The steps for effectively planning learning activities is based on the 'pupils individual needs, abilities and interests'. Information gathered from one to ones, observation reports and assessments of the student will inform the learning materials used as well as the curriculum requirements outlined by the education standards organisation. The use of a continuous planning cycle will ensure that the pupils needs and the requirements of the school are met. I would use the following processes to plan learning activities. This includes; * Identifying individual learning needs via one to ones or through observations.
This enables the learners to recognise what is acceptable and gives them a sense of ownership as well as encouraging group dynamics. To extend this the students could either create a poster or write down behaviour which they believe to be appropriate for the classroom and practical sessions and then to share with the group. To further reinforce the establishing of ground rules another method would be to display the agreed rules (as currently displayed on the workshop notice board) and to present the learners and members of staff with individual copies of the ground rules to place in their work portfolios, which can be
TDA 3.2 School as Organisations Unit 2.1 Explain the strategic purposes of members of the school team It is important and helpful to understand how schools are organised in terms of the different roles and responsibility that members of the school team have. MEMBERS | DESCRIPTION/PURPOSE | School governors | Usually a team of 10-12 people or more who provide strategic leadership and accountability in schools. The team must have at least one parent governor and one staff governor in addition to the Head Teacher. There are also appointed Local Authority and Community governors within this team. Their many responsibilities include: * Setting aims and objectives for the school * Setting targets and managing policies * Finance management * Monitor and evaluate the school’s progress and adopt new ways to improve its performance * Work closely with the local community * Work closely with the Head and senior management team * Appoint staff, including Head and Deputy Head Teachers * Attend meetings to discuss personnel issues, community cohesion, the school site etc.
UNDERSTAND THE WORK OF THE TEAM | Amanda Poole - Headech | 5/7/2013 | UNDERSTAND THE WORK OF THE TEAM In this assignment, I will be describing why teamwork is important in schools, then moving on to describe the purpose and objectives of the team in which they work. I will go on to describe my own role and responsibilities in my school, along with three others in the team. Lastly, in my assignment I will be describing the importance of respecting the skills and expertise of other practitioners. Definition of teamwork Teamwork, is the process of individuals coming together on a common platform with a common objective of accomplishing a task, a team is formed. Teamwork is the efforts undertaken by each team member for the achievement of the team’s objective, this is known as teamwork, and teamwork is the backbone of any team.
We use a quickscan, and VAK test which helps to determine the learner style, (Visual, Auditory and Kinaesthetic). From the results we can evaluate the correct level and course for the learner to be on and also if additional support is needed throughout the course. Support must be in place before during and after initial assessment. For me I have a LSA in the workshop with me to assist with the learners who may require it. Within the teaching role of my subject it is important I provide a safe learning environment for all students, ensuring that they all engage and participate actively in practical and theory lessons alike.
* Identify the requirements of the assessment strategy of the qualification to ensure the learner can meet the specification. B - Formative assessment in tracking learner progress Formative assessment is the assessment that takes place during a course or programme of study, as an integral part of learning process, and such it is down to the teacher or trainer to design and implement it. It refers to frequent, interactive assessment of student progress and understanding to identify learning needs and adjust teaching appropriately. By using formative assessment approaches and techniques you are better prepared to meet the diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of
• Review homework assignments and help your child organize a plan for completing assignments. • Discuss events - the school day, local and world news. This will help your child acquire a wide-range of knowledge. Discuss
PTTLS 7303: level3 award in preparing to teach in the lifelong learning sector. Q.7 State the different assessment methods available and explain the ones you world use for your subject area, including reference to initial assessment records you would complete and explain why. The assessment methods available for teaching are as follows: initial assessment, formative assessment and summative assessment. Summative assessment is assessing whether the student can apply knowledge taught within the lessons, this generally is the completion of a module or course, you will know with this assessment whether the student has passed, this assessment is usually formal. Summative assessments are also necessary to give feedback to the student if the feedback offered is adequate this can be also classed as formative assessment.
Teaching Assistant Level 3 – Assignment 1 Question 1: Give examples of how you would plan activities. Planning activities is based on pupil’s individual’s interests, needs and abilities, and emphasises the importance of observations and assessments of pupils, although the process for planning is continuous it still consists of these fundamentals: identifying future learning needs, preparing specification of intended learning outcomes for the pupils, observing and recording of the pupils responses including their achievements/ difficulties, identifying each children individual learning needs, preparing for the learning activities, selecting appropriate resources for the learning activities, organizing the learning activities, identifying staff roles, implementing the learning activities, and evaluating how the learning activity went. Therefore as a teaching assistant my role in planning activities would be to attend regular meetings either; once a term, every half term or weekly. Furthermore each day discuss with the teacher about; the lesson plans, objectives of the learning activities, what my contribution to learning activities, how much support and the type of support in which I’m going to offer the pupils, as well as the specific strategies for supporting learning activities. Subsequently I should provide feedback to the teacher after the activity or lesson and inform the teacher on the children or child achievements and difficulties in the activity.
This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school. Furthermore, children’s behaviour, development and current skills should be observed to identify and assess their progression in order to plan tasks that are suitable towards individual needs. Question 2: Make a list of how to perform pupil observations When making