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.
It can outline the basis for the partial development of the right learning needs and abilities and may also be constructive preliminary stage for future learning prospects There are many rationales why it’s significant to observe and assess pupils’ development. For example, to be able to recognize the broad choice of skills in all areas of pupils development. This will help teachers and teaching assistants to set out goals that need improving and building upon current skills to allow pupils to achieve their educational attainment at different levels. Moreover it is important to observe and assess in order to identify and comprehend the cycle of development in children. This understanding should be used to connect the hypothesis and theory with my own practice as a teaching assistant within the school.
There are many reasons for conducting classroom assessments – assigning grades is an obvious one. Effective assessment allows teachers to monitor students progress toward achieving learning targets, determine whether instruction is effective, detect students strengths and weaknesses, diagnose learning problems, provide feedback, motivate and engage students, and prepare them for high-stakes tests (McMillan, 2011). Effective assessment therefore enhances teaching and learning as well as allows a means for providing information on student achievement and learning needs (McMillan, 2011). What assessment provides immediate information about how students are progressing in their learning and where they are having difficulties? Formative assessment, or assessment for learning, enhances student learning and achievement and helps teachers improve instruction (Wiliam, 2005).
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.
For example I find it essential to discuss the day’s lesson plan and targets with my class teacher. This gives me clear guidance and an objective when working with pupils, of what support I need to give in order to achieve the day’s targets. In the school environment, I am aware that I am acting as a role model to the children. How I communicate with colleagues, parents and pupils will reflect on how children will then communicate. It is important to adapt the way I communicate, because different audiences require different communication styles so that I can be understood easily.
In my job role, I work closely with the class teacher and full time teaching assistant. Each member of the team know and understand their own role in school, they should also know and understand the roles of others in their team and how they fit together to support the pupils. Good communication skills amongst one another are essential to enable us to provide the highest quality of learning and support to the pupils in the classes where I volunteer. In our team, we offer support to one another and discuss the developments and achievements of the individual pupils. We share information and contribute ideas for future
Teaching Assistant Level 3 – Assignment 3 Question 1: Why is it important to observe and assess pupils’ development? It is essential to observe pupil’s as it enables the teaching assistants and the teacher to make an objective assessment on individual pupils. They are able to establish the pupils: behaviour patterns; their individual learning styles; the level of development; their existing skills; curriculum strengths and weaknesses; their current learning needs and learning achievements. In addition by observing the pupils the teaching assistant and the teacher are able to identify what the children learning needs are which will allow them to plan activities which would appropriate for the individual pupils learning needs, in order to help the pupils achieve their full potential. Furthermore if they notice that the pupils may have a learning difficulties, they are then able to ensure that the pupils is assessed by the Special Education Needs Co-ordinator (SENCO) or external assessors if necessary in order to establish if they do have a learning difficulty and would then work with the class teacher and teaching assistant to ensure that they are able to support the needs of the pupil as appropriate and make suitable arrangements.
Respect values and other different religion and cultures. Other duties and responsibilities include in supporting and collaborating with the class teacher, join in making action plans, and under the guidance of the class teacher assist the learner with one-to-one attention. Together with the class teacher, the Learning Support Assistant should develop and implement the Individual Educational Programme by making lesson plans, help to prepare and write the Individual Educational Programme for the learner and assist in the preparation of educational material and all the components of the instructional and educational process in class. Observe and assess the performance and behaviour of the learner and document. It is important to attend to the Individual Educational programme and Individual Transition Plan meetings.
Describe the roles, responsibilities and boundaries as a teacher in the teaching/training cycle Role, responsibilities and boundaries are evolving qualities within the teacher which are assessed and reflected upon using the teaching/training cycle; a cycle of assessment, planning and review. The main role of the teacher is to facilitate communication in such way that all students are encouraged to enter into wider debate surrounding the topic they have chosen. To ensure sessions’ aims and objectives are meaningful and applicable to students, the teaching role incorporates ongoing administration and assessment. Assessing varying learning styles within group and considering learner’s motivations and previous experiences helps identify various teaching methods that could be useful throughout the program. Sessions incorporating visual, auditory and kinaesthetic learning styles ensure student’s have equal rights to learning and provide the opportunity to re-evaluate what is already known while exploring aims and objectives from a different perspective.
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. By informing the teacher it enables them with their assessments of the children and to inform their future planning. Question 2: Describe your role in delivering learning activities. As a Teaching Assistant your role in delivering learning activities involves you assisting the teacher in setting up the classroom to meet the individual learning needs of each child in the class. To ensure that you provide