Unit E: Developing, Using and Organising Resources in a Specialist Area
Level 5 Diploma in Education and Training
| 1. Understand the purpose and use of resources in the student’s own specialist area
1.1 Explain the purpose of resources in learning and teaching. 1.2 Evaluate the effectiveness of specific resources from your own specialist area in meeting individual learning needs. |
| 2. Be able to develop and use inclusive resources in the student’s own specialist area
2.1 Analyse principles of resource design. 2.2 Evaluate sources that inform resource development in your own specialist area. 2.3 Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development in your own specialist area. 2.4 Analyse ways in which resources can be adapted to enable an inclusive approach in your own specialist area. 2.5 Design resources, including those which involve new and emerging technologies, to engage and meet the individual needs of learners in your own specialist area. 2.6 Employ resources to engage and meet the individual needs of learners in your own specialist area. |
| 3. Understand how to organise and enable access to resources.
3.1 Explain ways in which resources can be classified and stored. 3.2 Review ways of sharing resources with other learning professionals. |
| 4. Understand legal requirements and responsibilities relating to the development and use of resources.
4.1 Review legal requirements and responsibilities relating to the development and use of resources. 4.2 Analyse the implications of intellectual property rights and copyright for the development and use of resources. |
| 5. Be able to evaluate your own practice in relation to the development and use of resources in your own specialist area.
5.1 Evaluate the effectiveness of your own design and use of resources to engage and meet the individual needs of learners in your own specialist area. 5.2 Identify your own strengths and areas for improvement in relation to the development and use of resources in your own specialist area. 5.3 Plan opportunities to improve your own skills in the development and use of resources in your own specialist area. |
Useful resources:
Machin, Lynn (2020) A Complete Guide to the Level 5 Diploma in Education and Training (3rd Edition). UK: Critical Publishing – Chapter 1
Petty, Geoff (2014) Teaching Today: A Practical Guide (5th Edition). UK: Nelson Thornes – pp. 131-132
Wilson, Linda (2014) Practical Teaching – A Guide to Teaching in the Education and Training Sector. UK: Cengage – Chapter 9
Answer
Understanding the Purpose and Use of Resources in Teaching
1.1 Explain the Purpose of Resources in Learning and Teaching
Resources in learning and teaching serve multiple essential purposes. They enhance the educational experience by providing diverse ways for students to engage with content, facilitating a deeper understanding and retention of information (Machin, 2020). Resources such as textbooks, digital media, hands-on materials, and visual aids cater to different learning styles, whether auditory, visual, or kinesthetic, ensuring that each student can grasp concepts in a manner that suits them best. Additionally, resources support teachers in delivering content effectively, enabling them to illustrate complex ideas, demonstrate practical applications, and provide real-world context. They also play a crucial role in differentiation, allowing educators to tailor their instruction to meet the varying needs and abilities of individual students (Wilson, 2014). Ultimately, resources in education aim to create a dynamic and inclusive learning environment where all students have the opportunity to succeed.
1.2 Evaluate the Effectiveness of Specific Resources from Your Own Specialist Area in Meeting Individual Learning Needs
In the context of health and social care education, a variety of resources are employed to meet individual learning needs effectively. For instance, interactive simulations and case studies are particularly effective. These resources provide students with realistic scenarios and practical experiences that enhance critical thinking and problem-solving skills (Petty, 2014). Interactive simulations allow students to practice and refine their clinical skills in a safe, controlled environment, which is crucial for building confidence and competence. Case studies, on the other hand, help students understand complex health and social care situations, encouraging them to apply theoretical knowledge to real-world problems.
Digital resources such as online modules and e-books offer flexibility and accessibility, allowing students to learn at their own pace and revisit materials as needed. These resources are especially beneficial for students who may need additional time to grasp concepts or those who prefer a self-directed learning approach. Visual aids, including charts, diagrams, and videos, cater to visual learners and help simplify complicated medical terminologies and processes, making them easier to understand and remember (Wilson, 2014).
Moreover, collaborative tools like discussion forums and group projects foster peer-to-peer learning and support, enabling students to share insights and learn from each other’s experiences. These resources not only address diverse learning styles but also promote engagement and active participation, which are key to effective learning in health and social care.
