Introduction SLIDE 1
This presentation aims to critically review and demonstrate a comprehensive knowledge of theory of teaching and learning as part of everyday practice. The context will appreciate and justify perceptions towards teaching approaches used in a way, in which knowledge of how children learn can enable educators to accommodate particular learning needs. In particular, these aspects will be discussed throughout two incidents of learning alongside the analysis of strategies and styles observed in order to promote effective learning for evolving practice. The first incident takes place within a year two classroom, reflecting on assessment techniques used to establish where a child’s capabilities were situated in order to further the learning process. Similarly, the second incident considers how theoretical perspectives have influenced a vision to re-think children’s educational experiences and begin to explore the idea of a play based initiative which has influenced new pedagogy in the teachings of year one. In order to protect confidentiality, all pupils of concern will remain anonymous and have been selected at random. The educational setting is located within an area of social and economic deprivation with ‘numbers of children eligible for free school meals recognised as well above average.’ (Ofsted, 2010:1) The majority of pupils placed on the SEN register are statemented for behaviour issues such as, (ADHD) Attention Deficit Hyperactivity Disorder and (SEBD) Social and Emotional Behavioural Difficulties alongside Dyslexia.
Incident one SLIDE 2
As part of the autumn term, year two had recently been introduced to place value and had been following a new method of adding two digit numbers together. During this session assessments were being carried out against the learning objective involving; ‘I can add two digit numbers together through partitioning.’ Black et al (2002) suggests that features of formative assessment are considered an...