Initial_Assessment,_Embedding_Process_and_Inclusive_Practice

CTLLS Introduction The Initial Assessment, Embedding Process and Inclusive Practice. I am researching and reflecting on the reasons why we need to complete initial assessments, the importance of carrying out these assessments and how we can embed skills and knowledge through the learning and embedding process for our pupils. I am reflecting on effective communication skills the importance and barriers which can prevent good effective communication skills. I will also include what I learnt in the classroom from the teaching that was delivered on these subjects. Assessments and why are they important Assessment for learning is fundamental to the development of independent learners. Through ‘the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there’ (ARG 2002) assessment for learning encourages pupils to take ownership of their learning. There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which the children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean “the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding” (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effectiveness be improved. I believe from completing research on the subjects of assessments and attendance of PTTLS & CTLLS that the information I have looked at and read has highlighted and reminded me of the importance of Identifying learner needs and the completion of initial assessments and that they are critical at the start of any learning programme. Effective practice from me at this stage will clarify a learner's needs, and also help me identify opportunities to support skills development throughout the learning programme and what resources I can use best to meet their identified individual learning needs. By finding this information out about a learner’s preferred method of learning I feel you can overcome barriers such as nerves and anxieties’, ensuring the learner fully participates, interacts and is involved in the NVQ Award. Learning style is the way in which each learner begins to concentrate on, process, absorb, and retain new and difficult information (Dunn and Dunn, 1992; 1993; 1999). The interaction of these elements occurs differently in everyone. Therefore, it is necessary to determine what is most likely to trigger each student's concentration, how to maintain it, and how to respond to his or her natural processing style to produce long term memory and retention. Learning styles Dunn and Dunn, 1992:1993:1999 There has been many theories developed and studies carried out about the nature of learning with both children and adults, and there continues to be a range of views about which theories are closest to reality. It is now understood that children’s learning is affected by their everyday experiences in the world, and that their learning is influenced by collaborating with other learners, interaction with the teacher and the environment. Skinner, Nussbaum, Piaget, Beard, Bloom, Cronin and Bold, Dunn and Dunn, Honey and Mumford, Knowles, Laird, Maslow, Tuckman are just a few that I have come across who have contributed to the theories and studies. When & Why Initial Assessments take place Differentiation is the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products. The goals of a differentiated classroom are to maximize student growth and to promote individual student success. http://curry.edschool.virginia.edu/hottlinx/tier1/faq/faq.htm In all methods used with my learner’s consideration is given to all learners assessed needs and preferences. Feedback is provided both verbally and in writing. I believe Feedback is essential to learning. If people don't fully appreciate their strengths, how can they use them to their advantage' If they aren't sure how their actions create problems, how will they know what to change, and will they have the motivation to improve' Motivation. People who take a professional attitude toward their work want feedback. They want to know what’s working and what isn't. They want to know if managers are pleased with their performance. They want to contribute to solutions, not be the cause of problems. They don't like having blind spots, and they want to know how to improve. They’re willing to invest in themselves to achieve better results, because they know this will Media There has been many theories developed and studies carried out about the nature of learning with both children and adults, and there continues to be a range of views about which theories are closest to reality. It is now understood that children’s learning is affected by their everyday experiences in the world, and that their learning is influenced by collaborating with other learners, interaction with the teacher and the environment. Skinner, Nussbaum, Piaget, Beard, Bloom, Cronin and Bold, Dunn and Dunn, Honey and Mumford, Knowles, Laird, Maslow, Tuckman are just a few that I have come across who have contributed to the theories and studies. Communication. Website http://en.wikipedia.org/wiki/Assessment_for_Learning Assessment for learning 11.12.10 http://www.practicebasedlearning.org/students/docs/assessment/_page_02.htm The need for assessments 11.12.10 AAIA (2007). Assessing children’s attainments in the foundation stage: guidance produced by the AAIA. Available from http://www.aaia.org.uk/PDF/FAQs%20-%20assessing%20children’s%20attainment%20in%20the%20foundation%20stage.pdf Accessed 13.12.10 http://curry.edschool.virginia.edu/hottlinx/tier1/faq/faq.htm Differentiation Accessed 14.12.10