a learner engages while learning (Gholami and Bagheri 2013). The acronym
expands to Visual Auditory and Kinesthetic (or Visual, Auditory, Kinesthetic and Tactile).
Visual – means that the learner has a tendency of learning through visual inputs or
stimuli and retains information better when it is presented in the form of a picture, diagram or
a chart.
Auditory – means that the learner has a predisposition towards auditory inputs and
retains better information through media like audiobooks, podcasts or participation in group
lectures and discussions.
Kinesthetic – means that the learner’s approach to learning is more physical in nature
and the learner retains information better with more physical and tactile engagement.
These information helps in building specific resources that cater to the specific sets of people
who would be using them, based on their specific choices of learning styles..
2.2 Sources of resource development
Sources of resource development can be classified under two heads – Informal and
Formal.
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a. Informal sources mainly refer to sources that a developer obtains through means
that are not listed as resources that can be challenged on legal grounds if used
uncited. They include resources that one can obtain through peer discussions
about existing resources, through various public media like libraries, study centres
etc. This category also includes internet as the chief source of web based
resources.
b. Formal resources refer to obtaining resources from organisations that specialize in
building teaching – learning resources. Formally, resources can also be developed
from journals and articles, through resource development workshops, various
vocational bodies and subject matter experts in institutions.
Both formal and informal resource development sources serve the same ultimate
function of providing a learner with high quality resources catering to their specific
needs, based on the criteria as discussed in the above points and categories (Laurillard
2013).
2.3 Resource development in specialist areas – Theories and principles
Various theories, models and principles pertaining to aspects of learning prove to
be very useful in designing a resource. This section will focus upon certain of those
theories and resources and iterate how they can be useful in designing a resource.
a. Neuro linguistic programming (NLP by Grinder and Bandler) – It is an approach
towards personality, communication and psychological therapy developed by
Richard Bandler and John Grinder. It is based on the claim that there is a link that
can be found among Neurological processes, Language and the Experience based
behavioral patterns. The creators also lay a claim that neurolinguistics
programming can alter and modify an individual’s skills according to the skills of
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extraordinary people and allow said individual to acquire those skills as well
(Pishghadam and Shayesteh 2014).
Neurolinguistic programming uses the same VAK principles to alter the
perception of the world by an individual and modify the perceptions to suit a need.
Understanding of NLP can be a great teaching resource in a class with specialist
requirements. Teaching and re-teaching approach is beneficial for development of
learners with moderate to high memory function issues. Sensory acuity exercises
help reinforce an idea or a concept in the brain of an individual through the visual,
auditory and kinesthetic approaches to learning that an individual displays
(Kudliskis 2013).
b. Experiential learning theory (Kolb) – Experiential learning refers to a process of
learning that involves reflecting upon experiences (Kolb, 2014).
The following illustration depicts the way experiential learning functions as a
model (Kolb 2014).
→ Concrete Experience ↓
Active Experimentation Reflective Observation
↑ Abstract Conceptualization ←
Fig. 1: Experiential learning
(as created by author)
Experiential learning is a simple-to-apply principle in resource designing and
development. Based on the framework provided above, specific resources can be
developed that pertain to the structure provided above. The best resources that
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work in this case are activity based ones that allow for the learner to actively
participate in reflective activities. They can focus on the activity during
participation, then draw upon the experiences that they have gained throughout the
activity and come up with an abstract concept that they can further implement in
activities of similar stature (Kolb 2014).
c. Virtual learning environment (VLE) – In education technology, a VLE (Virtual
Learning Environment) is basically a platform based on the web that allows the
learner to access educational contents digitally. The service is usually built in
collaboration with other institutions and works specifically for distance learners
who are usually unable to experience the full benefits of a properly designed
learning resource.
A VLE usually has the following aspects within which it is limited – the
resources are mostly in the form of textual or audio-visual content. There is no
space for kinesthetic or tactile content. So VLE based resources work well within
a specific set of learners (Oproiu 2015).
d. Building knowledge and skills and addressing levels of need – Resource
development has two important facets that help in their designing. Firstly,
assessment of level of need of a learner and secondly, building the specific
learner’s knowledge and skills based on that (Edwards and Mercer 2013).
2.4 Resource adaptation in specialist environments – an inclusive approach
This section discusses how different resources can be incorporated and
adapted in specialist environments to accommodate inclusivity. Specialist
environments refer to specifically designated learner environments where there are
clear cut distinctions between the types of learners and their needs (Mulholland and
O’Connor 2016). In context, inclusivity refers to treating all individuals in a
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classroom without any discrimination based on their requirements or any aspect that
might call for discrimination.
Adaptation of resources is also built upon the concepts discussed above. It also
takes into account the SMOG grading and the VAK learning styles model while
developing resources that suit specific requirements. Based on the characteristics of
needs, the resources are adapted, for example to suit the needs of a visually perceptive
person. An instance of such adaptation can be changing font styles, size and colour if
the learner is sensitive to those aspects. Similarly, audio contents can be adapted by
focusing on intonation and pitch along with the gender of the speaker (if it’s an audio
lecture) as well as background music and style of delivery – formal/informal (if it’s a
podcast).
2.5 Resource designing and employment– contemporary approaches in context with
learner needs
Resources can be designed using anything that has connection with the specialist
area under consideration. Sources of resource involve the major ones as listed above
like internet, journals and books etc. Based on those sources, the following types of
resources can be designed and developed (Mulholland and O’Connor 2016) –
a. Specialist resources- These include resources that specifically cater to the
requirements of a learner needs and usability. They involve resources like
textbooks, notes, case studies, interview records, worksheets and handouts,
artefacts, models, commercial packages, advertisements, newspaper cuttings,
extracts from articles and blogs, tools for specific purposes, digital media and use
of computers.
b. Emerging technologies- They include more contemporary resources, like audio-
visual media, DVD and CD, Virtual Learning Environments, Various online
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resources and links to them (for self-study and analysis), e-learning resources and
virtual group meetings and discussions.
Resource employment is the step that follows designing. It is achieved under three
heads (Beetham and Sharpe 2013)
i. Resource analysis and segregation – Here, the resources are analysed and
categorized based upon learner needs.
ii. Deployment and testing – Here the separated resources are deployed and tested for
viability amongst the learners. Based on the resource acceptability and usage, they
are modified and re employed. There are a few aspects that are addressed during
the testing phase, namely diversification of resource deployment, clarity and
legibility of the resource, time taken to engage with the resource, the approaches
to two similar types of resources, provision of opportunities for development of
functional skills.
iii. Feedback – a small ending step where the resources receive feedback from the
learners on aspects of understandability and accessibility of contents, accuracy of
contents in providing for their requirements and the learner’s level of development
through the resource.
3. Resource storage and access sharing
Storing resources is an aspect that requires special care and attention. The following
point systematically describe the manners of storage and access possible in cases of resources
a. Classification – Resources are classified according to their types, especially those
that cater to specific needs based upon SMOG grade or VAK learning styles.
Textual resources and audio-visual resources should not be merged together and
stored in same units. At the same time, different resources should be classified and
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systematically filed, archived and the storage data recorded and a proper catalogue
maintained.
b. Storage – This can happen in a multitude of different ways. Traditionally, the
resources can be stored in files and folders with proper labelling, CD and DVD
resources can also be classified and stored in boxes or storage units. In more
recent contexts, storing physical resources prove to be a hassle and thus digital
storage units like hard disks, USB storage drives, online storage platforms like
Google drive, Dropbox and OneDrive, or any other cloud storage options are good
sources for storing resources online or in a largely non-physical format.
c. Access and Sharing – Resources that are stored online can be collated in a
centralized resource bank after the common resources have been identified.
Thereafter they can be shared using the intranet, which is a privatised, localized
and restricted network that can only be accessed by the members of the
organization in charge. For resources stored on the cloud, the service usually
comes with the option of sharing a link that can be accessed by anyone in
possession of the link. Virtual Learning Environments have also become one of
the most innovative and important e-learning resources allowing content storage
and sharing (Ryan et al. 2013). Moodle cloud is one good example of a VLE.
4. Legal rights and responsibilities
Although resource development can be fairly innovative, it is crucial to remember that
resources over time have been standardised and certain methodologies have also been
patented. SMOG and VAK tests for example, were created by a set of people and even
though they can be used as a part of criteria testing, using any resource without properly
crediting the creators can lead to violation of intellectual rights and eventually can have dire
consequences.
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Therefore it becomes important to understand the various copyright related issues,
plagiarism and protection of data and the laws related to storage and access of resources
online and offline in order to avoid licensing complications and internet accessibility risks
(Luksanapruksa and Millhouse 2016).
5. Own resource design
My design of resources is intended to meet the demands of a language learner in
acquiring conversational fluency in a second or a foreign language. My resource is based on
Charles Arthur Curran’s approach of Community Language Learning and caters specifically
to Kinaesthetic and Audio-Visual Learners.
The following steps give an overview of the learning resource:
a. Dialogue – Engage the students in dialogue in the target language by splitting them in
pairs. Ask them to introduce themselves to each other and tell the others a bit about
themselves. Next, break and reform the pairs and this time, ask the pairs to talk to
their partners about their previous partners.
b. Story telling – Build a story and narrate it to the entire class in the target language
c. Role play – Take up the role of a native speaker in the target language and talk about
everyday jobs like shopping, calling a taxi, providing and asking for directions.
d. SKIT – Enhance language capacity by engaging the learners in small five minute
plays. The plays should be scripted in the early weeks and unscripted in the later
weeks.
e. Short films – Students would be asked to make short films in the target language
about topics of their own choice pertaining to a story, or their experience of the
learning.
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5.1 Effectiveness
The effectiveness of the learning resource lies in its target learners’ learning styles. It
addresses the specific learners who are inclined to a more physically active style of learning.
It also helps learners who are audio-visually inclined towards retaining information. The
resource utilises a lot of requirements including active participation of learners and utilisation
of innovative and emerging technologies. Less use of learning materials and props also make
the resource cost effective.
5.2 Strengths, weaknesses and scope of improvement.
The primary strength of the resource is its effectiveness as discussed in the point above.
Besides, the resource also ensures that overall development of all learners is achieved.
Practical nature of the resource also benefits the learners by helping them understand and deal
with real life scenarios.
The weakness of the resource lies in its limited accessibility for text oriented learners.
They benefit the least from the resource. The resource does not explicitly attempt to
challenge the various learning styles that a learner is comfortable with but in its
implementation, the resource falls short of achieving the goal of all learner engagement. This
is one aspect where the resource needs to develop.
The drawbacks in the resource can be amended and improved in the following ways –
a. If a learner is unable to find comfort with the said resource’s emphasis on more
physical activities, it should be modified to include more textual content as well.
b. The effectiveness of the resource can also be improved by organising certain tasks as
a community event. That would give the learners an extra incentive to engage in depth
with the objective.
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c. Post classroom practice groups and study sessions can also help improving the
effectiveness of the resource.
Conclusion
Teacher education is a bridge between learners and teachers and the process is facilitated
by the use of various teaching-learning resources. Specially tailored resources that is
inclusive of the requirements of all learners and that incorporates the best of modern
technologies as well, is a necessity that can propel the whole teaching learning experience
and make learning effective for all. At the same time, keeping the legal and copyright
questions in mind should also be given priority as that can seriously affect the functioning of
a resource.
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