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.
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.
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.
Unit 307 (1.5) Explain how assessment for learning can contribute to planning for the future learning carried out by :- (a) the teacher Teachers should think about the strategies they use when pupils carry out formal assessed tasks. (Consider baseline assessment at the start of a topic to assess prior knowledge. If assessment shows lack of understanding, stop and address how to overcome understanding) Teachers must think about and plan their questions carefully. Feedback from pupils enables the teacher to assess whether the pupils completely understand what they have been learning. Teachers can analyse performance using tests or questioning the pupils after completing an activity.
I would need to know if I will be working on a 1:1 basis or with a group so I can plan accordingly. During the lesson I would be constantly monitoring each student that I am working with to ensure participation and understanding in the tasks set. I would be aware of the desired learning outcome and would be asking questions such as “what have you learnt today?” or “can you tell me one thing you now know after the lesson that you didn’t know before?” After the lesson I would discuss with the teacher what progress has been made and the level of the students engaging and what if anything the students have found particularly easy or difficult. On a termly basis I would feed back any issues that I have found with the students I have worked with, this is done in a meeting form so alternative provisions can be made if
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.
They will decide between them how to pass this information on to the rest of the teachers and school staff. Yet again these will have the school and pupils best interests at heart. SENCO. The SENCO are responsible for the care of children with special educational needs with in the school. The role includes, communicating with other members of staff and parents regarding the special education needs of the pupil involved.
Resource 2: SIOP Lesson Plan (Rhyming) Zenetta Bronson Grand Canyon University: ESL 533N Advanced Methodologies of SEI January 29, 2014 Teachers should prepare a lesson that targets a specific learning goal which allows students to make connections with their own knowledge, deliver the lesson so that the students are engaged, and be able to comprehensible talk to the students so they understand. Teachers should organize the instruction to build on the relationship between students learning in their first and second language. The attached lesson was delivered in order for the children to gain some understanding of phonological awareness particularly rhyming words. Phonological awareness (or phonemic
This assists and is used as a guideline for teachers to help your child in their development areas. It informs us about the knowledge, skills, values and attitudes the learner has obtained (Davin, R.2013:32). By assessing the learner we are able to identify their learning style and allow us to prepare lessons in such a way that is best suitable to your child’s needs. Frequent assessments made by our teachers also assist parents to develop their children at home. Our teachers are able to provide exercises or activities to parents to practice at home with the learner thus reiterating what is being taught in the classroom.
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.