A formativie assessment is a variety of informal and formal assessments measures that are used by teachers during the learning process in order to adapt teaching and learning activities to improve a child’s attainment in school, it is designed to give pupils feedback in order to improve in their learning and help a pupil understand what is expected of them in relation to their educational success and give ideas as to how to develop their work. In order for formative assessment to be effective, there must be a whole school approach which includes teachers in each year group assessing with subject leaders to ensure consistency within year groups in order to maintain high individual pupil progress. Informal/Formative teacher assessments are carried out by teachers throughout the course of their teaching by using assessment
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.
Keeping records is a very important reflexive tool for both teachers and learners in the educational setting. Accurate records taken throughout a course enables both teacher and students to continually reassess the effectiveness of the teaching/learning relationship by giving an ongoing measure against which to view learning objectives. Records indicate whether pupils have learnt what has been taught and are making sufficient progress with the course; who needs more help or is ready for more extensive work by assessing better or worse progress than expected; and whether teachers need to refine any aspects of their teaching by assessing successes or shortcomings where teaching needs to be strengthened. Attendance data taken on a close protection course gives an idea of where students may fall behind with learning outcomes through non attendance. Identifying non attendance could indicate a problem external to the teaching setting which may benefit from referral to other professionals or could point to students’ dissatisfaction with the teaching style which could be addressed by reassessing the teaching methods used in order to promote more inclusive practice.
The teacher is also responsible for determining and answering when learners have language needs. It could be done by seeing what students’ learning styles are, what their goals are, talking to students about these issues. On the basis of such needs assessments, teachers are expected to plan group and individual instruction that responds to the learners' needs. The teacher is also expected to be a counselor, where the teacher needs to exemplify an effective communicator searching to maximize the interaction of the speaker’s intention and the hearer’s interpretation, using paraphrases, confirmations and feedback. Teachers need to acquire less teacher-centered classroom management skills.
Good teachers usually have handouts, which they pass out to their students for the students to complete particular assignments. In this environment, the students can ask questions and get immediate person to person responses from the teacher. Additionally, the teacher may divide the class into smaller groups where students have an opportunity to interact with each other and learn from each other as well as learn from the teacher as the teacher comes around to their group. There are many benefits with this type of learning environment. Obviously the most visible benefit is that the students learn discipline.
While teaching as a substitute teacher I learned that students respond differently to the way things are presented. One of my job as their teacher was to continue to find another way to help them understand what I am teaching. I believe that there are numerous ways that a child can learn by, and I want to be able to encourage as much learning as possible from each child. I believe that using different methods of instruction is the most effective way to accurately determine what method will work best in my classroom. These methods can include group work, hands-on activities, and peer to peer activities.
Danielle Gallagher Unit 303 Support learning activities Outcome 1 Contribute to planning learning activities 1.1 Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities Although the class teacher is primarily responsible to plan, deliver and review all learning activities for the class, a teaching assistant can work alongside the teacher and make contributions that can improve the teachers plan, alter the delivery to make it more effective for pupil attainment and extend the teachers initial review. “Planning, teaching and evaluation follow a cycle which gives structure to the learning process” and is vital in my role as a teaching assistant. I aim to describe how I aide the teacher to plan and deliver lessons and how I give feedback to the teacher about individual pupils, in order for the teacher make improvements in her planning and to be able to target individual children that are struggling. I will also give an example at the end to show how I effectively assisted in planning, delivery and the review of a lesson. Planning - the teacher will ask her staff to look over her planning and to give an opinion on it, if the staff feel there could be any improvements then they will tell the teacher.
There are three types of assessments that are used in the classroom (DEECD, 2009): 1. Assessment FOR learning which is used as a formative assessment tool and designed for teachers to work with students from the beginning of the learning process to identify what a student needs to maximize and extend his knowledge and how this will be achieved. 2. Assessment AS learning, this type of practice is very important because it allows a student to take charge and be involved in the assessment process, through self reflection and ‘monitoring their progress to inform their future learning goals’. 3.
SUBJECT ASSIGNMENT: CLASSROOM MANAGEMENT - TECHNIQUES AND REFLECTIONS ON PRACTICE Assignment: Do the following exercises and justify or explain your answers where appropriate. Task 1 Look at Ur’s list of patterns of interaction below. Decide whether each interaction is either more student-centred or more teacher-centred. Justify your answers. Group work .This type of work is student-centred in regard to the active participation of the students in the task given.
Eye contact in a classroom setup helps the teacher to convey content to be taught with confidence and vigilance of most of the things happening in the classroom. It also helps the teacher to gain control and respect, capture the learner’s attention and involve almost every learner in the classroom. According to Gower and Walters (1983) the teacher can uses eye contact in the classroom to show a pupil who is talking that he or she is taking notice of it and to encourage contributions when he or she is trying to elicit ideas. In a research done by Zeki (2009), he noted that, students reported the teacher’s eye contact as the source of their motivation and concentration in the lesson and made them feel important and confident as well. Even though it helps to involve pupils in the learning process, a male teacher should not always fix his eyes on one female learner as this may be interpreted by the learners