Developing, using and organising resources in a specialist area
Select a topic from your specialist area and determine how you can design resources that: - meet learning needs
- meet the needs to learners who are Visual, Auditory, and/or Kinesthetic
- meet preferred learning styles
Table of Contents
- Tutorial Video
- Reading Materials
- 'Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory’ by Judith V. Boettcher
- 'Teaching materials and teaching aids – 1 (teaching material)’ by Shravan Kumar, Amity University
- 'Workshop 4: Students are encouraged to support on another’s learning’ part of ‘Reaching out to all learners: A resource pack for supporting inclusive education’ from UNESCO’s International Bureau of Education
- 'Empowering school teachers for emerging technologies: An action plan’ by Pradeep Kumar Misra
- 'Creating and sustaining an effective professional learning community’ from the National College for School Leadership
- Presentation
- Good Practice Example
- Good Practice Example
- Evidence Opportunities
- Extended Learning
- In ‘Differentiating instruction in inclusive classrooms: Myth or reality?’, the authors examine the literature that sets the foundation for a lesson design cycle for differentiating instruction in inclusive classrooms. They discuss the cycle in relation to the four design points of; understanding the learners, delineating content and materials, assessing what learners know, and differentially arranging teaching/learning activities. Paper Presented at TED/TAM, San Diego and written by Thousand, J., Nevin, A., McNeil, M., & Liston, A. (2006, Nov.) PDF attached: Differentiating instruction in inclusive classrooms: Myth or reality?
- This British Council article ‘Selecting and adapting learning resources for teachers: Case studies’ provides two teacher education scenarios, and suggested learning resources for each. Situation 1: A secondary English teacher who has never taught primary before is being asked to do so because of institutional policy. You have been asked to train them. Situation 2: The management of a teaching institution ask you to deliver a workshop on pronunciation teaching techniques.
- It is unlawful in the United Kingdom for schools to discriminate against students because they are disabled. While this may seem a straightforward idea, the details of the law and associated duties can also seem complicated. However, they are very important to understand, so this section of the toolkit lays out the obligations and provides resources to help you evaluate your own practice. Click to read ‘Understanding Inclusive Education – Legal duties and responsibilities’ part of the Back Up Inclusive Education Toolkit.
- Click to access a series of online guides, videos and downloadable resources from Active Impact to support inclusive education.
- Think And Challenge
- Evidence Opportunities
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