Optional Unit
Optional Unit

Optional Unit

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  • Published: February 9, 2018
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Review and justify them to show how they could be adapted/developed to enhance inclusive practice. Part 3: Define Intellectual property rights and relevant legislation. Discuss the Implications of these to organizations and tutors. 13 Referencing 15 Opt Unit 3: Developing and managing resources in the lifelong learning sector. Part 1: Discuss the purpose of resources In relation to inclusive practice, then review effectiveness In meeting Individual learner needs.

The purpose of resources or aids are to supplement and or enhance the learning that takes place. Within the learning environment we use a vast range of resources from paper based hand outs, electronic presentations, multimedia content such as died and finally demonstration using various equipment. Outside of the classroom homework Is often set. The common resource that would be used In this Instance Is the Internet my many learners as a quick access resource that contains a plethora of information.

In the above example many practitioners would allow their learner to use the Internet for digital research however would require that the information is inserted into paper based documents this helps maintain the development of handwriting, reading and spelling skills that are shown to have a profound effect on he development of the brain Including fine motor skills.

(Handwriting In the USSR century. 012) Let’s discuss some of the considerations we must take Into account environments during initial assessment on the programmer learners are often required to complete the learning styles diagnostic many of these basic tests will highlight preferred lea

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rning styles. These diagnostics are sometimes referred to as the VS. test. The three categories are as follows V is for visual, A is for auditory and K is for kinesthesia.

The test is usually made up off number of questions and the earner would pick what best suits them from a range of answers.

The results of the test can aid in the selection of your resources’ for example if a majority of the class are shown to the visual, supplying the class with audio files would be an inappropriate choice. However it is worth mentioning that if as stated above your class are shown to prefer visual stimulus this does not mean that this is the only learning style in which the learn. For differentiation strategies it is important to know how each individual learner prefers to learn however you’re teaching and resources should include a variety of approaches.

One theory suggests that there are three main domains in which we learn they are: Psychosomatic: This domain covers the Manual skill such as manipulation of objects, tools, supplies or equipment. Cognitive: This domain covers the thought processes for specific information such as defined by the terms, select a suitable material and summaries this topic.

Affective: This can remain reflects the learners emotional response how they are feeling all the attitude towards people, ideas or the subject at hand. Race and Walker, 2006) Within the Psychosomatic domain skills are usually learnt by watching the ministration all following the list of specified instructions. Within this domain learning he’s usually derived by three specific steps the first is understanding the purpose,

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what is the objective, what are we aiming for? The second step would be the procedure this is the guidance given for a specific task it can range from how to complete the task safely and how to complete the exercise in the most efficient manner.

Thirdly and possibly the most important step is practice, all skills require practice the more often you practice at a skill the easier it becomes. It is incredibly important to iron out any shortcomings in the procedure section before practice takes place I was own learning it ask that you have completed repetitively can be difficult. The second on our list was the cognitive domain our thought processes.

This uses the link in of information to make meaningful sense for example within the IT industry there are a lot of standards from the Institute of Electrical and Electronic Engineers that are noted as an alphanumeric code.

One particular section the learner struggle to remember and recall are the codes for networking. The codes are as follows: IEEE 802. 3 IEEE 802.

5 IEEE 802. 1 These cold numbers have to be learnt from multiple exams however to many people they Just looked like a string of letters and numbers. To add in learning these codes I explain that 802 refers to communication over a network and for the standards that are required to be learnt for their exams this number stays the same.

In order the standards cover Ethernet, Ring and Wife networking.

On a flowchart I would write 802. In one color and the final number in an alternate color and size highlighting the they are separate. We then look for similarities between the number and networking technology as below: IEEE 802. Ethernet -The word contains xx the letter sang rather than simply spoken.

IEEE 802. 1 FWIW – At this stage it’s mentioned that many fonts have a 1 and I that look the same. Therefore we have W 1 FL.

Finally under these three domains we have the affective domain. This domain should never be under estimated having an emotional attachment to a subject can dramatically increase the amount of effort the learners put into the task for example a research task on computer hardware asking learners to spec their own ideal system gives the learner an intrinsic motivator to look into hardware especially when you set budget this stops the learner simply picking the best parts and relates the task to a more real world scenario.

Almost following on from above by the emotional connection the learners would have with tasks all resources is important to try and engage multiple senses. We have spoken about visual or auditory and torch two kinesthesia leaving the others with taste and smell. If you look at traditional classroom environment where the lecturer stands at the front of a room and talks therefore using the learners hearing sends, only 12% of what is learnt comes through erring according to psychologists whereas 75% of what we learn comes from visual stimulus, making sight approximately six times better when learning. Race and Walker, 2006) Professor Albert

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