purpose of teaching and learning resources
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
Attention of the writer. Please the explanation below must be followed and all power point slides must be read and follow in other to pass this unit. Please according to the lecturer, you must use power point slides attached please follow this instruction.
This is UK assignment, use UK articles and Harvard References
This section is for the introduction (100-150 words).
Think about the purpose of writing the report (assignment) in your introduction.
(Task A) Define and explain the purpose of teaching and learning resources. (300 words)
How to answer Task A. What to do in task A?
What is the purpose of teaching and learning resources? (Why do teachers/ trainers use resources in teaching and learning?)
This is what you should explain.
*Check Session one teaching slide (SLIDE 7-10)
(B) Evaluate the effectiveness of specific resources in meeting individual learning needs in your own specialist area.
What to do in task b?
Mention 4 resources in your specialist area (Your area of teaching)
Tools and equipment ()
Now, for each of the resource, evaluate its effectiveness in meeting the individual learning needs of learners in your specialist area (How effective is the resource to meet the learning needs of your learners? This is what you should evaluate).
(C) Provide an analysis of:
i) principles of resource design
Follow the instruction below to answer task c (i)
What are the principles of resource design? (Mention 4 principles)
Try and analyse (explain in detail what each principle means) each of the principles you have mentioned.
ii) Analyse how theories, principle and models of inclusive curriculum design can be used to inform resource development in your specialist area.
Follow the instruction below to answer task c (ii)
Mention 2 theories, principles, and models of inclusive curriculum design. Analyse how each of these concepts inform teachers in your specialist area in designing resources.
Maslow theory of needs (What is Maslows theory of need? How does it inform resource development?)
David Kolb theory of experiential learning (What is David Kolb theory of experiential learning? How does it inform resource development?)
Dale (cone of learning) (What is Dale cone of learning? How does it inform resource development?)
Benjamin Bloom (Bloom taxonomy) (What is Blooms taxonomy? How does it inform resource development?)
iii) ways in which resources can be adapted to enable inclusive approach in your specialist area.
iv) Follow the instruction below to answer task c (iii)
How can resources be adapted to enable an inclusive approach? (Mention 4 ways and analyse each one).
(TaskD) Evaluate sources that inform resource development, including emerging technology (attach two resources that you have developed and used in your teaching using technology to engage and meet the individual needs of learners)
Follow the instruction below to answer task d?
Mention 4 sources which informs teachers/ trainers on resource development. Then, evaluate each source that you have mentioned (Remember the meaning of evaluation)
You will have to design two resources for your teaching to engage and meet the individual needs of learners. (Very important). Attach these resources to your assignment. It must be visible, clear and relevant to your specialist area.
(Task E) Explain ways in which resources can be classified and stored, and review ways of sharing these with other learning professionals. (3.1, 3.2)
Follow the instruction below to answer task e?
How can resources be classified and stored? (Mention four ways and explain each it)
How can resources be shared with other learning professionals (teachers/ trainers)? (Mention three ways and review each one) Note: You are not explaining, to review.
(Task F) Review and explain legal requirements and responsibilities relating to the development and use of resources, and
Analyse the implications of intellectual property rights in resource use and development (4.1, 4.2)
Follow the instruction below to answer task f?
Mention three legal requirements and responsibilities relating to the development and use of resources (Explain each one)
What are the implications of intellectual property rights in resource use and development? (Analyse 3 implications).
(Task G) Evaluate the effectiveness of your own design and use of resources to engage and meet the individual needs of students, and reflecting on your practice identify your areas of strengths in developing and using resources and areas you need to improve on. (5.1, 5.2)
Follow the instruction below to answer task g?
Remember the two resources which you are required to develop in task d. Now evaluate the effectiveness of own design of these resources to engage and meet the individual needs of students.
In nutshell, justify what you did as a teacher in the resource that you have designed to ensure that it promotes an inclusive learning environment.
What are your strengths as teacher/ trainer in relation to developing and using resources? (Identify)
What are the areas which you need to improve as teacher/ trainer in relation to developing and using resources? (Identify
(Task G) Develop a five-point SMART action plan for your own improvement in the design and use of resource to enhance learning (5.3).
What to do to answer question h?
Mention five action plan for your improvement in relation to the design and use of resources to enhance your student learning.
Conclusion (100-j150 words)
This section you should summarise learning from research
(A summary of your report)
Try and use academic sources only (For examples, books, articles, and journals)
In-text citation and reference list (Use Harvard referencing style only)
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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