TDA 2.10
TDA 2.10 – Support learning activities
1.1 – As a learning support practitioner working with children I often see how a child may need support in activities or if they are exceeding expectation. By taking notes I am able to inform the teacher of the child’s needs and therefore help plan what help they may need to help them progress or develop further, they can then deliver this the next time. By continually doing this I can review the planning accordingly. It is important to keep evaluating learning activities as the child’s needs may change or your planning may not work and may need changing.
Planning, teaching and evaluation is a cycle which gives structure to the learning process.
Whilst in the planning process I need to know the learning objectives so that you are clear about that the pupils are expected to achieve.
When evaluating you will need to look at whether the children were able to meet the leaning objectives in their task. If a child was to complete a task quickly this should be recorded.
1.2 -
Weakness -
1.3– When planning a work activity I always take into account the children’s learning needs and levels, for example you could have a child in your group which lacks concentration and needs a more practical approach in order to show interest and for the task to be successful. For example:
Child A – Lacks concentration
Child B – Does not enjoy Literacy
Child C – Find tasks difficult
1.4 – All lesson plans should be made available to the LSA’s before the class starts, even if you do not have time to look at the plan you should discuss with the teacher what you are to do.
Learning objectives – You must always be clear on the learning objectives of the lesson or what pupils are expected to be able to do.
Leaning recourses required – The lesson plan should detail any materials which are different from those which are normally found in the classroom.
Own role in supporting learning activities – It should be made
1.1 – As a learning support practitioner working with children I often see how a child may need support in activities or if they are exceeding expectation. By taking notes I am able to inform the teacher of the child’s needs and therefore help plan what help they may need to help them progress or develop further, they can then deliver this the next time. By continually doing this I can review the planning accordingly. It is important to keep evaluating learning activities as the child’s needs may change or your planning may not work and may need changing.
Planning, teaching and evaluation is a cycle which gives structure to the learning process.
Whilst in the planning process I need to know the learning objectives so that you are clear about that the pupils are expected to achieve.
When evaluating you will need to look at whether the children were able to meet the leaning objectives in their task. If a child was to complete a task quickly this should be recorded.
1.2 -
Weakness -
1.3– When planning a work activity I always take into account the children’s learning needs and levels, for example you could have a child in your group which lacks concentration and needs a more practical approach in order to show interest and for the task to be successful. For example:
Child A – Lacks concentration
Child B – Does not enjoy Literacy
Child C – Find tasks difficult
1.4 – All lesson plans should be made available to the LSA’s before the class starts, even if you do not have time to look at the plan you should discuss with the teacher what you are to do.
Learning objectives – You must always be clear on the learning objectives of the lesson or what pupils are expected to be able to do.
Leaning recourses required – The lesson plan should detail any materials which are different from those which are normally found in the classroom.
Own role in supporting learning activities – It should be made