Careful Observation in Order to Assess the Learning Needs and Achievements of Pupils - Assignment Example

Activity Task 1a. Careful observation is necessary in order to assess the learning needs and achievements of pupils, while also using the observations to plan ongoing learning activities and for the use of future learning goals and objectives. While using a holistic and objective approach to observation, the teaching assistant should remember the mnemonic SPICE (social, physical, intellectual, communication and emotional) when observing; so that all aspect of development are considered (Teaching Assistants Handbook, 4). Whether one is observing an individual child or a group, a developmental chart would be used that is specific to the pupils age group. The developmental chart will identify areas where there is progress and/or underachievement. A decision must be made between the teacher and the assistant as to what type of observational methods and assessments will be used in the classroom. Observation can take place over the course of a day or long-term. The Teaching Assistants Handbook notes various observation methods (p.6): Naturalistic Structured Snapshot Longitudinal Time Sample Event Sample Participant Non-participant Target Child Trail or Movement Checklist Coded Observational Diary Observational recording methods including a written descriptive account, a structured profile and a pre-coded system of recording (Teaching Assistants Handbook). A pupils assessment includes: The aim of the observation Observations of the “pupils development, learning and/or behaviour in this particular activity” (4) A comparison to expected level of development for this age group Factors that may have affected the learning ability of behaviour of the pupil; ex. “immediate environment, significant events, illness, pupils cultural background, special needs” (4) Task 1b. Charts, diagrams and other data representation can be used as assessment tools. The following examples of assessment tools can be used when reporting observations: Example tick chart: Mathematics Skills Childrens Names John Alex Fatima Rebecca Using and applying mathematics X X / / Counting and understanding number X / / X Knowing and using number facts x / / X Calculating / / / / KEY: X = competent at skill. / = attempts skill/needs adult direction. O = no attempt/requires assistance. Skills based on the Primary Framework of Literacy and Mathematics (p. 171). English Skills – Speaking and Listening Childrens Names John Alex Fatima Rebecca Listen carefully X X X / Speak clearly X X / X Tell stories and repeat rhymes/poems / X / / Include details to interest people X X / / KEY: X = competent at skill. / = attempts skill/needs adult direction. O = no attempt/requires assistance. Skills based on the Primary Framework of Literacy and Mathematics (p. 171). Example Pie Chart Literacy Hour for Rebecca Reuben Activity 2. Task 2a. Bases on the Elliot Park Case Study pupil profiles, there is a mix of developmental needs. While many students excel in different subject areas, there are some consistent problem-areas that need to be addressed. There are, for example, four pupils that have been determined to have difficulties in literacy. There are also two hearing impaired, special educational needs, pupils, three School Action pupils, and two School Action Plus pupils. The Friendship groups consist of 6 children and are used in all lessons except Literacy and Numeracy. Ability groups are used for the Literacy and Numeracy lessons. Pupils move into new ability groups as their learning needs change. The profile reveals that there are at least two disruptive pupils, and at least five students with concentration problems. There are also four EAL pupils. Several children require additional motivation to complete their lessons. In order to support the intellectual development of the 2W pupils, the learning activities must contain elements that require pupils to gain, store, recall and use the information taught during the activities. Language: As previously noted, there are EAL pupils, pupil with difficulty in literacy and writing in general. Therefore activities must involve current vocabulary lessons and/or group interaction. Problem-solving: Learning activities must include problem-solving processes such as experimenting such as trial and error. This could be used especially during Numeracy lessons. Concepts: Concrete and abstract concepts are an important developmental element that will help in the pupils understanding of “real life situations” (Handbook 27). This can be established through Numeracy lessons such as shape recognition. Memory: This intellectual process develops the ability to recall or retrieve information that is stored within the mind. This could be achieved through creative writing lessons where children are asked to write about a memory, such as their favorite Christmas memory. This can also be done through mathematics and science lessons. Concentration: This is an area that many 2W pupils are described as having difficulty in due to being personally disruptive or easily distracted. As an important skill, concentration is necessary developing language skills and understanding concepts. Creativity: This is a strong skills among many young children, including those of class 2W. By using imagination, pupils form ideas and images that exist within their own mind. Creativity can be developed in any of the lessons taught in 2W. Many of the pupils are reported to enjoy design and ICT which can used to support the development of creativity skills within the pupils. Subject: Creative learning Theme: Story time Curriculum Link: Literacy, Focus Learning Objectives Activities Learning Outcomes Creating stories Memory Language skills P(1) Forming words to depict a story P(2) Using words from vocabulary to create a story. P(3) Telling a story verbally and then writing it using wordbank words. Writing stories about themselves – i.e. their favorite memory using vocabulary from wordbank and drawing a picture associated with that memory. Resources: Writing notebooks Wordbank Lined and blank paper, pencils, and crayons Task 2b. Rebecca Reubens is approximately six years old and is an auditory learner who performs well in group and class discussions but tends have difficulty concentrating during learning activities and can be easily distracted. As an auditory learner, Rebecca will retain more information when it is given orally. It is important for Rebeccas optimal learning potential, for her to work in a group activity that has components of auditory learning. The 2W class holds a one hour literacy lesson daily. Creative writing is an activity that can spark the imagination and attention of Rebecca. During literacy hour, the class will break up into small groups of five pupils each and with the use of a word bank, the groups will create a short story using randomly chosen words from the word bank. By using this method, the pupils are forced to stretch their imagination in order to create a well thought out story. Once the writing period is over, which would be a period of 30 minutes, the pupils will choose one person from their group to read the story out loud to the class. There will then be a brief discussion of each groups story. Working in a group setting has proven to be a good strategy for Rebecca, and the discussion portion of the activity will provide her with the auditory elements needed in order for her to retain the lesson. Activity: Creative Writing and Read Out loud Activity Date: January 10, 2011 during Literacy Hour Plan duration: 1 hour Aim and rational: The main purpose of this activity is to foster creativity, group effort, word use, grammar and punctuation through a group writing activity. This activity has been selected in order to engage auditory learners who have difficulty concentrating during individual learning activities; specifically, Rebecca Rheuben will be observed during this activity. Staff and setting: The 2W class teacher and the teaching assistant will be present during this group activity. Details and pupil(s): Rebecca Rheuben, 8 years old, will be observed during this activity to assess her ability to concentrate and actively participate in a group writing activity. Rebecca is in need of auditory lessons and excels in group activities. Learning objectives for the pupil(s): Pupils will develop creativity, group social interaction, writing skills, listening skills and reporting skills. Preparation: The teacher will need to provide the pupils with a written instruction sheet and word banks with current vocabulary words. Pupils will need writing notebooks and pencils. The pupils should be given an example of what is expected that will demonstrate the beginning, middle and end of the short story. Organisation: This is a simple activity that does not require a lot of materials; therefore clean up will be simple. Students will be grouped into teams of five pupils each and each group will be expected to work together in planning and writing the short story. The instructions will detail that one pupil is responsible for writing and one pupil will be selected by the group to read the story to the class. Activity 3 Task 3a. Child development can be defined using stages and sequences; the Teaching Assistants Handbook suggests thinking about child development in terms of sequences rather than stages; as stages are defined by the developmental expectations based on fixed ages and sequences do not. When thinking in terms of sequences, one is observing the basic pattern of development but a fixed age is not considered. Task 3b. Booklet for New Teaching Assistant When observing children in the classroom, you will want to think it terms of sequences – how does this child compare to patterns of development that you have previously observed? When observing a child you will want to consider the social, physical, intellectual,communication and language development. Developmental Sequence Age group – 5 to 7 Years Social Development Sequence Children between the ages of five to seven years old (Key Stage 1) should be able to communicate their ideas effectively and should be active in more complex play activities. This age group will be social and enjoy the company of friends. They will also likely find a special friend(s). The children in this age group will appear to have more confidence in their abilities and will be more cooperative; such as listening to rules of the classroom. Children between the ages of five and seven will seek adult approval and will therefore blame others at times in order to avoid the disapproval of an adult. This is also the age when imitating others is common; both positive and negative imitative behaviors are common. Physical Development Sequence There are physical developments to be observed in the five to seven age group. This age group is potty trained but may experience “accidents” when deeply involved in activities. They are also able to dress themselves but may require some assistance with buttons, shoe-tying and zippers. You should see an improvement in gross motor skills; as well as physical abilities such as running, skipping, and hand-eye coordination such as ball throwing and sports. Fine motor skills such as crayon or pencil holding will also be improving during this age group. This age group will need space in order to play cooperatively with others. Intellectual Development Sequence This age group is very inquisitive. As part of their intellectual development you will observe children enjoying imaginative play and increased creativity. Learning games should involve matching and number or letter recognition and three-step instructions. This age group will also become more interested in reading on their own, so literacy lessons should increasingly promote independent reading time. These children will also have an increased ability to concentrate, as well as increased memory ability; puzzles and games are of interest to this age group. Communication and Language Development Sequence Finally, communication and language abilities will be significantly improved during the ages of five and seven. You will observe an increased vocabulary of between 1500 and 4000 words and children will use more complex sentence structures. As previously mentioned, children of this age group will be very inquisitive and will therefore ask many questions, especially the question of why? You will want to support their communication and language development through activities involving music and poetry, as these are enjoyable to this age group and will foster word and sound recognition. Children of this age will also be more vocal and expressive of their feelings and ideas. Task 3b/4a Example Activities for Each Developmental Sequence Social Development Activity In order to support social development, planned activities for the five to seven age group should involve group activities with a game-like structure. Telling stories or reading books in a group is an appropriate activity for social development. Physical Development Activity Children between the age of five and seven have increased coordination and enjoy running, playing and team-playing; therefore a game of capture the flag would be an appropriate team oriented game that would increase the childs coordination and physical abilities. Intellectual Development Activity The five to seven age group enjoys group activities and have an increased memory and letter recognition ability. It would be appropriate, therefore, to have a lesson on current vocabulary words that would use simple three-step instructions, such as, (1) find the vocabulary word on the card, (2) place it on the board (3) use it in a sentence. Communication and Language Development Activity Children of the five to seven year old age group are very inquisitive and like to know why; therefore a science activity is a perfect lesson for answering inquisitive minds. A science experiment of creating a tornado in a plastic bottle would allow pupils to have a hands on activity that would allow them to ask questions and find the answers through experimentation. Activity 4 Task 4b. Activity Plan: Read aloud a story and paint a picture about the story. Name and class of pupil: Sarah Stewart; 2W Curriculum area: Art and Design Description of activity: The pupils of 2W will be read a short story and asked to paint a picture about what they believe the story to be about. There will be a brief discussion about what each pupil identifies as different among the other pupils paintings. This activity includes individual work and group discussion. Sarah Stewart has difficulty expressing herself and working on lessons; she is also a potential SEN pupil. This activity will be effective in helping Sarah develop her creativity and encourage her to use her verbal skills to describe her painting. As this is a hands-on activity, Sarah will be actively involved with her painting, reducing the risk of losing concentration. Objectives Explore and express ideas in colour, shape, form and space. Comment on others work, specifically the differences. Resources required: Apron, tabletop protection, sink access for hand cleaning, coloured paints in paint pots, mixing containers, large papers and various sized paintbrushes. Social Development: Develop sharing skills by sharing paints; strengthening independent working skills; and group discussion – understanding others feelings as they discuss their painting Physical Development: Fine motor skills development through painting; coordination skills through mixing paints and brush work; gross motor skills through describing their painting and commenting on the differences between their painting and others. Intellectual Development: Creativity through artwork, perception through understanding other pupils point of view, language development through explanation of their painting. The pupils will all hear the same story and will interpret that story through a painting, displaying their use of concept and perception. Communication and Language Development: Group discussion will allow the pupil to identify and verbally communicate the differences between their painting and others. Read More