Assignment 422

Specialist Delivery Techniques and Activities

Name:
ID:
Task A

Purpose of Specialist Delivery Techniques in Meeting Learner Needs (1.1)

Expert delivery methods are critical as they help provide a differentiated education for
children. These techniques guarantee that instruction is purposeful and points of
interest to enhance learning and knowledge acquisition. They address the various
learning needs, strengths, and preferences, thereby creating equality and increasing the
possibility of students' success. For example, practical assignments or demonstrations
in vocational courses enable the learners to comprehend the practical implications of
what they learn in vocational courses.

Identifying Learning Needs That Can Be Met Through Specialist Delivery

Techniques (1.2)
Teaching Meaning
Technique
Lecture A structured method of instruction where the teacher verbally
delivers information to the students. This technique is effective for
presenting theoretical knowledge and covering large amounts of
material in a relatively short time.
Dialogue An interactive exchange between the teacher and students, where
both parties engage in conversation to deepen understanding and
stimulate critical thinking.
Demonstration A teaching method where the instructor shows how to perform a
task or procedure, allowing students to visually observe the steps
involved. This is particularly useful for subjects requiring practical
skills.
Hands-On Activities that involve learners actively participating and
Activities manipulating materials to learn concepts through direct experience
and practice. This enhances engagement and helps develop
practical skills.
Group Sessions where learners engage in discussions within groups,
Discussions sharing ideas and perspectives to promote collaborative learning
and critical thinking.
Individual Tasks Assignments or activities that learners complete independently,
fostering self-discipline, independent learning, and problem-solving
skills.
Group Tasks Collaborative activities where learners work together on a common
task, promoting teamwork, communication skills, and collective
problem-solving.
Use of Incorporating visual aids such as charts, diagrams, and images
Illustrations into teaching to support visual learners and simplify complex
information.
Enquiry Based A student-centred approach where learners investigate questions,
Learning problems, or scenarios, promoting critical thinking, research skills,
and independent learning.
Experiments Practical activities that allow learners to test hypotheses and
observe outcomes, fostering scientific thinking and hands-on
learning.
Mind-Mapping A visual technique for organising information, showing
relationships among concepts, and promoting brainstorming and
memory retention.
Project Work Long-term assignments where learners plan, execute, and present
projects, integrating multiple skills and knowledge areas to create
comprehensive outcomes.

Ways Teaching Techniques May Be Used Within My Subject Specialism (1.3)

Teaching Ways Technique May Be Used Within My Subject Pedagogy
Technique
Lecture Purpose: To deliver comprehensive theoretical knowledge on key
topics. Use: Provide structured presentations on foundational
concepts, using multimedia to enhance understanding and
 retention.
Dialogue Purpose: To ensure that students participate as active learners
and thinking individuals.
Use: Discuss case studies or topics with students and ask them to
adopt critical thinking and find out different approaches to the
issues.
Demonstration Purpose: To demonstrate skills and techniques used in real-life
scenarios.
Use: Demonstrate specific sequences of actions in a laboratory
environment so that students would be able to watch the
demonstration and perform the actions on their own with the help
of a supervisor.
Hands-On Purpose: To provide an opportunity for reinforcement of the
Activities learned material through additional practice.
Use: Provide practical seminars where it is possible to use the
received material by creating prototypes or implementing
experiments.
Group Purpose: To promote collaborative learning and idea exchange.
Discussions Use: Create group activities where students analyse and debate
topics, fostering teamwork and communication skills.
Individual Tasks Purpose: To encourage independent learning and personal
accountability. Use: Assign research projects or reflective essays
that require students to explore topics deeply and independently.

Identifying Learning Needs That Can Be Met Through Specialist Delivery

Techniques (1.2)
Teaching Meaning
Technique
Lecture A structured method of instruction where the teacher verbally
delivers information to the students. This technique is effective for
presenting theoretical knowledge and covering large amounts of
 material in a relatively short time.
Demonstration A teaching technique where the instructor shows how to do a task
or procedure, allowing learners to observe and understand the
steps involved. This is particularly useful in vocational training and
subjects requiring practical skills.
Hands-On Activities that involve learners actively participating and
Activities manipulating materials to learn concepts. This technique enhances
engagement and helps in developing practical skills through
experiential learning.
Group Interactive sessions where learners discuss topics in groups,
Discussions sharing ideas and perspectives. This technique promotes critical
thinking, communication skills, and collaborative learning.
Individual Tasks Assignments or activities completed by learners on their own. This
technique helps in fostering independent learning, problem-solving
skills, and self-discipline.
Use of Incorporating visual aids like charts, diagrams, and images into
Illustrations teaching. This technique supports visual learners and helps in
making complex information easier to understand.

Task B:

Issues Influencing the Development of Specialist Delivery Techniques (2.1)

 Lack of Equipment

Example: Insufficient computer or multimedia equipment may restrict the application of

informative and technological methods in learning (Raspa et al., 2021).
Impact: This limitation may reduce the application of advanced teaching aids that
enhance the learning experience and interest the student.

 New Curriculum Requirements

Example: Planning and adjustment are always expected when trying to implement a
new curriculum.

Impact: This may make it challenging for teachers to alter their classroom practice to
align with new standards and content in their teaching (Regmi & Jones, 2020).

 Lack of Resources

Example: The absence of teaching aids such as textbooks and other electronic
materials that are easily obtained in developed countries.

Impact: Since teachers have limited resources, they cannot effectively use differentiated
delivery methods, which reduces instructional delivery.

 Awareness of Teaching Techniques

Example: Teachers might not know many teaching strategies.

Impact: Students may fail to notice innovative techniques, and if they do not seek
instructional advice, they may be forced to use conventional techniques.

 Environmental Concerns

Example: Lack of proper arrangement of class or lack of facility.

Impact: Unfavourable conditions in the classroom can interfere with students' focus and
limit the application of some instructional strategies, including group work and practical
assignments.

 Financial Constraints

Example: Lack of adequate financial support from the government or the institution in
question.
Impact: Restrictions on funding may impact the procurement of essential tools and
supplies, as well as the training and development of educators.

 Health and Safety Issues

Example: Inadequate supply of PPE in vocational training environments.

Impact: Issues related to health and safety may limit the kind of practical teaching
methods that can be used, making it difficult for students to practice (Duryan et al.,
2020).

 Staffing Issues

Example: Lack of qualified teaching staff or high turnover rates.

Impact: Lack of proper staffing hinders the continuity of instructions and the constant
use of the delivery methods.

 Poor Communication Skills

Example: Lack of communication between the staff and the students.

Impact: Inadequate communication degrades student participation and the effectiveness

of interpersonal-teacher activities in the learning process.

 Lack of ICT Skills

Example: The members of staff and the students may lack the required skills to use the
technology correctly.

Impact: Such a skills deficiency can slow the use of technology-integrated methods,
reducing the effectiveness of technology in teaching.

Understanding Resources to Meet Specialist Delivery Techniques (2.2)

Resource Meaning
PowerPoint Visual aids are used to enhance lectures and discussions by
Presentations displaying key points, images, videos, and diagrams. They
help to maintain students' attention and improve
 comprehension.
Hand-Outs Printed or digital materials are provided to students
containing key information, summaries, and additional
resources related to the lesson. They serve as reference
materials and support independent study.
Worksheets Structured activities are designed to reinforce learning
through practice and application of concepts. They can
include exercises, problems, and tasks tailored to the
lesson's objectives.
Gapped Hand-Outs Hand-outs with missing information (gaps) that students
need to fill in. This technique encourages active participation
and ensures students engage with the material being taught.
Crosswords Puzzles are used to reinforce vocabulary and key concepts
in a fun and interactive way. They can be tailored to specific
subject content and help in memorising terms.
Quizzes Short assessments to evaluate students' understanding and
retention of material. Quizzes can be conducted in various
formats, including multiple-choice, true/false, and short-
answer questions.
Diagrams Visual representations of concepts, processes, or structures.
Diagrams help students to visualise and better understand
complex information.
YouTube Clips Short videos from YouTube that provide visual and auditory
learning opportunities. They can illustrate concepts,
demonstrate procedures, or provide real-world examples.
Social Media (e.g., Platforms for sharing information, engaging in discussions,
Facebook/Twitter) and accessing educational content. Social media can
facilitate collaboration and communication among students
and teachers.
Skype Meetings Virtual meetings that enable real-time communication and
interaction between teachers and students or among
 students. Skype can be used for remote teaching, guest
lectures, and collaborative projects.
Books for Subject Textbooks and reference books specific to the subject being
Pedagogy taught. They provide comprehensive coverage of topics and
serve as essential resources for teaching and learning.
Dictionaries/Online Tools for looking up definitions, synonyms, and translations
Dictionaries of words. They are crucial for developing language skills and
understanding subject-specific terminology.
Newspapers Publications that provide current information and articles
relevant to various subjects. Newspapers can be used to
discuss recent events and relate them to the curriculum.
Magazines Periodicals that cover topics of interest in a more detailed
and often more accessible format than newspapers. They
can provide in-depth articles and contemporary perspectives
on the subject matter.
Google Searches Using Google to find information, resources, and references
related to the taught subject. This resource supports
research skills and access to a wide range of materials.
Relevant Props for Physical objects are used to illustrate and teach specific
Subject Pedagogy concepts within a subject. For example, a hair block can be
used to teach hairdressing techniques. Props make learning
more tangible and relatable.

Ways Resources May Be Used for Delivery of Subject Pedagogy (2.3)

Resource Ways Resources May Be Reasons
Used for Delivery of
Subject Pedagogy
PowerPoint To present structured and Enhances engagement and
Presentations visually appealing content understanding by providing
during lectures and visual support and summarising
discussions. key points.
Hand-Outs To distribute detailed notes, Serves as reference material for
summaries, and additional independent study and revision,
reading materials to reinforcing key concepts.
students.
Worksheets To provide exercises and Encourages active learning and
practice problems related application of concepts,
to the lesson's objectives. allowing for immediate feedback
and assessment.
Gapped Hand-Outs To engage students in Promotes active participation
filling in missing information and ensures that students are
during the lesson. paying attention and
understanding the material.
Crosswords To reinforce vocabulary Makes learning fun and
and key terms in an engaging, helping students
interactive manner. memorise important terms and
concepts through repetition and
association.
Quizzes To assess students' Provides immediate feedback
understanding and on students' progress,
retention of the material identifying areas that need
covered. further clarification or review.
Diagrams To illustrate complex Helps students visualise and
concepts, processes, or understand intricate information,
structures visually. making it easier to grasp and
remember.
YouTube Clips To show real-world Enhances learning by providing
examples, demonstrations, diverse perspectives and
 and supplementary content practical applications of
related to the lesson. theoretical concepts.
Social Media (e.g., To facilitate discussions, Promotes collaboration and
Facebook/Twitter) share resources, and communication, extending
connect with experts in the learning beyond the classroom.
field.
Skype Meetings To conduct virtual lectures, Enables real-time interaction
guest speaker sessions, and learning, which is
and group discussions. particularly useful for remote or
hybrid learning environments.
Books for Subject To provide comprehensive Serves as a primary resource
Pedagogy and authoritative content for in-depth study and
on the subject matter. understanding of the subject,
supporting teaching and
learning.
Dictionaries/Online To look up definitions, Enhances language skills and
Dictionaries synonyms, and translations comprehension, ensuring
of subject-specific students understand and
terminology. correctly use technical terms.
Newspapers To discuss current events Provides real-world context and
and relate them to the relevance to the subject matter,
curriculum. fostering critical thinking and
application.
Magazines To explore contemporary Offers in-depth analysis and up-
articles and perspectives to-date information, enriching
on the subject. the learning experience with
current trends and issues.
Google Searches To research information, Develops research skills and
find resources, and gather provides access to a vast array
references related to the of information and materials,
lesson. supporting diverse learning
 needs.
Relevant Props for To demonstrate and Makes learning more tangible
Subject Pedagogy illustrate specific concepts and relatable, helping students
using physical objects. connect theory with practice
through hands-on experience.

List of Relevant Online Sites for Supporting Specialist Delivery Techniques and
Learning Activities (2.4)
 Learn Direct

URL: Learn Direct

Offers a detailed list of online courses and learning resources for different subjects and
difficulty levels.

 BBC Skillswise

URL: BBC Skillswise

Provides worksheets, videos and quizzes by which one can practice literacy and
numeracy of adults at no cost.

 Discovery School

URL: Discovery Education

Offers digital textbooks, collections of standards-supported curriculum resources, and

learning opportunities for educators.

 Teacher's Toolkit

URL: Teacher's Toolkit

Provides numerous types of teaching aids, plans, and games for different grades and
subjects.

 Myedu. com
URL: Myedu

A concept that involves providing learning materials, resources, and assistance to

learners and teachers.

 Global Scholars

URL: Global Scholars

An online education program that provides students with an opportunity to meet

students from all over the world to discuss global issues and concerns.

 YouTube Channel – Learning Resources

URL: YouTube Education

A treasure trove of instructional videos, lessons, and lectures on several topics.

 Education First

URL: EF Education First

Offers language acquisition, educational tourism, and exchange services, as well as

other learning aids.

 TutorGroup

URL: TutorGroup

The website provides tutoring services and tutorials for students in different classes and
subjects.

 Edu20. org

URL: Edu20

A cloud-based learning management system that is freely available and supports online
courses and instruction.

 Outschool
URL: Outschool

Provides day-to-day live online classes and fun activities for children with a focus on
different areas of knowledge.

 Times Educational Supplement (TES)

URL: TES

It teaches resources, news, and professional development for educators with primary,
secondary, and special needs teaching resources.

Adapting Specialist Delivery Techniques to Meet Individual Learners' Needs (2.5)

Adaptation Technique Description
Different Font Styles and Sizes Use larger fonts and clear, easy-to-read styles to
improve readability for all students, particularly
those with visual impairments.
Enlarged Hand-Outs, Print- Provide enlarged hand-outs on A3 paper instead of
Outs on A3 Paper A4 to make text and diagrams easier to see for
students with visual difficulties.
Print-Outs on Different Colour Use coloured paper (such as pastel shades) to
Paper for Learners with reduce glare and improve readability for learners
Dyslexia with dyslexia.
Use of Learning Support Provide additional support through learning
Assistants assistants who can help individual students
understand and engage with the material.
Audio Recording of Sessions Record lectures and discussions so that students
can listen to them again, which is particularly helpful
for auditory learners and those with learning
difficulties.
Use of Voice Recognition Use software that converts spoken words into text
Software to assist students with writing difficulties or physical
disabilities.
Simplified Hand-Outs Provide hand-outs with simplified language and
 clear, concise information to aid understanding for
students with learning difficulties.
Avoiding the Use of Red Avoid using red marker pens, which can be
Marker Pen perceived as negative or harsh, and instead use
blue or black for clarity and positivity.
Avoiding the Use of Green Avoid using green marker pens, which can be
Marker Pen difficult for learners with dyslexia to read, opting for
more accessible colours like blue or black.
Use of Images/Photographs Incorporate diverse images and photographs in
hand-outs and presentations to reflect different
cultures, religions, and genders, promoting
inclusivity and diversity.

Linking to Theories

 Herzberg’s Motivational Theory

Application: Make sure that learning environments meet 2 types: hygiene factors (safe
and comfortable environment) and motivators (recognition and responsibility).

Adaptation: There should be positive motivators and meaningful activities likely to boost
intrinsic motivation (Peramatzis and Galanakis, 2022).

 Bloom's Domains of Learning

Application: Develop activities that would meet the cognitive, affective, and psychomotor
domains to ensure the client gains knowledge, positive attitude and motor skills.

Adaptation: These should encompass action-oriented tasks for participants with

psychomotor learning preferences (Aheisibwe et al., 2021).

 Medal and Mission Theory by Geoff Petty

Application: Give encouragement and support (Medal) and clear instructions on what
has been done wrong and how to correct it (Mission).

Adaptation: Praise students to ensure that you show them where they are on their
learning path and what they ought to do next.

 Belbin's Theory of Teamwork (Team Roles)

Application: Identify and embrace diverse individual roles in a group to foster team
learning and working.

Adaptation: Organise students into working groups in such a way that all group
members have different skills that would enable them to contribute to a group task.

 Student-Centered Learning/Adult Learning/Andragogy

Application: Engagement with learners, their individual needs, their experiences, and
their learning goals in order to encourage learners' involvement and learning autonomy.

Adaptation: Teach adults in ways that allow them to participate in the planning and
evaluation of their learning activities.

 The VARK Preferred Learning Styles developed by Neil Fleming

Application: Meet the four learning styles (Visual, Auditory, Reading/Writing, and
Kinesthetic) by offering diverse teaching techniques.

Adaptation: Teach with a combination of visual, auditory, and kinesthetic input as well
as writing/reading production for the benefit of all learners (Paturusi, 2022).
  Hygiene Theory/Maslow's Need Theory

Application: Freud proposed a hierarchical model where the basic needs of safety and
belonging must be fulfilled before higher needs like esteem and self-actualisation can
be met.

Adaptation: Strengthen and establish a positive and safe classroom climate that
promotes students' self-identity and development.

Task C

See Practical Folder (3.1)

See Practical Folder (3.2)

Task D

Reviewing the Effectiveness of Specialist Delivery Techniques (4.1)

Thus, the fulfilment of this assignment has greatly improved my comprehension of how
specialist delivery methods work and how to use them effectively. I have realised that
these techniques help fulfil the multiple complexities of the learners, making education
more comprehensive and fun to the learners. For example, PowerPoint presentations
and visuals are beneficial in explaining concepts and keeping the students engaged.
Besides, using manipulatives and group talks has promoted greater involvement of the
learners in the teaching and learning process.
Perhaps one of the biggest highlights of this particular module was the chance to learn
about different teaching strategies and practice some of them. By incorporating various
strategies like modelling and inquiry, I established an engaging learning environment. It
also promoted students' knowledge acquisition and retention while encouraging them to
become proactive learners. Moreover, the response from the students has been very
encouraging, pointing to the fact that these techniques have enhanced their learning
experience.

The other valuable component was the use of paradigmatic notions in practice. The
reflective tasks and practice enabled me to consider my teaching approaches and make
modifications if needed. It has helped in enhancing my skills and confidence in the use
of specialist delivery techniques through this process of improvement. In general, this
assignment has been informative and has provided me with knowledge and materials
that will enable me to address several of my students' needs.

Identifying Strengths and Areas for Improvement (4.2)

Strengths Areas for Improvement
- Adaptability: Ability to modify - Resource Availability: Need to secure
teaching techniques to suit different additional resources and funding for
learning styles and needs. advanced teaching tools.
- Engagement: Successfully using - Professional Development: Pursue
interactive and practical methods to further training to stay updated with the
maintain student interest. latest teaching methods and technologies.
- Feedback Utilisation: Effectively - Technology Integration: Improve ICT
incorporating student feedback to skills to better integrate technology into the
refine teaching methods. classroom.
 - Collaboration: Fostering a - Time Management: Enhance time
collaborative learning environment management skills to ensure all planned
through group activities and activities are covered efficiently during
discussions. lessons.
- Use of Visual Aids: Proficient in - Inclusive Practices: Continuously
using visual aids to clarify and illustrate develop and implement inclusive practices
complex concepts. to cater to the needs of all learners.

References
1. Aheisibwe, I., Kobusigye, L. and Tayebwa, J., 2021. Bridging Education Gap in
Higher Institutions of Learning Using Bloom's Taxonomy of Educational Objectives.
African Educational Research Journal, 9(1), pp.69-74.
2. Duryan, M., Smyth, H., Roberts, A., Rowlinson, S. and Sherratt, F., 2020.
Knowledge transfer for occupational health and safety: Cultivating health and safety
learning culture in construction firms. Accident Analysis & Prevention, 139,
p.105496.
3. Paturusi, M.A., 2022. Students learning style by using Neil Fleming's Vark model
and inventory. Journal of Language Testing and Assessment, 2(1), pp.79-86.
4. Peramatzis, G. and Galanakis, M., 2022. Herzberg's motivation theory in workplace.
Psychology, 12(12), pp.971-978.
5. Raspa, M., Moultrie, R., Toth, D. and Haque, S.N., 2021. Barriers and facilitators to
genetic service delivery models: scoping review. Interactive journal of medical
research, 10(1), p.e23523.
6. Regmi, K. and Jones, L., 2020. A systematic review of the factors–enablers and
barriers–affecting e-learning in health sciences education. BMC medical education,
20, pp.1-18.