Learning and progressing in lessons

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Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements. Within the classroom my teacher is always monitoring and assessing the children’s progress and achievements. This helps them to report back to other staff members and parents. The teacher marks their work using green and red pens (Green is for good as in what they have done well or how they have achieved their learning objectives and red is for THINK – as in something to think about, improve on or next steps), she sets the lesson plans taking into account the children’s abilities.

The learning objectives are clear to read on the lesson plans giving us a summary of the lesson and the steps that she wants us to follow. When we start the lesson, my teacher goes through what we will be doing, giving us examples and helping the children to understand what they will be doing. She then moves around the classroom checking that all children are understanding the learning objective and able to completing the task.

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Myself and the other 2 Tat’s within the class are supporting the children with their learning, and if we have any queries we write it down on the lesson plan but also ring it to her attention at the end of the lesson. If a child is having difficulty in completing learning objectives, I notify the teacher and ask her what she wants me to do, as this can impair their learning achievements and could affect their self-esteem. By doing this we all have a clear understanding of what we are doing and the teacher has a clear record of the child’s abilities.

On the class room wall we also have each pupil’s targets that they need to achieve. They are reachable goals and each child has a say in what their target should be. Some are as simple as not calling out in class or to put their hand up f they have a question, but to an Autistic child this is the hardest thing to do. But with gentle reminders they can do this and achieve their goals. Our aim is to raise the pupil’s achievements build their confidence and self-esteem.

The characteristics of assessment for learning are: Be embedded in a positive view of teaching and learning Sharing learning goals with pupils Help pupils to know and to recognize the standards they are aiming for Involve the pupils in their self-assessments Provide feedback which leads to the pupils recognizing their next steps Encourage them to follow next steps Build confidence that all pupils can achieve and improve Teacher, Tat’s and pupils reviewing and reflecting on assessment information. B summaries the difference between Formative and Summarize assessment.

Formative assessments – these are ongoing assessments, they identify the learning objectives and groups as appropriate to ages, development and abilities of the pupils within my class. It also covers the requirements of the school. They are continuous. Examples of formative assessments are observations, well don’s, reading records and target sheets. Summarize assessments – these are assessments that summaries findings, they involve more formal monitoring of our pupils progress. They should be uses appropriately and allow judgments to be made about each pupils achievements.

These are in to form of tests or task within the school. For example summarize assessments are years 2 and 6 Stats (Standard Assessment Tasks) teachers assessments, annual school reports and annual reviews with parents for pupils that have special needs. LLC Outline the characteristics of assessment for learning: describing how to use assessment as part of teaching and learning, in ways that will raise learners’ achievement. Assessment for Learning helps to promote the pupils achievements by encouraging them to take responsibility for their own learning.

For example if a pupil doesn’t want to learn then we will find it very difficult to teach them, however we have to find ways to encourage learning by making activities fun and interesting, so we need to explain to them their learning outcomes. By doing this we are helping them to develop their own self-assessment skills so they can reflect on and recognize their achievements. We do this by asking the pupils to put on their work a Smiley Face if the work was easy and a Sad Face if they found he work hard. This will also help the teacher assess their work and ability.

As part of teaching and learning assessment for learning we need to support the pupils by: Using information gained by observing/monitoring progress and to help them review their learning, achievements and future learning. Provide time for all pupils and encourage them to communicate their ideas and needs for further learning Talk to pupils about lessons and if they found it easy or hard, if they understood the lesson. Support the pupils to identify their strengths/ weakness in the learning and plan steps on how to improve them.

In doing this tit the pupils we have helped develop their own personal skills in identify and tackling areas of their learning in self-assessing. Their own awareness of how to learn will develop their self-esteem and confidence and their ability to ask for help in the future. Positive encouragement is a great confidence builder so in my class we are always encouraging them, by offering support to complete tasks, rewards when work is completed. We also have star writer each week, where their work and photo are displayed on a board for everyone to see.

Also mentions for great achievements are mentioned in our Celebration Assembly on Friday afternoons. Old Explain the benefits of assessment for learning. Assessment for learning is an important part of education, it defines whether the objectives of teaching are being met by the pupils. These assessments can also affect decisions on grades, educational needs and in some cases pupils funding. Assessments are a great and important way to raise our pupil’s achievements and help them to understand the purpose of their learning, where they are and how they can achieve their targets-goals.

Assessments will help pupils to find their own strengths and weaknesses and in turn help them to develop an insight into themselves. Giving the pupils the opportunity to talk about their assessments can help them to have a deeper understanding of their learning which in turn will build their confidence and self-esteem. Positive assessments can identify individual educational needs as well as informing the pupils about their achievements and performances. These will them help my teacher to utilities approaches to learning and build next steps.

These assessments can also teach the pupils how to ask questions and that is alright to have a go and that it’s still a learning opportunity when wrong answers are given. E Describe how assessment for learning can contribute to planning for future learning carried out by: the teacher the learners The learning support practitioner. Assessments are done daily within the classroom, they help to provide a positive and effective environment for learning. They help us to focus on how the pupils are learning and progressing in lessons. Each assessment is written on the lesson plan, and placed together in a folder on the teacher’s desk.

We work alongside the teacher in a working partnership. My teacher will help and support us by working together to exchange valuable ideas and joint problem solving to alp enhance the learning abilities of the pupils within the Kestrel classroom. The assessments also help to contribute to the future planning for the pupils, as well as my teacher accessing her own personal skills they can also be determined what is successful, what other approaches to take, what works and doesn’t, when planning lessons for the pupils – adapting the activities to suit the pupils abilities.

My teacher decides these once she has measured what the pupil can do and what they know. She will then decide what the pupil will require to allow the development of their skills/learning. During the lessons, my teacher separates the children into groups of different capabilities and needs, on table can work independently and the other 3 tables needing support by the Tat’s who will be able to help clarify the learning objective set for the lesson. We do this by asking questions like “what are we learning about? ” the more able pupils can write their LOS in and ask them if they understand it.

We also offer support to all pupils by asking questions starting with Why? When? What if? Where? By repeating these questions and reminding them what they have said helps them complete the task set. Through asking ND reminding the pupils of their learning objective we would have assisted them, not only ourselves for planning ass assessments but the pupils as they would ideally ask themselves these questions in every lesson. In some lessons the pupils are encouraged to work in pairs or small mixed ability groups.

This will allow the pupils to reflect on their work and share learning objectives. It will also help develop these skills and in turn help them contribute to their own learning. Young pupils can also contribute to their learning by thinking about the use of finger spaces after each word, using a word bank, sounding out words, using UAPITA letters at the beginning of a sentence, write from the margin across the page (working left to right) and remembering to use full stops at the end of their sentences. AAA Obtain the information required to support assessment for learning.

The information that is required to support assessment for learning includes -: The learning objectives for the activities Personalized learning goals for individual learners. The success criteria for the learning activity The assessment opportunities and strategies that are relevant to own role in the learning activity. Whenever we start a new activity with the pupils, we need to make sure that they re all clear on what they are going to learn, why they are learning it and that an assessment will be taking place and how it will take place.

In the discussion with the pupils at the start, the teacher should discuss the criteria that is required for the assessment. There are many different ways to assess pupils’ progress, but if assessment is to be meaningful and informative it is important that we consider the following: identify clear learning objectives choose a suitable activity to facilitate children’s learning articulate the assessment criteria to the pupils, as it is important that learners are aware f what is being assessed decide who to assess, and who will be doing the assessment (e. . Teaching assistant, teacher, pupils) decide how to assess (e. G. Observation, discussion, working with a learner, looking at work in progress) record the activity, including learning opportunities – consider how this will be done decide what evidence is required for the children to be able to demonstrate that learning has taken place Observe and record the key findings (photograph, tape recorder, annotated notes etc. Share the outcomes of the assessment with the children in a constructive way, so that targets can be set for true learning note any individual needs for extension or reinforcement – this will inform future planning and differentiated activities plan further action based on the assessment findings As the pupils take on more responsibility for their learning, it will become easier for them to look at the learning objectives and know if they have met them or not.

As in Flecking primary school, in year 3, for every activity that they are learning goals and criteria, which are noted in the WALT (we are learning to) which are stated in either the pupils work books or on the whiteboard. A good example of this is recently in a CIT lesson, the pupils were set the tasks of re- writing the sentences, with the correct punctuations. The key targets that were set were, learning to type, correctly using the correct keys and copying the text and using correct the punctuation.

All the pupils were made aware of the learning objectives and the learning goals of the pupils were taken into account when planning the activity and was added to the learning objectives. We used the following system -: What are the pupil’s learning-: To use the correct programmer to re write the sentences while using the correct punctuation. Success Criteria -: Are the pupils able to use the correct programmer and are they able to use the correct punctuation.

Why are they learning it -: So they are able to use computers correctly and know how to load the correct programmer? How the assessment will take place the teacher and teaching assistant will show them and help them of required to log on to the computer and then the details are written on the white board of how to get to the correct programmer, teacher will read the instructions out. Sentences are already written on the programmer, pupils are to rewrite and then print work. The work in handed in at the end of the session and is marked by the teacher.

This way all pupils are aware of what is required to be successful in meeting the criteria. B Use clear language and examples to discuss and clarify personalized learning goals and criteria for assessing progress with learners In Flecking Primary school all children have personalized learning goals for literacy and innumeracy and these are updated on a termed basis to make sure that the pupils are staying on track with their learning goal and they are adapted accordingly if changes need to be made.

As it is the class teacher who sets the argues for pupils based on ability and attainment, the pupils are placed on tables with other pupils who have the same ability so that the targets can be tailored to the needs of the pupils. The targets are printed off termed and placed within the front of their books so they know what targets and attainments are required of them and it also gives them the information on the types of things that they will be covering for that term.

With regards to pupils who have additional learning needs, they are giving set targets but these are also recorded in their Lip’s (individual learning plan), for which a pupil has to sign to say that hey understand what is required of them and that they promise their hardest to try and reach the set targets, the teacher has to sign to acknowledge that they understand their part on the LIP an Parents have to sign to say that they agree and will help the child to the best of their ability.

Changes can be made to an LIP at any time should it be needed, for example Oliver who is 7 years old has an II_P in place as he has mild to moderate learning difficulties. Oliver LIP is reviewed weekly in the school, as it was found that setting long term goal for him was not eloping him but by setting smaller goals and setting one big goal for the year, as made it easier for him to make the set targets and reach the attainment. He has to have intervention 3 days a week, this can be anything from practicing set words for the week, to reading and rewriting sentences and discussing sentence structure.

He is given the time and he opportunity to work at his own pace, so he more able to understand the task and this enable him to make sure that he will reach his set targets for the week. But before starting any activity we must make sure that all pupils are aware of what is required of them. Another example is that throughout the school, the pupils are tested each week on set spellings, each group in based on their attainment from the past years and tests that are done at the start on the year.

The pupils are able to go and down level at termed intervals depending on they find the spelling, additional help is given to pupils during intervention time, where they are able to practice them on a look, cover, write basis. C use assessment opportunities and strategies to gain information and make judgment about how well learners are participating in activities and the progress they are making. After talking to my mentor with regards to assessments, she stated that she would follow the list that is listed in the book.

When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of detent learning.

Peer/Self Assessments Peer and self-assessment help to create a learning community within the classroom. When students are involved in criteria and goal setting, self- evaluation becomes a logical step in the learning process. Students become more aware of their personal strengths and weaknesses. With peer assessment, students will eventually begin to see each other as resources for information, understanding and checking for quality work against previously determined criteria. The teacher can examine the self-assessments and the peer assessments and identify students’ strengths and weaknesses. When dents are required to think about their own learning, articulate what they understand, and what they still need to learn, achievement improves. ” (Black and William 1998) Use of open ended questions-: This allows the pupils to be encouraged to put foamed ideas without the influence of an adult, for example ‘tell me how you are going to do this task or activity Observing pupils -: This allows the teacher or assistant to gather as much information and knowledge on how the pupils are progressing achieving their goals.

Gives us the opportunity in observing them and see what they are competent at and what they may need a little assistance with. These can take place daily informally or more formally through direct observations. Listening to how pupils describe their work and reasoning -: We allow the pupils explain their work to us, this gives us the opportunity to listen to their methods of completing the work, this gives us the opportunity to make sure that they fully understand the task and the instructions given to them.

Checking pupils understanding -: While listening to the pupils, we also are able to question them to make sure that they fully understand the task and to make sure that they fully understand why they are being asked to complete the task. Engaging pupils in reviewing progress At the start of any lesson, the teacher will go through the WALT (we are learning to) stating what the goals of the task are and at the end of the sessions the pupils are asked to go through their work and mark to say if they feel they have met the learning goals.

If they feel they haven’t met the learning goals how they feel they can meet them next time. A good example of this being used is in a recent Literacy lesson, the pupils were asked to complete a story tree, this is used for them to write their ideas for their fiction stories, they start by working in pairs rainstorm ideas, then they are asked to individually write their ideas, for their beginning of the story, by sitting and listening to their ideas gives us an insight into how well they understand the task.

We use open ended questions for this by asking them how they would start the stories to make sure they keep the readers grip, by giving them a few examples like the start of a Harry potter book, they are given free rein to write whatever they feel is correct to them. Ad provide constructive feedback.

In order for FALL to be successful and effective, the children must receive instructive feedback for the adults in the schools as this will provide them with information about their strengths and their weaknesses and will give the teachers a good idea of where the pupils will need encouragement or additional help with guidance with any difficulties they may have.

The sort of feedback that should be given should be-: Make sure that it gives the information which focuses on feedback. In Flecking, we use a traffic light system. Make sure the information is delivered positively and that is not personal, that the feedback is based on facts. As there are different types of feedback e provide opportunities and encouragement for learners to improve their work? As adults, we are all motivated in different ways and the same is true for children.

As some children are highly motivated and take great pleasure in their own success, whiles others are highly competitive and enjoy gaining greater success than their classmates. In Flecking primary school most of the pupils have a wish to please the teacher or the teaching assistant, so it is the job of the teacher or the teaching assistant to encourage all pupils to be proud of their own achievements and to raise self-esteem, so that the pupil continues to give axiom effort and increase personal success.

This is done by praising the child for good work, team points for when they have completed something to their best of their ability, going up to the headmaster awards, which are awarded every Friday to pupils that have continually tried their hardest at a set task, for example Lea was struggling with her number bond to 100 and was getting really upset as her peers were progressing faster than her, so I set her a task of spending 5 minutes each day with me and the teacher to help her, she tried and tried and come the end of the week not only had she managed to complete ere number bond test, she was also awarded the headmasters award for that week for persevering at the task. When a pupil displays a negative attitude to school life, this could be due to variety of factors both in and out of school. The pupil may have a history of failure and have just ‘given up’. Most teachers and teaching assistants can recognize and reward success but rewarding Failure is more difficult.

This means It is important that the children know and recognize that making mistakes, is part of the learning process and by encouraging them to rectify their mistakes they will be able to solve them in future. A pupil who instantly fails needs additional support, otherwise his/her self-esteem will be damaged so much that s,’he may give up trying. It is important to differentiate between the success of the individual, and comparisons with other children of the same age. A pupil may be a difficult home life, which leaves no energy for schoolwork, or the family may have a negative attitude towards school. It is vital that we are all sensitive to the needs of this pupil and by gentle persuasion and encouragement gradually encourages the pupil to reengage with academic activity. Some strategies for motivating and encouraging pupils in Flecking

Primary School Good role model Teachers and teaching assistants, who are fair and demonstrate a real concern for the pupils in their care are more likely to have a class, which responds in a positive way. Enthusiasm Children, like adults, are inspired by the enthusiasm of others. Teachers who show a true enthusiasm and interest in their subject are likely to inspire in their pupils a desire to learn the skills and attitudes which will allow them to enjoy these subjects. Exposing pupils to other experts in the field will model these attributes, in Flecking the children are encouraged to try new things and join in he after school clubs, we have pro rugby player come into encourage the pupils in sport, authors come in to talk about their work.

Commitment to the job Concern for the children and getting to know them well as individuals will demonstrate your commitment to know and understanding them: Make time to talk to them about their individual interests we do this through show and tell. Find out more about their social and cultural backgrounds. Widening your professional role within the school by taking on responsibilities outside the classroom, this will also show a commitment to the school. Volunteer o help with extra curricula activities e. G. Choir, football or netball Physical environment- It is important to motivate pupils by providing a stimulating and safe environment. This means by providing exciting displays, in which change regularly, reflect the interests of the pupils, the types of work that the pupils have completed in class and celebrate their work.

We recently completed a Robot display where the children were asked to write a piece about the information that they know about robot and I helped do the display with the help of the children. In the end the display ended up in the shape of a robot. The classroom should be a place where the pupils feel safe to suggest and try out new ideas knowing that their opinions will be valued. So: give children time to think of high-quality answers rather than take the first ‘hands-up’ Value all children’s responses. Feedback The way in which we give feedback to a pupil on their work can have an enormous impact on their motivation. There has been a great deal of research into the impact of feedback on children’s learning and one of the most important findings is that children only focus on marks and ignore the comments that accompany them.

As we want the pupil to improve learning we should: pinpoint the learner’s strengths and advise how to develop them be clear and constructive about any weaknesses and how they might be addresses provide opportunities for learners to improve upon their work and with a clear understanding of what to do next Adjust teaching to take account of the results of assessment. So, in order to motivate pupils into learning effectively, adults must provide a safe and stimulating environment. Within this setting, we must provide a curriculum which is relevant to them, takes into account their learning needs and builds on heir prior knowledge and experience. AAA demonstrate and record peg 109 4. 2 Use the outcomes of assessment for learning to reflect on and improve own contribution to supporting learning contribution to supporting learning.

Using the table below I am going to reflect on my fall ability and look at how I can Improve. Share Learning goals (WALT) at beginning of session Normally in the mornings or during lunch I discuss with the class teacher what the WALT is and how we aim to achieve this. When I start an activity with a group of children I make an effort to say what we are going to do and what are WALT is. 2. Summaries the key points (Success Criteria) and relate to child’s individual targets 3. Use effective questioning How did you get that answer? Do this allot during math checking especially if a child has just written an answer with no sign of working. 0 Can you explain your idea? SE words like why, how, what, when,where etc to get the children to elaborate their ideas CLC Tell me what you are going to do next? Could improve on this by asking the children what could you do to improve your work rather than saying I think you should do this now. 4. Peer Assessment – help child to judge peer’s work against WALT Model use f Praise Sandwich: positive/constructive criticism/praise I sometimes get the children to stop their task and leave their work to look at what others have done. This can help children who maybe finding the task difficult, and can also he reinforce and reinsert the L. O. 5. Self Assessment – support child to reflect on own work Compare WALT and WILT C] What could you do better? Believe this is an aspect perform well.

I always try to ask the children ” is there anything else you could do to improve your work? ” I often ask them this when they feel they have finished the work they are doing. ј Which strategies loud help you to do better? Support children to admit mistakes without risk to self-esteem 6. Use feedback strategies according to school procedures Praise sandwich often do this especially during P. E as we have just been doing gymnastics during which we have been practicing forward rolls. When they roll I often say well done for reaching at the end try and see if you can stay tucked up really tight and I like how you stood up with feet together at the end.

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