United Kingdom: David Fulton Publishers GARRISON, C & Ehringhaus, M., 2012. Formative and Summative Assessments in the Classroom. [online] Available from: http://ccti.colfinder.org/sites/default/files/formative_and_summative_assessment_in_the_classroom.pdf [Assessed 5th May
‘Explain the ways you would establish ground rules with your learners which would underpin behaviour and respect for others.’ Setting ground rules within a group establishes what the tutor and the group can expect from each other in terms of social as well as educational expectations. An understanding of why each rule is in place will ensure learners and tutor feel more comfortable about its existence and helps to provide a good learning environment for all in the group. The delivery of these rules can be important when teaching adults as some learners’ feel more at ease having set rules or boundaries whereas others whose negative experiences of their schooling may feel an unconscious resentment. Rather than imposing a stated list of rules or laying down the law, asking for opinions and experiences, then drawing from that any expectations of the group can be a mutually beneficial way of establishing what ground rules should be made and more importantly why they are important or relevant to the group. This method is also a good way to encourage the exchange of ideas and opinions within the group as learners are more likely to relate to each other, discuss, and help each other further on in the course.
You should use these to cross-reference your work. Q1.Explain how a learning support practitioner may contribute to the: a) planning, b) delivery, and c) review, of learning activities. Answer a) Planning: A learning support practitioner contributes to planning of the short term plans these are for the week or day and will incorporate learning objectives and state how the class or group will be organised. Contributing in your own way by putting forward suggestions of your own, particularly if you support an individual pupil. The teacher assistant and teacher should plan together so that you are clear from the outset what you will be doing and are given the opportunity to put forward your own ideas.
Agreeing individual learning plans (ILPs) and/or action plans can help formalise this. During sessions, I try to include my learners by asking individual questions, taking time to give help and support, using eye contact, using names and encouraging paired and group activities etc. Inclusion involves ensuring that all support systems in the organisation are available to those learners who need it. Ways to promote inclusion include: • ascertaining individual needs, learning preferences and goals • being approachable and accessible, enabling learners to feel comfortable to disclose concerns • challenging stereotyping, discrimination and prejudice as it happens • differentiating activities to address individual differences; for example, different abilities and levels • using resources and materials which positively promote all aspects of community and society, equality and diversity. Carrying out an icebreaker and agreeing ground rules can help the session flow smoothly.
Pttls Assignment Theory Task 4 Simon Stewart WXB9746 Explain the ways in which you could establish ground rules, with your current/future learners that underpin behaviour and respect for others. Ground rules are described as, “An agreed code of behaviour within a learning group.” (Francis and Gould p266. )Ground rules are not just a collection of mandatory rules for example, those based around health and safety, but those which are agreed by the learner and their tutor. Ground rules are important to the whole group; it enables them to form a cohesive group promoting individual learning, giving the learners a sense of ownership of the rules and their learning environment and so that they know exactly what is expected of them when in the classroom environment. I would prepare a list of ground rules which would include, punctuality, turning off mobile phones, active listening, individual participation, hand in work on time and respect each other and their opinions.
Constructive feedback can be given through different ways. When a trainer is giving constructive feedback to a group, he should focus on the group performance and what they have achieved but also has to make sure he identifies what each individual has achieved. When giving direct feedback to an individual, he has to ensure he is specific about the targets they have met and what they still need to achieve (Gravells, 2013). Constructive feedback can be given formally, by writing or informally, verbally. This way of giving feedback should always be adapted to each learner.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
It means that students can take responsibility for some of their own progression. Students can ask themselves what am I learning and how can I do it better. Giving students constructive feedback will allow them to recognise how they can progress and achieve the next step in their learning. Having confidence that all students can improve. Both the teacher and student are involved in the reviewing process and can reflect on the assessment information.
To identify through learners initial assessment results, different learning abilities and any special needs and plan and design my lessons accordingly. My lessons would consists of small/large discussion groups, handouts, practical and theory sessions using a variation of teaching styles, Visual, Aurial, Read/Write, Kynasthetic, (V.A.R.K). This is to ensure that all individual learning needs are meet as learners all learn in different ways. I need to make sure the environment is a safe and comfortable one and adheres to Health & Safety Requirements set out by the organisation I work for. I need to check the room is appropriate and available and any special needs covered, e.g.
Nowadays teachers should be conscious of how students learn so as to create and develop their teaching strategy and learning actions. Because the way which teachers use has a straight effect on individual's learning and understanding. Those data's objectives is to motivate students to begin thinking about learning and find out the way they prefer and they can understand. We can classify the approaches to learning in to two types: surface learning and deep learning. Each person's thinking effect on which way they choose.