Unit 210: Support learning activities
Unit 210: Support learning activities
Assignment 1: Describe how a learning support practitioner may contribute to the planning, delivery and review of learning. What learning support strategies have you used or could you use to meet the needs of your learners?
Learning support practitioners can be an invaluable resource in the successful planning, delivery and review of learning. They can offer immeasurable support to the teacher and, most importantly, to the pupils. However, that support is only truly effective if it is organized, structured and consistent – both in terms of the learning objectives set by the teacher and the pupil’s own learning needs. There are many ways in which a learning support practitioner can contribute to the Classroom Process Cycle1 (planning > preparing > doing > reviewing etc.) but let’s look at just some of them.
Planning is essential to working efficiently and effectively as a learning support practitioner (or teaching assistant). Without planning how you intend to support the pupil’s learning you run the likely risk of not just wasting their time whilst you organise yourself, but also providing inconsistent and often conflicting or confusing messages to the children. If you are not ‘on the same page’ as the teacher then there is a possibility of inadvertently contradicting them which in turn confuses the pupil, clouding their understanding and ultimately creating obstacles to them achieving their learning objectives. This is counteractive to learning, which could not be further from the purpose of the teaching assistant role.
The ways in which a learning support practitioner can contribute to the planning are numerous, from the obvious preparation of equipment and a safe environment conducive to learning to providing insightful input regarding pupil’s individual learning needs and abilities based on their own experience. Offering your own observations of effective support strategies based on your acquired knowledge
Assignment 1: Describe how a learning support practitioner may contribute to the planning, delivery and review of learning. What learning support strategies have you used or could you use to meet the needs of your learners?
Learning support practitioners can be an invaluable resource in the successful planning, delivery and review of learning. They can offer immeasurable support to the teacher and, most importantly, to the pupils. However, that support is only truly effective if it is organized, structured and consistent – both in terms of the learning objectives set by the teacher and the pupil’s own learning needs. There are many ways in which a learning support practitioner can contribute to the Classroom Process Cycle1 (planning > preparing > doing > reviewing etc.) but let’s look at just some of them.
Planning is essential to working efficiently and effectively as a learning support practitioner (or teaching assistant). Without planning how you intend to support the pupil’s learning you run the likely risk of not just wasting their time whilst you organise yourself, but also providing inconsistent and often conflicting or confusing messages to the children. If you are not ‘on the same page’ as the teacher then there is a possibility of inadvertently contradicting them which in turn confuses the pupil, clouding their understanding and ultimately creating obstacles to them achieving their learning objectives. This is counteractive to learning, which could not be further from the purpose of the teaching assistant role.
The ways in which a learning support practitioner can contribute to the planning are numerous, from the obvious preparation of equipment and a safe environment conducive to learning to providing insightful input regarding pupil’s individual learning needs and abilities based on their own experience. Offering your own observations of effective support strategies based on your acquired knowledge