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Design And Use Of Resources To Engage And Meet Individual Needs Of Learners

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1. Evaluate the effectiveness of design and use of resources to engage and meet the individual needs of learners in their own specialist area. Within my setting and area of specialism, teaching Functional Skills and GCSE English Language in alternative education, custom designing resources allows me to tailor my resources to compliment my lessons to meet the needs of my learners. Ensuring that resources are appropriate, that they will meet the learning outcomes and objectives of the course, and that they are accessible, is the most important thing to remember when designing resources. It is important to find out what learners need and then provide resources to meet their needs (Clifton, 2017). Another important thing to remember when creating …show more content…

Using Flemming’s (1987) VARK model of learning, VARK tests provide me with an indication of a learners preferred learning style and how I can effectively plan resources which will meet a broad range of my learners individual needs and learning styles (Vark, 2023). The VARK model can identify a learners preferred learning style, it is easy to use and can be used to help learners to make progress as it provides teachers with the necessary information with which to tailor their approach to teaching (Harrington-Atkinson, 2021). Overall, the majority of my resources are effective and to conclude this I base it upon specific criteria, whether my learners achieve in their summative assessment, which they do as I have a 100% pass rate in Functional Skills English. Using learners initial assessment results, SEN diagnoses and prior attainment knowledge, I develop resources using SMART targets (Dixon, 1981). This allows me to measure how effective I need my specific resources to be and with what success criteria I can evaluate their success against (Bogaard,

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By making your own resources you know that you can plan to cover all of these areas as best you can, you can also have a backup plan in case things are not going as well as they should. Often second hand resources don’t cater for plan B. For some of my learners I have never been able to use a second-hand resource as they are so specific in materials they will use, for example only have a black background, be font size 14 and use a lot of pictures, the resource also needs to be very personal to them and give direction using their name for them to understand the task. The learner I mention has tried a lot of different schools, mostly bigger than the school I currently work in and so maybe not able to have the time to cater completely to the learner in a 1:1 session. The learner has never felt comfortable in a school or able to connect and engage with lessons, his mum strongly believes it is because we have been able to tailor resources completely to him as part of his first step in getting ready to integrate into a very small group. It is true that this way of putting resources together is time consuming, but the impact of authentic resources can be life changing in terms of the way a learner views the education system and learning

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75). I agree with this information since I am conscious about how these needs the students may have can serve the course designers as a guideline in order to set the aims, goals and objectives for the course to be designed, and therefore, to develop the activities, materials, etc. and the course itself in an effective way. A clear illustration of the effectiveness of looking at the needs of the learners took place while I started giving classes to a friend of mine, since I first asked her the reason why she needed the English for improving her grammar skills (her specific needs), made an analysis of her level of knowledge about the subject matter, and based on that information I organized and design a course that would help her to not only improve her areas of problem but also to achieve her goal to learn the language in order to increase her grammar skills. Nevertheless, I believe that there are some schools who are the ones that usually worried about completing the whole curriculum of the course that they sometimes forget the things that really matter: “ the needs of the learner” even though is well- known that the “student thinking is more important than the curriculum

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