Tda 2.10: Support Learning Activities
Leaning outcome 1
Be able to support the teacher in planning learning activities.
1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
In the role of a teaching assistant, you will be contributing to planning, delivery and reviewing of learning activities alongside teachers. When planning takes place there should be some opportunity to discuss and review pupils’ work with teachers. Panning, teaching and reviewing follow a cycle which gives structure to the learning process.
The teacher may have plans for long/medium term and that the Teaching assistant is involved in short/daily plans, or for individual sessions. By knowing the learning objectives you will be clear on what the pupils are expected to achieve. If you have particular strengths in the area being taught you may be asked to put forward any ideas you have towards the lesson plan.
Although teachers will have completed long-term plans for classes/groups, you may be asked to work with them to discuss and plan activities for the week, and time set aside to do this. You will need to work with teachers to ensure that the work you are covering fits in with activities/topics planned. For some schools, it is difficult for teaching assistants to have time to plan with teachers, particularly if they are working in multiple classes.
Following the teaching session, both you and the class teacher should reflect on the effectiveness of the teaching and learning activities, and their success in relation to the learning objective(s). When evaluating, you will need to look at whether the children you were working with were able to meet the learning objective through their task.
Learning outcome 3
Be able to support learning objectives.
3.4 Describe the sorts of problems that might occur when supporting learning activities and how to deal with these.
When supporting learning activities you may encounter problems. They can
Be able to support the teacher in planning learning activities.
1.1 Describe how a learning support practitioner may contribute to the planning, delivery and review of learning activities.
In the role of a teaching assistant, you will be contributing to planning, delivery and reviewing of learning activities alongside teachers. When planning takes place there should be some opportunity to discuss and review pupils’ work with teachers. Panning, teaching and reviewing follow a cycle which gives structure to the learning process.
The teacher may have plans for long/medium term and that the Teaching assistant is involved in short/daily plans, or for individual sessions. By knowing the learning objectives you will be clear on what the pupils are expected to achieve. If you have particular strengths in the area being taught you may be asked to put forward any ideas you have towards the lesson plan.
Although teachers will have completed long-term plans for classes/groups, you may be asked to work with them to discuss and plan activities for the week, and time set aside to do this. You will need to work with teachers to ensure that the work you are covering fits in with activities/topics planned. For some schools, it is difficult for teaching assistants to have time to plan with teachers, particularly if they are working in multiple classes.
Following the teaching session, both you and the class teacher should reflect on the effectiveness of the teaching and learning activities, and their success in relation to the learning objective(s). When evaluating, you will need to look at whether the children you were working with were able to meet the learning objective through their task.
Learning outcome 3
Be able to support learning objectives.
3.4 Describe the sorts of problems that might occur when supporting learning activities and how to deal with these.
When supporting learning activities you may encounter problems. They can