Resource Organisation and Use in ESOL: A Report for Higher Education

Desklib provides past papers and solved assignments for students. This report explores resource development and use in ESOL teaching.

Developing, Using and Organising Resources in a
Specialist Area
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Table of Contents
Introduction......................................................................................................................................3
Task..................................................................................................................................................4
Conclusion.....................................................................................................................................16
Bibliography..................................................................................................................................17
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Introduction
Teaching is the way through which knowledge and skills are imparted to other individuals. The
importance of teaching is that it helps individuals become more educated and more able to
perform specific tasks that would help them to excel in life and their career. In this particular
study, the position of an ESOL teacher will be explored and the resources and practices they
perform in order to educate students will be emphasised. Here primary focus will be given to
Spanish students who are not able to speak English and they way in which they can be helped
through multiple tools will be detailed.
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Task
Define and explain the purpose of resources in teaching and learning (AC1.1)
Teaching resources are those tools through which information is more easily transferred to others
so that they can attain data in a more effective manner. The purpose of resources in teaching is to
help and learning is to increase the knowledge pool of individuals so that they are better able to
transfer information to others (Richards and Rodgers, 2014).
Teachers utilize several resources so that information may be passed on more easily. Supporting
teaching is a method through special focus is given to pupils that need more help to excel in the
academics. Visual prompts or stimulation is the means through which images and shapes are
used so that the students can understand the core concept of the study materials they are being
provided. There are multiple variation and diversified teaching approaches that can be used by
ESOL teachers to help Spanish students in a more effective manner that include teacher- centred
method, pupil-centred method and others. With the technological development, it is important
that ESOL teacher must integrate ICT methods into their teaching so technology inclined
students are would be able focus more on the areas that are being taught to them. Some of best
technological tools that can be used in the learning process include equipments such as Ipads,
PowerPoint presentation and others (Cook, 2016).
In order for ESOL teachers to increase the literacy rate of their students, they can use multiple
learning resources; there are several different learning styles that can be implemented. The
teacher can provide hands on opportunities and give individuals attention through specialist
communication tools such as Skype and others whereby which interactions can flourish more
easily (Nickerson et al., 2014).
Evaluate the effectiveness of specific resources in meeting individual learning needs in
teaching and learning contexts (AC1.2), (AC2.6)
The learning need of an individual varies from student to students and similarly the way in which
resources would be effective in bringing more knowledge to them would vary as well as not all
tools is useful. Some of the best styles through which individual learning can be optimized are
methods such as specific to knowledge content where information that is present in the students’
mind would be utilized to illustrate and give examples that would learn better. Each student must
be evaluated well so that it can be understood what are the skill gaps, that they are to educated on
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(Muijs and Reynolds, 2017). Some students might have pronunciation gaps, some might have
memorization gaps, and it is the responsibility of the ESOL teacher to ascertain how to help
these students. Appropriate levels of challenges must be set for different level of learners so that
every student stays under the pressure to learn concepts that would help them perform well and
push further.
Several new technologies are available in the market such as e-learning, e-conferences and other
technologies, while these technologies are innovative in nature there is a high degree of
importance in real life teaching which promotes person-to-person interaction. Interactive
teaching like this is the real thing, which is more cost effective and helps in there being more
teacher and student relationship. Real time learning would also enable there to be extended
learning methods to be implemented as well, through extended teaching more information and
examples can be provided to the learners so that their learning ability increases and they are able
to understand lessons in a much quicker way (Oakes et al., 2015).
In order to satisfy individual learning needs several resources would be explored to meet the
needs of individuals. ESOL teachers must allow there to be greater diversification within the
class and promote the need for students to share their background so that area at more comfort in
the classroom. Pupils require are clear and legible method of teaching so that they can
understand the words and figure of speeches more easily. Teachers can utilize varying
approaches and teach in both a slow and fast manner through which, they can be quicker for
better leaner and slower for those who take time. The ESOL teachers can even provide an avenue
through which functional skills such as math can be taught as well when the primary teaching
course is over. This will assist the students to increase their knowledge base beyond the sphere of
just English. In addition to this, practical activities can be performed as well through which
students can be involved in games through which they would be encouraged to learned faster and
adapt a more flexible learning method that would help them to learn faster (Scheffler, 2014).
Analyse principles of resource design (AC2.1)
Resource design refers to the design of learning or teaching experience that support learning
goals and addresses defined challenges in a particular learning environment. Principles of
resource design are as follows.
Meeting learning needs
The principle enables ESOL teacher to identify the basic learning needs of Spanish students, who
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are unable to speak in English. The needs can be skills, values, attitude, knowledge and others.
Understanding learning needs are required to design a learning environment, where the teacher
can develop existing knowledge of students, allow them to make informed decisions, and help
them to continue life-long learning (Osborne, 2014). When the teacher meets learning needs,
students develop an interest in learning.
VAK
The application of visual, auditory, and kinaesthetic activities, resources and technology can be
helpful in ESOL teaching, as this accommodates learners with different learning styles.
Figure 1: VAK
(Source: Fleming, 2012)
Visual learning style is the representation of pictures and videos that develops interest and
curiosity among students. Auditory involves reading aloud, listening to students and discussing
with them (Fleming, 2012). Kinaesthetic is the expressing speaking, followed with instructions,
group work, body movements, and others. The style aids long-term memory among learners and
thereby contributes to learners’ success.
Links to Preferred learning styles
The learners can develop cognitive skills and directions through kinaesthetic activities.
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Accompanying actions, discussions, body movements and others shall help students in
understanding and recalling the events that they have gone through during the teaching process
(Schmeck, 2013). The interactions through kinaesthetic activities enhance problem-solving,
creative thinking and observation quality among learners.
Addressing learning domains
The major domains of learning are cognitive, affective, and psychomotor. The teacher can
address cognitive domain to develop acquisition of knowledge and mental skills of learners.
Affective domain involves the attitude, feelings and emotions of learners that increases the
ability to express their views. Psychomotor domain comprises of utilisation of motor skills
including the ability to use sensory information, developing a readiness to act, converting learned
responses to habitual actions and others. The ESOL teacher can enable Spanish students to learn
English language and apply the knowledge in daily activities by addressing three learning
domains.
SMOG test readability
SMOG grade is the measure of readability, which estimates the education needed to understand
some writings. It is used for testing understanding of different messages. If learners have 1.515
grade and 0.985 correlation, they have 100 percent comprehension of messages (Ibrahim et al.,
2016). SMOG applying to languages other than healthcare lacks statistical validity.
Other principles of resource design are sufficient quantity and quality, current content, user-
friendly, cost effective and others. The ESOL teacher must have quality in his or her teaching
process; otherwise Spanish students cannot get the knowledge of English. They may have a poor
understanding of English after the completion of their classes. Students prefer to teaching and
learning environment providing cost-effective facilities. Therefore, ESOL teacher must work for
designing a cost-effective teaching environment that can be accessible to everyone.
Analyse how theories, principle and models of inclusive curriculum design can be used to
inform resource development (AC2.3)
Resource development can be informed by using various models, principles and theories of
inclusive curriculum design.
Reinforcing experimental learning cycle (Kolb)
It is easy to inform resource development through Kolb’s learning cycle that includes four stages
of the learning cycle. The first stage is concrete experience in which learners develop the
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experience of a new situation. The second stage is the reflective observation of new experiences.
The third stage gives birth to a new concept and ideas. The last stage is active experimentation,
where learners apply their knowledge to real-world situations. This experimental learning cycle
is an integrated process, where all stages are mutually related to each other in gaining new
knowledge. However, the learning needs of learners cannot be addressed through application of
this cycle.
Figure 2: Kolb’s learning cycle
(Source: Smith, 2016)
Addressing the learning domain (Bloom’s taxonomy)
Bloom’s taxonomy involves three hierarchical models used to categorise educational learning
objectives in terms of specificity and complexity. The taxonomy has three levels including
creating, evaluating, analysing, applying, understanding, and remembering.
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Figure 3: Bloom’s taxonomy
(Source: Armstrong, 2016)
The teacher has to understand whether the learners are capable of creating new points of views,
justifying their decisions, distinguishing between different sections, using existing information in
new ways, and recalling the information or not (Armstrong, 2016). Sometimes, it is difficult for a
teacher to put equal emphasis on each level to address learning domains.
Addressing levels of learning needs (Maslow)
The ESOL teacher can address the levels of learning needs through the application of Maslow’s
Hierarchy of needs. The theory enables learners to get motivated for learning in a particular
classroom setting. It has five levels, and learners want their needs fulfilled by passing through
each level. Physiological needs include space, light, heat, and refreshment, which are learners’
basic needs. Safety needs are psychological, safety and emotional needs. The learners should not
come across any harmful activities that may hurt their safety and emotional well-being. Learners
require involving in group-work and getting respect from fellow learners, which is a part of
belongingness needs. They need recognition and achievement to fulfil their self-esteem needs.
The teacher may conduct some assessments to determine the achievements of learners. The fifth
level of the hierarchy is self-actualisation needs, where learners search for ways to meet learning
potential and seek fulfilment.
Review legal requirements and responsibilities relating to the development and use of
resources and its implications on learning and students (AC 4.1), (AC 4.2) 500
Legal responsibilities and requirements relating to the use and development of resources along
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their implication on students and learning are as follows.
Copyright legislation
Copyright provides individuals with the right for their original work. The law protects teachers
by giving an exclusive right to their unique work. This legal concept shadows legal protection to
tangible things like book and intangible things like possessions. It is flexible and broad to
support modern education and learning. Copyright law states that teachers can distribute
copyright materials only if they have authorisation from the educational board to do the same.
Students have the right to share copyright information by copyright exceptions or adherence to
licensing schemes (Joyce et al., 2016). Certain educational resources are recognised as protected
works under copyright law. Students and teachers cannot use such materials for their learning
process. The exceptions apply to certain conditions like non-commercial purpose, fair material
use, and presence of acknowledgement of authorship.
Data protection
Data Protection protects the privacy of teachers and students’ information in a learning setting. It
is crucial to secure personal data of individuals while obtaining, sharing, and storing them.
Taking photos and recording teaching process in the learning environment, publishing results of
students, sharing personal data, and others are prohibited up to a certain extent
(highspeedtraining.co.uk, 2019). Some examples of personal information in a learning
environment are names, date of birth information, exam results, staff development reviews,
medical information and others. Teachers have responsibilities to secure and protect data related
to the learning environment. Student data privacy is a complex issue in schools and colleges.
Teachers need to identify the risks of data leakage and follow strict regulations to secure student
data. They should perform a regular audit on data processing practices.
Plagiarism
Students are required to avoid plagiarism while writing their assignment. The consequences of
plagiarism practices can be destroyed the reputation of students and universities along with
monetary repercussions. Avoiding plagiarism is a good academic practice, and each student
needs to follow this practice by using his or her logic and hypothesis (Angélil-Carter, 2014).
Some universities apply a penalty on students for involving in plagiarism practices.
Photocopying restrictions
Copyright Licensing Agency license does not allow students to make a photocopy of the
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newspaper, charts, maps, electronic resources like electronic journals and others. If students are
photocopying some materials, they must have obtained permission from respective authorities.
Evaluate sources that inform resource development, including emerging technology
(AC2.2), (AC2.5)
The sources used for informing resource development in ESOL teaching area are as follows.
Sources to inform the development
 Networking with a subject specialist: The ESOL teacher may network with a specialist of
English language for developing resources. The specialists have particular skills and
knowledge about the area, and they can guide the teacher in their teaching process.
However, it is difficult to get adequate career advice from specialists due to specific
knowledge.
 Library or study centre provision: Students and teachers can get the required materials
from libraries or study centres. It is easy to inform resource development through the
library, as they can get similar work from many authors (Karnes and Bean, 2014).
However, getting access to study centres is difficult and costly.
 Good practice with colleagues and peers: Discussion with peers and colleagues during the
teaching process can be effective in acquiring more understanding and knowledge of the
English language. This enhances critical thinking capability of teachers and enables them
to identify new ways for teaching students. Sometimes such practices lead to conflicts
due to the different ideology of colleagues.
Formal sources
 Online reviews: Students and teachers associated with ESOL teaching practice may go
through online reviews to determine the best books, journals, and research papers on the
English language. This shall improve the learning and teaching practice. However,
negative reviews may demotivate teachers from following certain materials.
 Vocational sector skill bodies: Some institutions provide vocational training on verbal
and non-verbal English, body language during communication and others to learners.
They help learners in developing their existing skills and incorporating new ones.
The sources used for informing resource development are as follows.
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Specialist Resources
 Handouts: These are paper-based resources used to support students and teachers in the
learning and teaching process. This helps students from excessive note-taking activities.
Teachers can supplement information within students that are not easily available outside
(Kurilovas et al., 2014).
 Case studies: Teachers provide students with real-world or hypothetical situations and
encourage them to identify new solutions. Case studies improve the analytical skills of
students.
 Textbooks: These are a comprehensive compilation of specific contents related to
academic career. This source meets the needs of teachers and students and enables them
to continue their life-long learning and teaching practices.
New and emerging technology
 DVD: This source has brought revolutionary changes in the teaching and learning
process. Students are more likely to be active learners with the application of DVD
during teaching. DVD is user-friendly, as teachers can guide and empower students with
less instruction.
 Virtual learning materials: The web-based platform provides students with digital aspects
of courses. The interaction between students and teachers tends to be higher and effective
through a virtual learning environment or VLE.
Figure 4: Virtual learning environment
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