1 / 19

Unit 303

Unit 303. Supporting learning activities. planning. Involving pupils. assessment. recording. differentiation. What factors influence learning?. Teacher/ Assistant. Task. Child. Think of what you think would be an ideal learning environment – blue skies thinking!

jamal
Download Presentation

Unit 303

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Unit 303 Supporting learning activities

  2. planning Involving pupils assessment recording differentiation

  3. What factors influence learning? Teacher/ Assistant Task Child Think of what you think would be an ideal learning environment – blue skies thinking! Role of support assistant/ teacher What about the actual task? How should it be presented? What about the child ? They must be ready to learn, feeling valued and confident in themselves and in the support they will get Learning Environment

  4. Learning styles

  5. Barriers to learning? • Inappropriate tasks/ resources • Not understanding the pupils’ needs • Behaviour/ distractions • Noise • Low self-esteem • Lack of concentration • Inappropriate place to work • Groupings

  6. Planning at Cann Bridge Statutory: National Curriculum (1998, to be replaced 2014) Short term: lesson plans Medium term: termly programmes Long term: rolling programmes of study P-scales (non-statutory) ASDAN- post-16 (non-statutory) Annual Review targets (statutory) IEPs (statutory)

  7. recording • On-the-spot: • Professional judgement • Team discussion • Pupil judgement • Pro-formas: • Individual activity programmes • Lesson plans • Observation • Feedback sheet

  8. assessment IEPs B-squared Annual Reviews

  9. Differentiation by… • Differentiated and/or different objectives • Content / task • Interest • Pace • Level • Access / resources • Response • Depth / sequence • Structure • Support • Teaching style • Grouping Which of these do you overuse? Underuse? Can you give an example where you differentiated well? How did you know?

  10. Involving pupils in planning and assessment... There is an increasing expectation on teachers that the young people in their classes will be engaged in their own learning. These expectations are set by schools, national policies and increasingly by the young people themselves. “all learners should be involved in planning and reflecting on their own learning”(Scottish Government 2008, p.27) “Engaging all young people actively in learning, giving each a sense of personal responsibility for their own learning and encouraging them to think independently and creatively.” (HM Inspectorate of Education 2009, p.46)

  11. Can pupils become more involved in planning their own learning? • 2. Can pupil involvement in planning learning increase engagement in lessons? • 3. Can pupil involvement in planning learning improve learning outcomes? • 4. How can these principles be applied to children with severe/ complex learning difficulties?

  12. Towards a culture of involvement… Pupils are able to make critical judgements, reliably Children understand the process of involvement in their learning Pupils are able to record their thoughts about their work and their learning Pupils are taught to understand the concept of negotiation Pupils are able to make a link between what they are doing and how well they are doing it Pupils are able to identify what they need to work on Pupils are able to understand that they can be responsible for determining their learning

  13. How might we involve pupils in their learning? negotiation engagement communication Self- responsibility Success/ fail

  14. ‘SWOT’ analysis

  15. I know the vulnerabilities of all learners I work with. I assess and track my learners continuously. I proactively develop my practice. I monitor and evaluate impact; analysing data. I identify the right provision for all learners. I use evidence to evaluate and develop the quality of provisions. • Igniting possibility in all of our learners. Inclusive teaching: provision mapping

  16. Classroom Organisation Observation / Monitoring / Marking Broad and balanced curriculum, inc. intervention strategies Target Setting Differentiation Personalised Learning & Inclusion Liaison with family Enjoyment Teaching & Behaviour Management Assessment Learning Opportunity Use expertise through liaison with outside agencies and experts in school

  17. Practical support ensuring pupils understand task modelling prompting translating/ explaining encouraging group cohesion Identifying specific difficulties/ liaising with teacher managing behaviour Adapting activities reassurance

  18. Other considerations: health and safety Risk

  19. In practice... • Identify ways you have helped your teacher with planning • What information do you need • What issues should you think about in the learning environment? • What systems of recording have you used? • Can you now design your own recording pro-forma, which also encourages pupil involvement?

More Related