Explain how a learning support practitioner may contribute to the planning, delivery and review of learning activities for the following areas : * literacy skills * numeracy skills * ICT skills * problem solving skills A learning support practitioner will contribute to the planning of an activity by firstly gaining a clear understanding of what the learning objective is and what the teacher wants the child to achieve from the activity. The practitioner will then find out the ability of the pupils they are working with and if they require any extra or specialist help , this then helps the practitioner provide the correct materials and equipment they need for the activity. A learning support practitioner would also contribute to planning as they will identify if pupils they are working with are likely to finish early and so can arrange with the teacher and additional sheets these children may need. An important part of planning would be for the practitioner to be aware of how much time they have to do the activity and can plan the activity to suit. A learning support practitioner will also be required to provide the teacher with feedback of the activity and the child's performance , so the practitioners should arrange with the teacher beforehand how they should be providing the feedback.
It may also highlight underlying difficulties such as dyslexia or learning difficulties. The Teacher may feel it is necessary to report the concerns to the Special Educational Needs Co-ordinator (SENCo) as further intervention could be required. The SENCo and teacher may then meet with the parents to discuss the concerns and agree the action they want to take. The school and parents may agree an Individual Educational Plan (IEP) which will set out targets to help the child progress. If, following assessment of this intervention, further help is needed; it may be decided to refer the child for an assessment by the Education Psychologist who can provide advice to the school on strategies to help the child.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Question 1: Give examples of how you would plan activities. I would plan activities by: Following the agreed plan (e.g. curriculum/lesson/activity /Individual Education Plans or Individual Behaviour Plan) Identifying individual learning needs-type & level of support needed Specify intended learning outcomes for the pupils-the objectives of the learning activity Prepare for the learning activity-research topic Select resources for the learning activity Identify staff roles-the teaching assistant’s contribution to the learning activity Implement the learning activity-using the specific strategies for supporting the learning activity Observe & record pupils’ responses including achievements/difficulties Evaluate the learning activity Identify future learning needs Question 2: Describe your role in delivering learning activities. My role in delivering learning activities is: Preparing the learning environment to meet the individual learning needs of each pupil in the class Provide appropriate learning activities for individuals & groups of pupils Selecting & using appropriate learning materials Supervising an individual or group of pupils Maintain pupil safety during the learning activity Interacting with the pupils in ways that focus their attention on the learning potential of the learning materials, e.g. asking questions such as ‘what happens if you do....?’ Using praise & encouragement to help pupils participate fully in the learning Observing pupil responses during the learning activity Question 3: Make a list of things expected of you as part of your role in supporting an individual pupil or group of pupils.
1.1 Teaching Role and responsibilities in education and Training The teacher should be qualified to teach the learners, and be able to identify key aspects of related current legislation and know how to challenge discriminatory behaviour and attitudes. They should be well prepared for their lesson, be able to provide the correct resources and information relevant to the course and be knowledgeable about the subject or in the case of covering for another teacher, know where to find information in order to answer questions from learners. Teachers should make an initial assessment the needs of learners prior to starting the course in order to assess their suitability to the course there are delivering. Lessons should be prepared and sessions well planned. Establishing good ground rules at the start of the lessons are an important part of the teacher’s role to ensure everyone has clear expectations within the classroom environment, this helps to ensure appropriate behaviour and respect for others within the class.
Supporting learning activities. TDA 2.10 1, 1.1 Planning helps structure teaching and learning. It enables us to look at what pupils have achieved so that they can progress to the next stage. Planning, Teaching and Evaluation form a cycle which should be followed and it is important to be aware of medium or long term plans for the class to ensure that any learning resources that may be needed are accessible. Through planning in advance you will be able to make preparations for the lesson and discuss any issues you may have or not understand with the teacher.
Unit 001: Essay on the Roles, responsibilities and relationships in lifelong learning. This is an analysis of roles, responsibilities and relationships in Lifelong Learning; by defining them in the context of teaching, and explaining the importance of promoting appropriate behaviour in the classroom. I will explore teachers responsibilities for identifying and meeting the needs of learners by encouraging and enabling all learners to reach their full potential; roles and responsibilities in promoting equality and diversity; relationships between teachers and other professionals, identifying boundaries and reviewing points of referral to appropriate support persons/agencies to meet the needs of learners; responsibilities for establishing and maintaining a safe and supportive learning environment; and compliance with key aspects of legislation and codes of practice relating to the role of teachers. There are numerous roles and responsibilities are numerous that teachers will undertake daily. According to Wilson (2009), roles describe functions of teachers.
It represents a cluster of personality and mental characteristics that influence how a pupil perceives, remembers, thinks, and solves problems,” (Morrison, 2006:186). ELT practitioners must realize that there are many different learning styles, as well as personality types within the classroom and being assertive on identifying our students’ needs and developmental areas according to their learning preferences will lead them to acquire knowledge in a more natural way. For this assignment, I will describe and evaluate the differences in learners response to the activities developed in a regular grammar lesson based on their motivation, age and learning styles. I will also talk about the strategies that I will use to evaluate that learner’s progress has taken place and consider ways in which the quality of learning can be improved. II.
Baseline data helps the teacher decide how far the child is from where he or she should be. It also helps the teacher to develop objectives and instructional plans. Determining Effectiveness of Instruction Another critical aspect of monitoring behavior is to assess the effectiveness of the program. Keeping track of the student's behavior helps the teacher make decisions about when instructional changes are needed to help the child make progress on his or her individualized objectives. Communicating About a Child's Progress Monitoring student's progress on objectives facilitates communication in the classroom, with parents, and with students.
In this research study the researcher was keen to identify, define, and compare the impact of two best instructional practices to a group of student with dual goals: learning-oriented goals and social and life skills performance-oriented goals. Though this research, the researcher has highlighted tasks and strategies that teachers can use to help students establish goals that have the greatest positive impact on learning. The methodology and the multiple activities in this study describe ways in which educators can set outcomes and help students set outcomes for learning, which are related to the dual component set out in this research: instructional outcomes and social and life skills enhancement. The focus of this research, as described in earlier sections of this report, has been on how to help a group of third graders enhanced their conceptual understanding of the multiple grade level skills on the topic of fractions. The focus was also on how to develop the social and life skills of cooperative partnership and collaborative interaction among this group of third grade students.