Formal IA may be application forms, references and other relevant documentation. Informal IA could usually be a discussion or conversation between teacher & learner. When the teacher has the knowledge and details about the learner, referrals to specialist support areas can be processed if required. Information about the learner’s personality along with any diagnosed conditions for example, ADHD and Autism should also be picked up at the IA stage. Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme.
Liaise with other external professionals with may come into contact with the pupil i.e. Physio, speech and language. | Teachers | Deliver curriculum, class responsibility. Plan and assess work, consult with parents and teach differentiation. | Support Staff | Plan and support work with the teacher.
SPE 226 Educating the Exceptional Learner Benchmark Assessment Targeted Essential Learning Effective teachers implement lesson plans that utilize diversified strategies to meet the learning needs of students with varying degrees of cognitive abilities. Effective teachers are able to adapt instruction based on learner needs. (APTS 3, 9; INTASC 2; CEC 4, 7) Assessment Tool Selected Project a) Accommodations and Modification of Lesson Plan b) Report - Reflective Analysis Specific Performance/Task(s) • Implement lesson plans. (APTS 3.1) • Select and utilize best practice implementation strategies appropriate to different developmental levels. (APTS 3.7) • Implement differentiated strategies that address diverse learners.
During Unit 3, the class explored students with exceptional needs, such as students with learning disabilities who have an IEP. One of the most important parts of this unit was the field report, in which we had to describe and analyze teaching practices for students with an IEP. By having us adapt a content standard for the student we observed, we were able to address TPE 9, “Instructional Planning.” TPE 9 in particular deals with differentiated instruction, which is what we specifically observed and wrote
Teachers need direction in order to meet academic proficiencies and to keep student’s interest (Laureate Education, Inc., 2010). After exploring several learning theories and strategies, my own teaching practices are most often modeled by several strategies and learning theories. The Constructivism Theory resonates in some of the techniques I am using in the classroom. Reflecting on student activities and the design my lessons ; I find students are most often engaged in learning activities that are student driven and lead to students constructing their own conclusions. Student often work at stations and learn through team building and planned movement.
Award in Education and Training – Assignment One Learner name : Wesley Westaway Award in Education and Training – Assignment One Answer the below questions in paragraphs researching your answers from the course, books and the internet. Make sure you save your work to your computer. Learning outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria (AC 1.1) – Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pagers and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Teach/train learners – Large groups Teach/train learners – small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner’s work product Observe the learner in situ Mark the work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal assurance and standardisation Carry out internal quality assurance Attend training meetings and gain feedback Be a positive role model for your learners Tick Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training.
• Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence. • Assessment discussion and feedback - an explanation to my students, a breakdown of their achievements and feedback. • Reviewing their progress - an overview, update and amend if necessary, until my students have full understand of the lesson. During this process, progress is recorded throughout all aspects of the assessment cycle. 1 UNIT 012 Principles of assessment in lifelong learning Furthermore the assessment could be formal (with constraints and validation of knowledge) or informal (any time by oral questions to know how much learning is taking place) depending on area being assessed.
If you are not part of the planning you can still speak to the teacher about what will be happening and offer ideas and suggestions of your own. 1.1 continued Role of teacher Role of teaching assistant • To be responsible for planning and preparing to the National or Early Years Curriculum • To plan and prepare work alongside the teacher • To teach pupils according to their educational needs • To support learning activities • To access, record and report on the development, progress and attainment of pupils • To assess/evaluate children’s work as directed by the teacher • To take responsibility for all other adults within
1.1 Describe how a learning support practioner may contribute to the planning delivery and review of learning activities; Within the role of TA we will at some point contribute to the planning, delivery and evaluation of learning activities alongside the teacher .When the planning of a lesson takes place there should be some opportunity to discuss the pupils work with the teacher. Planning, teaching and evaluation follows the cycle which gives structure to the learning process: PLAN Teacher ,put input,suggest ideas,own input and part of the planning ,take notes ,take part Evaluate,feed back to both children and teacher ,techniques written /verbal feedback Prepare,get resources ready,have a lesson plan ,adapt the resources ,clean up and check health and safety Prepare Get resources ,,ready,have a copy pre Observing ,taking notes to see pupils ability .compare notes Implement and support To do activity ,extra support ,managing behaviour ,encouragement. Most Ta,s are involved in the daily /short plans rather than the long /medium term .By knowing the LO TA,s will be clear on what is expected from the pupils and to what they are expected to achieve . If a TA has particular strengths in ascertain area which is being taught they may be asked to put forward their ideas towards the lesson plan. At some point you may be asked to work alongside the teacher with their long term plans and activities for the week .PPA may be set aside for this.
An analysis of the types of evaluation, assessment and records used by the Teaching assistant in their school context given the national context and exemplar practice in this area, supported by relevant academic reading. NOTES: · TA’s use a variety of types of assessment for all different purposes. · Summative assessments – SAT’s, mock papers to determine what level the child is up to and what group to put them in. · Formative assessments – Salford reading test, helps inform for planning in curriculum areas, also to develop reading and interpretation skills. · Informative assessment – providing feedback to children, via homework, test results etc.