Support Teaching and Learning
Support Teaching and Learning
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17, 2.18, 2.19, 2.20, 2.21, 2.22
Planning, implementing and evaluating activities are a good way to help structured learning, to see pupils progress and for improvements where necessary and if targets are achieved to go beyond and help pupils think for themselves encouraging independence. These 3 things regarding the activity help to choose the right and appropriate resources, the learning objectives to be achieved, cross-curricula links, for instance, for geography using pictures and writing about the country also is linked with literacy.
It helps by asking pupils key questions, then implementing the activity and see what are the learning outcomes and evaluating what happened during the activity and to see points to note for further activities and plans, this is all done through observations, support and organising materials to be used.
When planning an activity, a TA should hold an informal meeting with the teacher and discuss a specific activity the TA is wishing to accomplish, discussing and sharing ideas, what may work and not work for the children and for SEN children also. What resources to use and vocabulary to use to help them, e.g., if it is for numeracy, words like, double a number, number sequence, odd and even numbers. Also addition, counting on, patterns or missing numbers are written on the plan.
Observing and implementing the task to a group of children helps to see how they coped with the task, supporting them in addition using resources, such as the 100 square and number lines to help promote counting and adding on. This also helps children who do not know how to count to 10 yet by repeating the counting numerous times. By observing them we can see what they found difficult or were confident enough to work independently or team up children to help each other and supported children who found it too difficult.
2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 2.10, 2.11, 2.12, 2.13, 2.14, 2.15, 2.16, 2.17, 2.18, 2.19, 2.20, 2.21, 2.22
Planning, implementing and evaluating activities are a good way to help structured learning, to see pupils progress and for improvements where necessary and if targets are achieved to go beyond and help pupils think for themselves encouraging independence. These 3 things regarding the activity help to choose the right and appropriate resources, the learning objectives to be achieved, cross-curricula links, for instance, for geography using pictures and writing about the country also is linked with literacy.
It helps by asking pupils key questions, then implementing the activity and see what are the learning outcomes and evaluating what happened during the activity and to see points to note for further activities and plans, this is all done through observations, support and organising materials to be used.
When planning an activity, a TA should hold an informal meeting with the teacher and discuss a specific activity the TA is wishing to accomplish, discussing and sharing ideas, what may work and not work for the children and for SEN children also. What resources to use and vocabulary to use to help them, e.g., if it is for numeracy, words like, double a number, number sequence, odd and even numbers. Also addition, counting on, patterns or missing numbers are written on the plan.
Observing and implementing the task to a group of children helps to see how they coped with the task, supporting them in addition using resources, such as the 100 square and number lines to help promote counting and adding on. This also helps children who do not know how to count to 10 yet by repeating the counting numerous times. By observing them we can see what they found difficult or were confident enough to work independently or team up children to help each other and supported children who found it too difficult.