Using Resources in the Lifelong Learning Sector Essay

1881 WordsFeb 9, 20148 Pages
The Oxford dictionary online defines the word resource as, “A stock or supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order to function effectively”. If we apply this definition to teaching and learning resources, it can be argued that resources are central to the learning process and an absolute necessity for the teacher in planning and delivering effective sessions and the leaner in achieving their learning targets. The aim of this paper is to critically analyse the use of teaching and learning resources within my role as a Lecturer and Facilitator in the Lifelong Learning Sector and review the benefits and limitations of different resources in the delivery of inclusive…show more content…
There may also be issues with large groups where students may be sat at an angle to the board. Teachers must be wary of falling into the trap of over reliance and over use of white and blackboards however. This can lead to monotony in sessions and a decrease in leaner motivation. When a teacher overuses the white/blackboard lessons will naturally take a dictatorial style as the boards are almost always situated beside the teacher’s desk. A teacher should try to keep sessions and delivery methods as varied as possible to keep sessions interesting and the students engaged. Nevertheless, these instruments of learning still command a firm place in most educational setting. Despite their limitations, the magnitude of their benefits means that these visual boards are an invaluable tool for teachers. There are a plethora of resources available to teachers, even more so now as we fully embrace the age of technology, however, the relevancy and effectiveness of any teaching resource can and will differ from subject to subject. Even within the same subject, a resource that is effective for one learner may not be appropriate for another. With the onset of emergent technologies and the range of courses now available in the LLS, the traditional classroom board has taken a back foot in many learning areas. Indeed Armitage et al (2003: 117) refers to exiting times in teaching and learning with the advent
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