Tda 3.3
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- Date Submitted: 04/07/2013 02:06 PM
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1.1 How can a learning support assistant practitioner contribute to the planning, delivery and review of learning activities?
Image sourced - http://www.curriculumsupport.education.nsw.gov.au/consistent_teacher/tlcycle.htm
As you can see from the image above, teaching is a constant cycle of planning, assessment and actual teaching. It is through this cycle that the teacher can identify any areas that children will need extra help, support or learning.
Teachers usually produce a medium term plan of what they would like to cover within a certain period of time, say every half term for example. From this they then produce short term or weekly plans to identify what will be covered in much more detail. It is usually in this plan that the roles and area of learning support is outlined. The class teacher usually speaks with the learning support assistant to establish what their role will be at different point; it is during this time that suggestions and different strategies can be discussed. As the learning support assistant usually works on a more one-to-one basis than the teacher, she will often have a clearer idea of whether something will work better than others with certain children, particularly those that have been identified as having additional needs. Teachers must include within their planning what the learning objective of the lesson is and what they children should have done to have achieved this, sometimes called a success criteria or similar. It is from these objectives and criteria that both the teacher and learning support assistant can establish whether the children have achieved what is needed to progress or whether they need additional learning.
Assessment is a key area within learning, it could well be that a child really excels in one particular area but has fallen right behind in another, it is crucial to find this out so that steps can be taken to support the child and offer them the learning that they need. It is extremely...
Image sourced - http://www.curriculumsupport.education.nsw.gov.au/consistent_teacher/tlcycle.htm
As you can see from the image above, teaching is a constant cycle of planning, assessment and actual teaching. It is through this cycle that the teacher can identify any areas that children will need extra help, support or learning.
Teachers usually produce a medium term plan of what they would like to cover within a certain period of time, say every half term for example. From this they then produce short term or weekly plans to identify what will be covered in much more detail. It is usually in this plan that the roles and area of learning support is outlined. The class teacher usually speaks with the learning support assistant to establish what their role will be at different point; it is during this time that suggestions and different strategies can be discussed. As the learning support assistant usually works on a more one-to-one basis than the teacher, she will often have a clearer idea of whether something will work better than others with certain children, particularly those that have been identified as having additional needs. Teachers must include within their planning what the learning objective of the lesson is and what they children should have done to have achieved this, sometimes called a success criteria or similar. It is from these objectives and criteria that both the teacher and learning support assistant can establish whether the children have achieved what is needed to progress or whether they need additional learning.
Assessment is a key area within learning, it could well be that a child really excels in one particular area but has fallen right behind in another, it is crucial to find this out so that steps can be taken to support the child and offer them the learning that they need. It is extremely...