NCFE2 Session fourteen
From Usefulwiki
The importance of evaluating activities,methods of evaluating, (tracking, obs, etc.)Kinds of assessment/feedback,Strategies to help a pupil adjust to a new setting. Unit 2 portfolio check. ,3.2.6,3.2.4,
Introduction
- Register
- Homework collection & return
Note:There are four pieces of homework to hand in.
(1.Piaget's Stages of Learning,2. Learning Theories and What They Mean in School, 3. Creating Positive Learning Environments,4.Positive Learning Environments - Evaluating Your Work)
Learning Objectives
- Students should explain the importance of evaluating activities and the use of formative assessment(3.2.6)
- Students should identify the kinds of problems that might occur when supporting learning activities (3.2.8)
- Students should investigate strategies to support pupils learning when problems occur(3.2.7, 3.2.8)
- Students could compare strategies and assess their potential (3.2.6)
- Students should list strategies to help pupils adjust to new settings (3.2.4)
- Students could assess the appropriateness of these strategies for different age groups (3.2.4.)
Portfolio Building Workshop Session
Image:NCFE LEVEL 2 Unit2 Checklist - Usefulwiki.pdf
After coffee we will have a portfolio building and checking session. Students will be set work on the current unit and I will have individual interviews with students to sign off on Unit 2. Unfinished work from Unit 2 may also be completed during this time.
Evaluating Activities
10:10 - 10:20
Short group discussion - How and why do we assess the effectiveness of learning activities?
Brainstorm onto wiki page
Activity
10:20 - 10:35
You have 15 minutes for the following activity
Group 1:
- Choose a learning activity from your experience
- Prepare an explanation of the different ways you could assess the learning activity
- Explain what is good and bad about the different methods
- Make it as clear as possible
- Use flip chart and pens
Group 2
- Chose a learning activity from your experience
- Prepare an explanation of why it is important to assess the learning activity
- Make it as clear as possible
- Use flip chart and pens
Presentation and feedback
10:35-10:55
- Each group has 10 minutes to explain and should be ready to answer questions.
- As you watch you should each be thinking of at least one question
- Be prepared to give positive and constructive feedback to the group.
Question for discussion
10:55 - 11:00
- Are we assessing the children or the learning activity?
- What is formative assessment?
Individual factors which influence children's learning
11:00 - 11:25
Insert diagram
Discussion of factors and examples from experience.
Reasonable concentration times
Adults find it quite difficult to concentrate for much more than about 20 minutes at once. For children the concentration spans are much less. A simple 'rule of thumb' is:
- Concentration span = child's age + 1 minute
This is gives us a rough idea how long learners can listen and pay attention. There are two other key things about the length of time spent on a learning task:
- concentration is normally strongest at the beginning of an activity;
- concentration on a demanding task can be increased by having 'brain breaks', where the demand is lower.
Learning sessions need to be broken up into focused units of activity. There is no single correct or optimum length of time for activities. There is clear evidence that learners concentrate and learn more from short, focused activities.
Write your answers in note form the space below
- How does knowing this help when you are working with a group and how will it affect your behaviour?
Sharing answers
5 minutes
Coffee
11:25 - 11:40
Strategies to Support Children's Learning
11:40 - 12:00
In groups of three:
- Make a bullet pointed list of the sorts of problems that might occur when supporting learning activities. You should try to use examples from your own experience.
- Read Handout 1 (Page 71 Teaching Assistant's Handbook)
- Discuss in your group which of the strategies mentioned you have tried and if they were successful.
- The group should write notes of the discussion. (This will help you with your homework)
Using Praise
In your groups
- Read Handout2 (TA Handbook page 72)
- Discuss the "Think About It" section
- Make notes together to answer the questions
Commentary
In your groups:
- Read Handout 3 (TA Handbook page 73 - 75)
- Discuss the Case Study
- Make notes to answer the questions
Strategies and Procedures to Use for Supporting Pupils Adjusting to a New Setting
12:00 - 12:15
The problem
- Jovic a Polish boy with limited English has come to join your class.
- It is half way through the school year.
- What strategies might you use to help him settle in?
Group Discussion
In new groups based on Key stage
- How would you help?
- Does your school have any set procedures for dealing with this?
- Bullet points explaining how you would help a new child settle into your class.
Homework
12:15-12:25
Notes and Note Taking
1.Write up the following using your notes from today's group work
- Think About It (page72)
- Case study (page 74)
- Bullet points - Helping Jovic Settle into Our Class
- Read Homework Handout (TA handbook pages 75-76)
- Make notes on The Keys to Good Practice section (pg76)
Knowledge into Action
2. Using Strategies to Help Overcome Problems - Evaluating Your Work
- Give an account of what you did in one part of your placement this week (20 - 30 mins)explaining what strategies you used to overcome learners' problems
- What was good,
- What was bad,
Be sure to explain:
- How you followed the Keys to Good Practice, in detail.
- What could have worked better?
- How could you improve your approach?
- If you had to do it again what would you change?
- How is reflecting on what you have done going to help improve your practise in the future?
(Between 300 and 500 words please. Set it out in paragraphs, one for each question. Use your session notes to help you.)
Portfolio building and independent study time
12:30 - 1:00
- You may start work on your homework or finish off any Unit 2 work.
- I will continue working with individuals on their Unit 2 portfolios
