Supporting Learning Activities and Assessment for Learning

A practitioner’s role in meeting children’s learning needs are to understand and work with each and every child’s learning needs. They can do this by providing different opportunities to individual children because each child is unique and learns differently. The practitioners’ role would therefore be to plan and resource an environment that is challenging and helps children learn in many different areas of their learning.

A teaching assistant can have discussions with the teacher after obtaining a copy of the prepared lesson plan. Some time may need to be set aside for these discussions to take place, such as break or lunch times. These lesson plans are usually prepared in advance, the teaching assistant can provide support by doing their own prep work or helping out with task resources.

Produce a briefing document for a new member of staff who will be delivering classes in your specialist area embedding functional skills. The document should demonstrate your understanding of:

C. To plan the assessment of occupational competence to address learner needs and current achievements.

I will help the teacher to implement learning amongst the pupil’s. This may include preparing the classroom, tidying up after activities etc. general classroom duties that are

* Observe and record certain elements of the pupil’s academic work therefore taking some pressure off the teacher having to complete all observations themselves.

Plan the activities, commencing with a starter for the whole class to familiarise with the topic and finding what they already know about it. Then following with an introduction of the subject and and activity for the whole class, then asking questions and develop the topic, maybe in small groups, for a longer period of

The next phase in the planning of lessons will involve me preparing the agreed activities, worksheets or relevant material. I may be required to print, photocopy or prepare the classroom by proving enough glue, scissors, paints or special types of paper e.g. sugar paper, tissue paper etc.

Describe the sorts of problems that might occur when supporting learning activities and how to deal with these.

2.4 - Explain the different types of information advice and guidance that can support learning in the work setting & 4.3 - Explain the support needs of those who are working with peers as coaches or mentors

Understand the role of learning and development activities in meeting individual needs. 2. Be able to identify learning and development activities to meet individual needs and

1.1 One of the class teachers main roles is to monitor and assess pupil achievement. They need to know how their class are progressing and be able to report on this. The teacher plans the lessons and schemes of work to enable the children to reach their learning objectives. It is important that the teacher, children and support staff know the objectives so they can understand the learning that is taking place.

As a teacher, I would set up the room and demonstrate an inclusive way of performing a group activity. This involves two steps, identifying and modelling how the child should act during a set activity. For instance during a group activity such, as a ball game, it involves taking turns passing the ball. However, Gemma does not pass the ball and kept the ball to herself.. Initially we identify that the group activity involves taking turns and ask the other child to model the behaviour of the group. The second step of modelling involves the correct actions by passing the ball to other peers when it's their turn.

The experiment consisted of three individuals. The individuals filled the roles of the authoritative role, the Teacher, and the Learner.

From the begin of the meeting, I would need to meet in a conference area. Rather than the workplace which many could see as a position of train, I would discover a gathering room or utilize the educator's classroom to have the meeting. When we got settled, I would take a gander at the lesson designs the instructor intended to use for the perception. When I took a gander at the lesson designs, I would pose a few inquiries of the educator. The principal inquiries would spin around why the educator picked the lesson target that he picked. The educator would then clarify why the objectives were picked and how the assisted and upgraded the educational programs being instructed. Promote dialog would talk about who the destinations would be imparted and how much time would be spent educating and acing those targets general. The second inquiry would rotate around how the instructor planned the lesson. Contingent upon where in the year the lesson was. I might want to recognize what kind of foundation data would be required and how the understudies did acing that material. The instructor could likewise clarify if they pondered any challenges that the understudies may have. On the off chance that the instructor has thought of a few, how have they adjusted to represent those battles so that the understudies could comprehend less demanding. I would likewise get some information about how the instructor would make the lesson pertinent to the understudies in their present or future lives