Supporting_Teaching_and_Learning

Teaching And Learning Supporting Numeracy Shapes; Identify factors which could affect pupils’ development in the chosen area of numeracy Making shapes can give children the opportunity to develop their fine manipulative skills and allows children to make decisions themselves, such as where to start, materials to use etc…. Different resources and methods should be used in order to broaden children’s knowledge about shapes. Children will begin to learn the concept of connecting shapes in order for a movement cycle e.g. a train moving on a train track or fitting a jigsaw puzzle. Teaching children different shapes can develop children’s sense of surroundings e.g. children’s imagination is encouraged by the things they might see on their way to school or on a day out, they will see different shapes of houses and cars etc….. INFLUENCING CHILDRENS DEVELOPMENT; Dennis Bancroft & Ronnie Carr, 1995, pg 42-:…..The intellectual development of the child is no clockwork sequence of events; it also responds to influences from the environment…..Bruner, 1974, p. 417 Shapes Play dough Play dough is really easy and convenient resource to produce. It is made out of flour, water and lots of salt mixed together to form dough; to make it attractive, a little food colouring can be added with the mix. The children can participate in making the play dough with the teaching assistant. They can then squeeze and manipulate the dough to form their desired shapes. Learning Objective Children will be using their imagination and their fine motor skills when creating shapes with play dough. They will learn different textures and hand movement when exploring the dough. This resource will give all learners the opportunity to endorse their multi-sensory learning style. Wet Sand E2 Children become fascinated with what they can do with wet sand on the beach. To get more out of children’s enthusiasm you can bring the seaside to the children in school, by just adding enough water in the sandpit to make the sand soft and moist. Learning Objective Wet sand allows children to experience and explore extraordinary textures and materials. Wet sand is a stimulating resource as children can explore the rough texture of the sand with the smoothness of the water when they manipulate it with their hands and fingers. The children can use their fingers to swerve around in the wet sand; this will stimulate their imagination to develop their desired shapes. From an early age children can learn to use their fine and gross motor skills, when swerving their fingers and hand to produce a shape. Appropriate resources like buckets and moulds can be used to mould out different shapes. Factors which could affect pupil’s development in Shapes * Child place in the family * Children who suffer from visual hearing impaired disability * Children with low self esteem and lack of confidence E4 * Lack of support from home * Short attention span * Culture/ background, not understanding English - difficult to remember new words they (E12) are having to learn. I.e., numbers, sides, corners, circle, squares etc.) * Children who suffer from learning difficulties e.g. dyslexia/ dyspraxia (E12) * Child’s age and learning ability Strategies to Support Shapes in Numeracy E6 * The T.A could use various strategies to support pupils in shapes. Use praise to spur children on * Provide short-term goals and plenty of praise if necessary. E6, DI, E13 * Facilitate by providing variety of tools and shapes * Reinforce with simple games or work in smaller groups or a 1:1 basis to enhance learning. * Plenty of repetition which builds confidence and develops strategies of problem solving. This can reinforce concepts and be used to extend able pupils. * Instructing - give sequenced instructions and ask child to repeat, to establish if child understands. Demonstrate - show the child how a multiple sided shape can be connected to each other to for a larger shape - which enable children to master a skill but also develop a conceptual understanding. - Evaluating children’s responses, intervening where appropriate for the child to become more efficient. As Valsa Koshy argues “Clear objectives need to be shared with pupils, they need to be clear about what to do next…..feedback to clear any misconception…..summary of ideas” Effective Teaching of Numeracy, pg12 E12 Begin an activity and encourage independence E6, D1 * The teaching assistant may start off an activity, painting a picture with a mop on the floor, then ease off when the child is taking over independently. Children can use their imagination to create or add to the activity. The Teaching assistant can talk through the activity with the child and praise the child to keep them motivated. Weighing shapes E6, D1 * Familiarise children with extraordinary resources like the weighing scales. Children can weigh shapes as well as them self, which is another shape altogether, to see which shape weighs more and with the T.A they can discuss the results. This will also progress their knowledge when they are recording the results. They will also learn the languages used to measure weight. Touch, feel and guess E6, D1, E13 * Shapes can be identified with finger and closed eyes; the teaching assistant can lead a blindfolding game. The children can be given a solid 3D or 2D shape and describe the shape by feeling it with their fingers. This will also enable children to interacted with others and develop their language in numeracy as well as boosting up their confidence ; INFLUENCING CHILDRENS DEVELOPMENT; Dennis Bancroft & Ronnie Carr, 1995, p. 43 “Recent studies demonstrate what children, given effective teaching, Show that learning is essentially a social and interactive process” Alexander, Rose and Woodhead, 1992 , p. 14 Learning through play E6,D1 * Children can also learn through play : The teaching assistant can support the learners, when playing Tetris with different shaped building blocks, connecting blocks together to build a wall. Playing with trains and the train tracks can give visual knowledge of how shapes can connect and support each other or fitting the jigsaw shapes to complete the puzzle: E13 Planning Play & The Early Years: P. Tassoni, K, Hucker: p 235; “ Being able to fit something together can be very satisfying for children as well as enabling them to learn a useful life skill Supporting Literacy Introducing Speaking to Key Stage 1 E1 Speaking is an important method for communicating knowledge and expressing ideas. It is a primary medium for presenting ideas and expressing feelings. Being able to verbally communicate effectively to other individuals or to groups is essential in school, as well as your personal life. Research has shown that language is acquired through interactive experience; through ‘talking’ and ‘listening’ to people who already know the ropes. When children are exposed to too much television, the ‘interaction’ is taken out thus having an adverse affect on their long-term potential to communicate, in their ability to spoken language, read and write. However using lots of interactive resources in school to teach children how to read and write, can help overcome this factor. E13 THE TEACHING ASSISTANT HANDBOOK Louise Burnham pg 273 “Clearly children will need to have speaking and listening skills to enable them to access the curriculum.” Circle time Thought box E1 As part of a literacy session children can have circle time where they debate and discuss on a particular subject. The subject can be a thought or concern put anonymously in a little box called the thought box. This can also be based on a story the class is reading together and each child can participate by reading parts of the book aloud. Learning Objective E1 Children need to be encouraged to speak out and take part in oral language activity. As well as boosting their confidence, it will also give them independence to make decision and practice and develop their language skills. Children will also be able to engage with others out of their peers zone. This activity will also break barrier and allow children equality of opportunity. Constructing role play E1 Children can make and design their own puppets and construct their own puppet show. Various materials such as gloves, cloth, Velcro can be used to make the puppets. The puppets can be stitched up or glued together appropriately to fit a hand. Learning Objective E1 Children can be creative when they are given hands on activity. As part of drama literacy, children can get creative with hand puppets and produce various role plays with their imagination. This learning style is especially effective with kinesthetic learners. Children will gain confidence and became proficient with the puppet. Factors which could affect pupil’s development in Speech E3 * Child place in the family * Children who suffer from visual hearing impaired disability * Children with low self esteem and lack of confidence E3 * Lack of support from home * Short attention span * Shy children * Children who suffer from learning difficulties e.g. dyslexia/ dyspraxia/dyscalculia (E12) * Children who may have speech difficulty * Children exposed to too much television and less speaking interaction * Child’s age and learning ability Strategies to Support Speaking in Literacy E5 * Constant praise and encouragement * Through observation the TA can identify if a child is using extended vocabulary and whether the child is confident. * Asking appropriate question that will enhance the child’s speech in discussions. * Reinforce with group discussions. * Observe and interact in children’s production role play * Showing respectful listening and good role model * Encouraging others to listen and be a respectful listener E13 http://WWW.TEACHERNET.GOV.UK “Five principles for developing talk in the classroom. According to Professor Alexander's approach, it should be collective, reciprocal, cumulative, supportive and purposeful.”   Group Discussion E5, D1 * In order for the quiet children to speak up in group and whole class discussion the teaching assistant can encourage children by asking questions and praising them so that they feel valued and not left to one side. E13 THE TEACHING ASSISTANT HANDBOOK Louise Burnham pg: 242 “A range of questioning strategies which take into account the differing abilities of children within the class…to use strategies to involve all children, particularly those who are quiet and reluctant to discuss …it is very important for these children to have as much praise and encouragement as possible to build up their confidence.” Interact and take part E5, D1 * Take part in children’s production when they have produced a piece of drama. This will make the learners feel valued for their work and appreciated. Using a multi-sensory teaching approach, Teaching assistant can provide resources to enable children to participate with their individual learning styles e.g. kinaesthetic learners might find the puppet role play activity enjoyable as it is practical and hands on. Different Learning Strategies D1 Most children learn certain behaviour. Social Learning Theorist (Bandura) suggests children learn from watching those around them. The theory claims children need adults showing the desirable behaviour. Adults act as role models and children learn to copy. Likewise Behaviourist (Skinner) argues when a child gains something positive, the child will repeat the behaviour and if not rewarded the outcome could become negative. Rewards can be used to manage behaviour and will in turn lead to appropriate behaviour. Therefore the use of positive reinforces praising, giving, treats, stickers and badges will encourage children to become more confident. Skinner suggests, “if rewarded straightaway, behaviour is likely to be learnt and E13, D1 Repeated………children behave according expectations of adults around them……” Diploma, Childcare and Education, P. Tassoni and K. Beith, pg 195 D1 Adults can promote independent learning by creating a positive atmosphere with clear guidance, setting boundaries and goals. Firstly by acting as a good role model and being approachable. Rewarding wanted behaviour, ignoring inappropriate behaviour and by having positive expectations (self - fulfilling prophecy) D1 Bruner felt children learnt through different ways of thinking which was linked to language (modes of representation).Bruner argued with adult supervision a child can increase its knowledge and reasoning to solve problems. The increased acquisition of language enable children to think in a symbolic mode, which enhanced by adult intervention, speeded up the cognitive process. D1 E.g.; the TA acts as a role model in showing independence and confidence by sharing her/his thoughts in carpet session, thought box. The TA can kick start a topic starting the discussion off the first issue in the thought box. This type of support is inclusive because children who have difficulty with expressing themselves can join in and feel free to share their thoughts. This type of support is also praise and encouragement. Some timid children may find it difficult to speak in a larger group than they may find in a small group. In a smaller group, there is less attention from others and children may not have to speak too load. The Importance of Information Communication and Technology E7 The majority of work load and communication is based on technology. ICT tools enable pupils to access, share, analyse and present information gained from a variety of sources and in many different ways. In this day and age it is important for children to familiarise them self with I.C.T as it will not only be a life skill but highly demanding in employment and in this world of evolving technology. Children can learn the importance of I.C.T from a early age through interacting with technology as part of their broadening knowledge. E7 1. The use of ICT has grown immensely in the world around us. So incorporating the use of ICT in children’s education is important in order to prepare them for the future. Many countries regard learning about how to use ICT just as important as literacy and numeracy. 1. Technology is always changing rapidly. Adaptation can only be achieved with sound understanding of the principles of ICT. Otherwise technology becomes obsolete, requiring new skills to be mastered quickly. 1. High quality teaching materials can be created via the use of ICT. 1. Children may see the use of ICT within their learning as a playful experience, this will have a positive affect on their motivation and hence their ability to learn. First Software Packages to Support Pupils’ Learning Fractured Fairy Tales E8 Whether it’s The Princess and the Rutabaga or Big Blue Riding Hood, invite children to turn familiar fairy tales upside down and inside out – and to have fun. http//www.readwritethink.org/materials/fairytales/ E8 This software gives learners a choice of three fairy tales to read. They are then guided to choose a variety of changes, which they use to compose a fractured fairy tale to print off and illustrate. The pupils can then add their style of the story and retell it in a completely different way. They can compose their story by hand or typing. B1 Furthermore, for teaching point of view, setting, plot, as well as fairy tale conventions such as they lived happily ever after, this tool encourages students to use their imaginations and the writing process at the same time. The activity will also enhance children’s imagination as well as endeavour their and language skill. Learning Objective E8, B1 This software will stimulate learner’s imagination and motivate them to write and expand their grammar and language. Children can use the key board to produce emergent writing. It will also inspire children to do independent writing and reinforce learners to edit and redraft their work by hand or more easily on the computer using the tools to spell check and edit. Factors which could hinder pupils’ learning E9 * Children with additional needs/Learning difficulties 1. Dyscalculia 2. Dyspraxia 3. Dyslexia 4. Visual/Hearing impaired. (E12) * Children who are visually impaired * Lack of support from home * The gender of the child e.g. a boy might find it too girly * Short attention span * Physical disability 1. Use of mouse 2. Poor motor control Second Software Packages to Support Pupils’ Learning CLICKER 4 E8, B1 Clicker 4 is a package of clicker grids. Clicker 4 includes Clicker Writer - talking word processor. It can be used with/without pictures and has powerful options for speech support. You can type directly into the clicker writer, or you can enter text and pictures straight from the clicker grid. Clicker Grids - A clicker grid contains cells which hold letters, words, phrases and pictures. The cells act like a key board. You can click on a cell to send its contents to the clicker writer. To hear contents of a cell, click on the right hand mouse button - for struggling readers this can identify the text. Lots of grids are supplied; however individual grids can be created. * Clicker grid can also be used without clicker writer. * The grid fills the screen more like the pages of a talking book, with pictures and text. The text can be read aloud. Learning Objective E8, B1 Clicker 4 is ideal for KS1, developing many areas of the curriculum. From a literacy point of view it is ideal in developing, reading and writing from basic phonics, to building extended vocabulary and ultimately writing. E.g. A grid of the weeks High Frequency words could be typed into a grid. Children could experiment writing sentences or click in the words, which are read back reinforcing HF words and consolidating learning. Clicker 4 can support promoting word processing skills and increase child’s learning in the chosen area of the curriculum. It is easy to use for children that are familiar with computers. It is fully internet-friendly with email facilities and documents that can be saved as web pages. * It includes a spell check and vocabulary extension tools, ideal for dyslexic suffers. * Switch access is included for pupils unable to use the mouse, making it a fully inclusive tool - physically impaired. * Used to create talking books /interactive pictures and activities - hearing impaired * There are step by step instructions as how to use Clicker 4. Factors which could hinder pupils’ learning E9 * Lack of praise and constructive feedback will have an adverse affect on a * Childs development and self confidence. * Children with lack of confidence and self esteem * Physical disability -:Use of mouse, Poor motor control, Visual/Hearing impaired (E12) * Clear understanding of instructions and undertaking of what to do * Learning difficulties 1. Dyscalculia (E12) 2. Dyspraxia 3. Dyslexia The Role of the Teaching Assistant in Supporting Pupils The TA should know how to use equipment and have all information present. E10 * Check availability of equipment E11 * Make sure of schools policy of health & safety in terms of equipment being used, reporting faults and signing out equipment * TA needs to be aware of objectives/skills being taught. * Be aware of legislation and regulations relating to ICT 1. Data protection Act 1988 - where information is held, individuals have right to know what information is held about their children 2. Child protection - confidentiality 3. Copyright - software/CD ROMS - only used by school, multiple copies should not be made 4. Software licensing - TA be aware of which license they should have with them in regards to software in school E10 The TA should have basic user skills to guide children while they operate equipment independently e.g. by showing the children first and asking them to repeat or guide them through task verbally. TA needs to have skills on using computer programs; best to try out you self before working with child. E10 The role of the TA is to facilitate the child and encourage the role of independent learning. Sustaining an environment, that is stimulating, caring, challenging, welcoming and safe. Also promoting the physical, social, emotional, cultural, spiritual, moral and cognitive development of each child. E13 Working with TA’s DfES publication October 2000, “ To support and deliver of quality teaching and a modern curriculum, to raise standards in the classroom in which they work…..TA are a key resource” Importance of Using Information, Communication and Technology in the Classroom C1, E7 ICT has increasing importance within the classroom. Not only does it support teaching and learning within other curriculum subjects, but it is also a subject in its own right. It offers considerable potential for support and enhancing the whole curriculum. Developing skills, knowledge and understanding in the use of ICT prepares pupils to use such technologies in their everyday and working lives. E13 http://WWW.TEACHERNET.GOV.UK , “Use of ICT provides opportunities for pupils to work both collaboratively and independently, to consider which ICT tools best suit the task in hand and to know when and when not to use ICT to complete such a task. As such, the role of ICT within the curriculum is not only to enhance the learning experiences of pupils but also to help them develop the skills essential to participate effectively, both now and in the future.” B1,C1 There are many forms of ICT resources in the classroom to support other subjects. A calculator is an ICT resources to support learner’s with their numeracy. The interactive white board is a ICT resource to support the teacher to provide stimulating activities for the learners where the learners can come out and interact with the interactive board. The PC and laptops available in the classroom is an excellent resource for pupils to gather information through the internet. The internet itself is an ICT resource. The clock on the wall is an ICT based technology that teaches and tells the time. In any case ICT has become a dominant feature of the world. The Health and Safety Issues Relating Information, Communication and Technology in the Classroom E11 Prolonged use of laptops should be avoided as it can strain eyes. To avoid back and neck injuries while sitting, users must be able to adjust their position in relation to the equipment as appropriate and should also change posture frequently and take frequent 10-minute breaks away from the computer to stretch their limbs. There should be enough space around a workstation for paper, books and other materials, including any special educational needs equipment such as overlay keyboards. There should also be space for more than one pupil at a time, and for the teacher to gain access. It is important to keep gangways and emergency exits clear. Good ICT desk design should incorporate cable management, and may be modular to allow flexible arrangements. E13 THE TEACHING ASSISTANTS HANDDBOOK, Louise Burnham pg276……..“Additionally, when using ICT, pupils will need to sit at the recommended height (with the eye level at the top of the screen)……….Screw-thread chair columns can allow seat height adjustability, without the temptation to ‘fiddle’ that often comes with gas-lift chairs, and may be more suitable for smaller pupils to operate.” E11 A thorough risk assessment will help schools in this process to the Health and Safety Executive. Any loose wires should be amended and seen to as soon possible. The beam of a projector can be danger and harmful for eyes if it is not positioned right as children tend to stare at lights that attract them. ICT resources need to be organised effectively to meet the learning objectives. Mismatching in terms of ability, inappropriateness will not improve children’s learning and may confuse rather than help e.g. Providing a left handed mouse and key board pad would allow left handed children access. Children need to be supervised at all times when using the internet and teachers and TA’s must be aware of what is available in school through research. Activities on the internet should be tested to see if it is child friendly and appropriate for class terms of age etc and that it matches objectives. It is then beneficial and useful for children. Role of the Teaching Assistant in Supporting Children with Particular Needs A1, E12 The T.A may manage the supervision of pupils excluded from, or otherwise not working to, a normal timetable. The T.A can attend to pupils’ personal needs and provide advice to assist in their social, health & hygiene development. The teaching assistant also share the responsibility to work as a team, valuing the diversity of individual pupils and colleagues as well as reinforce the importance of equality of opportunity and implementing good practice. As part of working in a team with the teacher the T.A can assist the teacher with the development and implementation of Individual education, Behaviour, Support or Mentoring plans. The T.A most often take a lead role in the provision of support for pupils with special needs. Most of the time, pupils may find their relationship with the teaching assistant more approachable and relaxed than they may find with their class teacher and they may open up to T.A’s for support when they are distressed. when the teaching assistant supports individuals, they can provide information and advice to enable pupils to make their own choices. A1 It is important for the Teaching Assistant to build positive relationship with pupils; this is done by being approachable and taking interest in the child as an individual. Most importantly being patient and a hundred percent committed to working with the children and support the children’s learning and self development. Children look up to their peers and the people they interact with the most therefore the teaching assistant must be a good role model. E13 THE TEACHING ASSISTANT HANDBOOK, Louise Burnham, pg 142 “Along side the teacher the T.A is the closest support for pupils to establish productive working relationships and acting as a good role model.” A1, E12 Many TAs are employed with specific responsibilities to work with individual children with special educational needs. Others are given more general classroom responsibilities. However, even those who work mainly with one child will come into regular and close contact with other children; indeed, it is central to the whole principle of inclusion that a child who has physical or learning difficulties should be helped to work in the company of other children, and often in tandem with them. Support for the teacher involves TAs in performing a number of routine tasks, such as escorting groups of young children to work areas outside the classroom. However, it is now common and desirable for teachers also to allocate TAs tasks that were once more often done by the teacher. TAs are, for example, sometimes engage in important aspects of assessing pupils' literacy and numeracy performance, and in supporting group work assigned by the class teacher. E13 Babies and Young Children, M. Beaver, J. Brewster, A. Keene, pg143 “The effects of social interaction with other children and the involvement of skilled and sensitive adults have been shown to have a significant bearing on the way children learn.” A1, E12 To meet the needs of a child the TA should liase with the teachers, other professionals (SENCO) / outside agencies (speech therapist, social workers, specialist service units…). The TA must also read IEP’s continuously, and observe to identify realistic goals and plan activities to achieve aims. As well, to know about any special needs the implications of learning. The TA should also use mentioned learning strategies to facilitate the child and design activities which will compliment the overall curriculum so child has full access to the national frame work but adapted to the Childs individual needs/ styles. Bibliography E13 Planning Play & The Early Years: S/NVQ level 3 1999 P. Tassoni, K, Hucker. Hienemann Education publishers The Teaching Assistant Hand book: S/NVQ level 3 L. Burnham primary schools edition Hienemann Education publishers Good Practice in The Early Years: 2nd edition Janet Ray British Library Cataloguing-in-Publications Data 2004 http://WWW.ESPRESSO.CO.UK/SERVICESPRIMARY/NEWSBITES http://WWW.TEACHERNET.GOV.UK ----------------------- [pic] [pic]