NCFE Session twelve

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Contents

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Supporting the teacher in planning pupils' learning

Unit 3

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Learning Objectives

  • The student will identify the kinds of support TAs can offer the teacher for planning,(3.1.1)
  • The student will be able to explain the importance of research and planning for learning activities(3.1.5)
  • The student will be able to identify the aims and objectives of planning specific activities (3.1.6)
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Introduction to Unit 3

10:00 - 10:15

  • Registration and homework return
  • Provision of the Unit 2 checklist.
  • An overview of what Unit3 covers and the kinds of things you will need to do in the classroom to provide evidence for the unit.
  • The letter for your teacher,introducing myself, explaining what you will need to be involved in and explanation of the observation.


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Supporting Teachers' Planning

10:15- 10:25

  • Suggestions?
  • What do we know about this already?
  • Examples from your experience.

5 mins thinking time with a partner - feedback to group.

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Sample Lesson Plan

10:25- 10:45

  • Introduction of aims and learning objectives, differences.


Image:ForcesLessonPlan.pdf

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Discussion

Importance of:

  • Child friendly language
  • differentiation;
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Evaluating Activities

We know something has been taught but how do we know it's been learnt?

Discussion of other ways of evaluating learning.

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Activity

10:45 - 11:15 In 3 groups

  • Tracking sheets (1,2 or 3 & red, yellow & green sticky dots for group 3)
  • classroom video to observe & evaluate

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Feedback

11:15-11:30 Bringing our results together:

  • Present your findings to the group

How easy was the tracking sheet to use?

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The planning cycle

Image:Teachingspiral.jpeg

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Coffee

11:30-11:45

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Planning with teachers

11:45-12:15 Discussion Time

  • What is it like when it goes well?
  • Or badly?
  • Your experiences?
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What to do when you haven't seen the plans?

  • The need for flexibility
  • Teachers sharing planning verbally is fine & sometimes more useful!
  • Make your own notes of what's been said in your learning journal
  • Use either school's or our tracking sheets when you work with children. DO NOT IDENTIFY INDIVIDUALS IN YOUR PORTFOLIO COPIES!
  • You will need to keep copies of some of this for your portfolio.
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Homework

12:15 - 12:30

1. Read and make notes on Handout 4 (Teaching Assistant's Handbook pgs 53-59)

2. Write about 100 words for the case study on page 59.

3. Use your chosen tracking sheet in school at least once this week and once next.

4. Write an account of one part of your time in school(about 20 minutes or so is fine), include these sections:

  • What the planning was and how you were involved
  • What the learning objectives were,
  • What actually happened
  • Your copy of the tracking sheet
  • Write a final paragraph about what you have learnt by doing this, compare and contrast using the sheet with how you normally feedback to the teacher. Which way works best in your situation?

(total not more than 500 words)

5.Use the Unit 2 checklist to make sure your portfolio is up to date.

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Extra homework as no session next week

Read and make notes on the handout about child development

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Independent Working

12:30 - 1:00

Watch and make notes on videos on Differentiation and TA Maths

I will be available for individual meetings
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