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.
Quite often a TA is responsible for supervising the pupils at playtimes, on school outings, or just generally in the classroom and also offering additional support to the teaching staff in all areas. A TAs list of duties can be quite varied depending on the school, staff and what is expected. The Teacher The teacher’s role is to be in complete control of their class, preparing lessons, and supervising the staff/visitors in the classroom. A teacher will prepare individual pupil targets and give direction to other staff in the class room. When disciplinary action needs to be taken normally the teacher in charge
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. Following the teaching session the TA and class teacher should reflect on the effectiveness of the teaching and learning activities and the success of the LO. When evaluation is done you must look at whether the children you are working with are able to meet the Lo through the task presented. Below are two tables stage of planning and role of teacher: Page 159 supporting teaching
Helping to organise the learning environment and supporting the introduction of new activities. Preparing and setting out the classroom resources and equipments as directed by the class teacher. Monitoring children’s responses to learning activities and
Support Learning Activities Be able to contribute to planning learning activities Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities. 5 1.1 Planning, teaching and evaluating follow a cycle which gives structure to the learning process. The diagram below shows this: Evaluating Evaluating Planning Planning Teaching Teaching There are three different types of planning for teachers, short, medium and long term. Depending on the teaching assistant’s role, as a teaching assistant we are more likely to attend a medium or short term planning meeting so that everyone is aware of the area of learning that will be focused on, while the planning takes place. Evaluate
So any learning plan for this student would be centred around this goal, especially self-directed learning and placement provision. Specific learning needs can be identified and then addressed by the teacher, for example different coloured handouts for a dyslexic student, or by student support, for example a sign language interpretor in the class for a deaf learner. Prior to my lessons, I speak to the students' course tutor about any student individual needs that I need to be aware of and whether my chosen resources are appropriate for the students that I will be teaching. Prior knowledge and skills can be built upon with the ILP, which can help target areas for extra learning, such as specific or embedded numeracy skills, and develop areas of strength for the student, for example knowledge of local and government policy within Health and Social Care. Reece & Walker (2006) state that a focus on retention rates is increasing, so identifying the needs of learners prior to a course beginning will help the college to assess which students are likely to be able to complete the course.
Formative Assessment in tracking learner progress Formative assessment (assessment for learning) is engaged during a course or programme. This is the type of assessment used and it allows teachers to adjust targets and objectives to suit the student until they develop skills and become more confident. Formative assessment is usually informal (Formative informal) and can take place at any time during the teaching and learning process. Feedback from formative assessment will be beneficial to both student and teacher as it not only allows the student to recognize their success and look at areas for development but it allows the teacher to evaluate the effectiveness of their teaching and look to improve on future sessions. Formative assessment is often seen as being motivational as it can be seen as a review rather than an assessment.
Teachers are coming out of their classrooms and meeting with other teachers and sharing strategies, and asking questions that have other teachers thinking about how to have more successful classroom experiences. The final implication I think that it is having globally is that through coaching we will have retention of quality teachers. Through collegial and peer coaching teachers will find their voice in the classroom, understand what they what to accomplish and through self-reflection with a coach, teachers will begin to have an impact on their students in their
It’s basically a teaching/learning plan that is specifically tailored to a child's needs. It's normally planned by a group of teachers & specialists who are involved with the child. 5. What is the school/teachers role in generating and implementing an IEP? h. To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs.
If you know the learning style of the student, it is easier to convey the message you are trying to convey. Teachers adapt to their students and help them according to their style learning. Knowing the learning strategies influence teaching and learning by allowing the teacher know what is going on and giving students a chance to understand the material. These learning strategies help both: the teacher and the student. References Roell, K. (2014, January 1).