Teaching Assistant's Handbook - Assignment Example

Activity 1. Task A. The basic principles underlying learner development, as outlined in the Teaching Assistant's Handbook are: Hands on, physical activities encourage learning Children are social and therefore language development and social activities go hand-in-hand Adult support is crucial for learner development The amount of adult support should be appropriate for the age and developmental stage of the child Language and communication is foundational for learner development Tasks and learning experiences should be adaptable Learning experiences should be meaningful Children should be given the opportunity to make choices Learning development should be holistic by linking new and existing knowledge Task B. The following factors promote learning: Active learning promotes learning through hands on experiences Adult support promotes learning Learning should be practical Brief learning lessons in small portions to support short attention spans Play time offer-hands on and problem-solving opportunities The following factors inhibit learning: Theoretical learning is not appropriate for child learning Lack of play-time opportunities Unrewarding or inappropriate learning activities A shortage of language and communication opportunities “Introduction to formal learning situations at too early an age” (p.123) “English as a second language” (p.123) No intellectual stimulation Task C. Zoe White Zoe is a kinesthetic learner who enjoys practical activities which indicates that she has developed her learning through hands on activities. She is an extrovert and enjoys PE , therefore her social development is on target; which was likely encouraged through play-time activities that encourage communication and language learning and fosters social development. Nathan Walker Nathan's profile indicates that he is lacking in social development; as he is uncomfortable in group activities and is shy (introvert). He has however, developed language learning, as he enjoys reading. He is a visual learner, which would account for his enjoyment in reading. Nathan's communication skills need to be further developed through social interaction, ie. playtime, in order for him to feel more comfortable during group activities. Rebecca Reubens Rebecca has developed some level of communication and language learning, however she is behind in development with her age group. Her profile indicates that she has difficulty concentrating and is easily distracted. This would indicate that she has a short attention span and would require shorter, more interactive lesson activities in order to improve her learning. Activity 2. Task A. 1. Learning activities, materials and/or equipment, the organisation of pupils, staff and parent helpers are differentiated by the teacher to ensure that the “programme of work enables pupils to develop in the manner, and the rate, most appropriate to them” (p.145). This provides pupils with learning activities that offer a “variety of learning modes and experiences, and a fair balance of both mental and physical activity” (p.145). 2. Pupils are arranged by ability groups for enhanced social and communication learning that it appropriate to their developmental level. The groups are adjusted as the pupils learning needs change. 3. In order to encourage continuity and progression, established routines and systems are within the classroom that are similar to the whole schools routines and systems. 4. Praise and encouragement are used by staff towards pupils in the form of “positive feedback, continuous assessment and clear explanations” in order to continue and promote steady progress made by the pupils. 5. Children are monitored within the classroom by the teacher and the teaching assistant in order to match learning activities and resources to individual learning needs. Task B. As a teaching assistant, their role in planning and preparing learning activities involves meeting with the teacher regularly to discuss the “teacher's lesson plans, the objectives of the learning activities”, what the teacher's expectations are of the teaching assistant's contributions to learning activities and the type and level of support for pupils that is expected (p.130). The teacher and teaching assistant will also discuss strategies for learning activity support. Short, after-lesson discussions should also be included as part of the planning and preparing role. During these discussions, the teaching assistant will give feedback about pupil progress during individual and group activities. As the teaching assistant, one has to support pupils as directed by the teacher and ensure that pupils have full access to the curriculum. They must also be encouraging, meet the learning needs of each individual pupil; while also building on the existing knowledge and skills of the pupils. Overall, the teaching assistant's goal will be to “enable all pupils to achieve their full learning potential” (p.130). Task C. This should be put in your activity sample templates. Activity Plan 1 Curriculum Area Numeracy – Weight Time for Activity 1 hour Aims and Objectives To learn to identify what items weigh more and less Learn to read a scale Brief Description of Activity During this activity the pupils will use their imagination in playing “fruit stand”. During the activity the pupils will be divided by fruit stand worker and customer. The customers pick out the fruit and together with the workers will weigh the fruit. During the activity the teacher will be asking questions of the pupils, such as, “which one weighs more?” There will be a brief discussion after the initial activity where pupils will discuss what fruits weighed more and which weighed less. Practical Skills to be Used Clear verbal explanation of what objects weigh more or less Clear understanding of instructions – good listening skills Comparison skills Teamwork skills Resource, Material & Preparation A play fruit stand will be set up will a hanging scale for weighing fruit. Real fruits will be used as they will vary in weight more than plastic fruits. Whiteboard for writing the fruit and weight for comparison after pupils have chosen their fruits. How and Where to Obtain Resources Table already in classroom and table cloth from resource room. Pupils and teacher will bring fruits in from home. Whiteboard and markers already in classroom. Hanging scale from resource room. Decorations for the stand (ex. signs) made from previous art activity. Evaluation Criteria Timing Methodology Resources Lesson Planning and Implementation Good The final 15 minute discussion time completed the hour Effective teaching method for all ability groups. Could include money in next similar activity. Appropriate Adequate Name or Group of Child Achievement of Learning Outcomes Concentration and Staying on Task Participation and Enthusiasm Learner Achievement Miriam Adams A B A Karen Barker A B A Michael Brown B B A David Carter C C B Activity Plan 2 Curriculum Area Numeracy – Sorting Time for Activity 1 hour Aims and Objectives Learn to label and categorise items Learn to verbally communicate differences Brief Description of Activity During this activity the pupils will use their imagination in playing “store”. To start the activity the whole class will discuss the differences found it a few sample items, that will have similarities and differences that pupils will identify. The teacher will ask pupils to suggest labels for the groups or categories, such as green items, or things we eat, big and small, etc. The pupils will then each be given a shopping basket, a piece of paper and pencil, they will be asked to write down what category of items they will be shopping for,, i.e. green items. They will then be given 15 minutes to “shop” for their items and bring them back to their desks for discussion. Practical Skills to be Used Clear verbal explanation of what objects belong in their category Clear understanding of instructions – good listening skills Comparison skills Concentration and sorting skills Resource, Material & Preparation A play store will be set up with various items, play food, empty cartons and boxes, and books, all in different colors and sizes. Baskets for shopping. A chalkboard will be used during the lesson in the beginning and discussion afterwards. How and Where to Obtain Resources Table already in classroom and table cloth from resource room. Plastic play food and empty containers from resource room and some from pupils' homes. Chalkboard and chalk already in classroom. Decorations for the store (ex. signs) made from previous art activity. Evaluation Criteria Timing Methodology Resources Lesson Planning and Implementation Good The first 15 minute group lesson and final 15 minute discussion time completed the hour Effective teaching method for all ability groups. Some pupils needed extra assistance from teacher and/or teaching assistant. Appropriate Adequate Name or Group of Child Achievement of Learning Outcomes Concentration and Staying on Task Participation and Enthusiasm Learner Achievement Miriam Adams B C B Karen Barker C C A Michael Brown A B A David Carter B B B Activity Plan 3 Curriculum Area Literacy – Storytelling/Narrative Time for Activity 1 hour Aims and Objectives Learn to write and read a narrative Learn to listen to story and act out the story Improve teamwork skills Brief Description of Activity During this activity the pupils will use their imagination in group storytelling based on a shopping theme. They will be working in their ability groups. In the first 15 minutes the groups will choose one member to write, one member to read and the others are the actors. They will write a brief 1 page story that takes place in a store. Each group then has five minutes to act out their story, the reader will narrate the story. Practical Skills to be Used Writing skills Narrating skills Listen to, and acting out details from a story. Concentration Teamwork Resource, Material & Preparation A play store will be set up with basic items found in a store – play food, empty food cartons and boxes, a play cash register and decorations. Pencils and paper. How and Where to Obtain Resources Table already in classroom and table cloth from resource room. Plastic play food and empty containers from resource room and some from pupils' homes. Decorations for the store (ex. signs) made from previous art activity. Pencils and paper from the classroom. Evaluation Criteria Timing Methodology Resources Lesson Planning and Implementation Inadequate Some groups took longer to complete the writing portion. Teacher and TA needed to work with groups to move activity along. Appropriate Name or Group of Child Achievement of Learning Outcomes Concentration and Staying on Task Participation and Enthusiasm Learner Achievement Blue B B A Green B B B Red C C B Purple C C B Yellow C C B Activity Plan 4 Curriculum Area Literacy – Reading Time for Activity 1 hour Aims and Objectives Be able to listen through the story without distraction Understand the story and be able to summarize and answer questions about the story Understand sequencing Draw a picture related to the story Brief Description of Activity The teacher will read a shopping-themed story and then ask questions to determine how well the pupils understood it. The pupils will then be given sequence cards related to the story and be asked to put them in order according to the story. The pupils will then be given 15 minutes draw a picture of their facorite part of the story. Practical Skills to be Used Writing skills Listening and concentration skills Resource, Material & Preparation Book with related sequence cards Drawing paper and crayons How and Where to Obtain Resources All items from the resource room. Evaluation Criteria Timing Methodology Resources Lesson Planning and Implementation Inadequate Some pupils finished the activity faster than others. Whole class activity and individual work. Appropriate Name or Group of Child Achievement of Learning Outcomes Concentration and Staying on Task Participation and Enthusiasm Learner Achievement Miriam Adams B B A Karen Barker B B B Michael Brown A C B David Carter B C B Activity Plan 5 Curriculum Area Numeracy - Time Time for Activity 1 hour Aims and Objectives Learn to tell time – by hour and ½ hour Brief Description of Activity The classroom will be set up as a town, there will be a store, a post office and a library. Each pupil will be given a job, ex. “open the store,” “deliver mail”, “close the store”, “deliver a book”, etc. and a time which they have to do each job. The teacher will have a large display clock that with an hour and minute hand that can be moved manually. The teacher will move the hand to the hour or half hour and ask pupils what time it is and those with jobs at that time will do their job. Practical Skills to be Used Listening and concentration skills Telling time Resource, Material & Preparation Cardboard display clock Decorations for the various places in the classroom. How and Where to Obtain Resources Clock – resource room. All the decorations will be made my pupils during previous art activities. Evaluation Criteria Timing Methodology Resources Lesson Planning and Implementation Adequate Whole class activity . Appropriate Name or Group of Child Achievement of Learning Outcomes Concentration and Staying on Task Participation and Enthusiasm Learner Achievement Miriam Adams A B A Karen Barker A B B Michael Brown A C C David Carter B B B Task D. Schedule: Activity Plan 2 – Sorting As the Teaching Assistant I would need to prepare “store” items for the pupils to sort. The objective of this activity is to teach pupils to sort items that they see are similar. Therefore, I would need to prepare items that have similar colors and shapes, as well as some that are more challenging, for example, “things we eat,” and “things we read”. Since some children may have difficulty recognizing similarities at first, I would set up a few examples for the teacher to use. To support the kinesthetic learner the hands on sorting will be helpful and the sample categories, that they can hold will help them get started. To support the auditory learner, I have included in the activity a 15 minute teacher-instructed lesson. Activity 3. Task A. The role of the teaching assistant in the implementation of learning activities is to first understand the objectives of the learning activities and what strategies are needed to support pupils' learning. This is accomplished by “preparing the learning environment to meet the individual learning needs of each pupil in the class” (p. 133). As well as providing the pupils, as individuals and groups, with appropriate learning activities; while also “selecting and using appropriate learning materials”. As the Teaching Assistant, I am responsible for supervising pupils either individually or within a group and maintaining the safety of pupils during learning activities. I have to engage pupil learning through interaction with the pupils in order to focus their attention on the tasks as hand; I will also use praise and encouragement to help encourage full participation of pupils in learning activities. Finally, my role as a Teaching Assistant includes “observing pupil responses: during learning activities (p. 133). Task B. Michael Brown Support Needs: Can be disruptive during group work and class activities. Possible ADHD 7 February 2011 Day 1 Worked one on one with Michael during numeracy lesson before having him join his group which seemed to help him focus on the task at hand. Helped him work on sorting before joining the class activity. 8 February 2011 Day 2 During the group literacy activities I questioned Michael periodically about why he was performing a task or what he would be doing next to keep him on task. 9 February 2011 Day 3 Michael was more disruptive today and seemed anxious, so I spent more time than usual helping Michael in group activities, using more questions to refocus him when he got distracted and pulled him away from the group for a few minutes during an activity to help him settle down and refocus. 10 February 2011 Day 4 Michael did well today on block sorting, as a kinesthetic learner, he focuses best doing hands on activities. Once he moved into his group activity I continued having him participate in hands on learning. 11 February 2011 Day 5 During literacy hour Michael had difficulty concentrating during story reading by the instructor; however once the story was complete, I had asked him about the story and he was able to tell me most of the important parts of the story. I gave him paper and crayons and asked him to draw a picture about the story which helped him retain the main idea of the book. Matthew Coleman Support Needs: Needs encouragement to participate in group activities and class discussions. Needs extra support during literacy activities. 7 February 2011 Day 1 During literacy hour Matthew was reluctant to start his group activity so I paired him with a buddy to start the writing project this motivated Matthew. I then asked the rest of the group members what they were working on and then asked Matthew which started a conversation between all the members of the group. Matthew joined the rest of his group and worked effectively through the rest of the hour. 8 February 2011 Day 2 After the story reading today, I paired Matthew with a reading buddy to complete the story worksheet. This helped Matthew in his social skills which are causing him to be uncomfortable in group activities. This also helped reinforce the lesson material through discussion with his buddy. 9 February 2011 Day 3 To continue helping Matthew adjust and feel more comfortable working in groups, instead of pairing him with one reading buddy, I added two more pupils which he appeared to be comfortable with. He has become considerably more interactive in class. 10 February 2011 Day 4 Today I worked one on one with Matthew during the vocabulary lesson since this is an area of difficulty for him. Once he was able to complete some examples on his own, I brought him and three class members together for some vocabulary quizzing. Matthew worked very well with the group and was not reluctance to working with them. 11 February 2011 Day 5 Today Mathew was placed in a regular group of five and I saw tremendous improvement in his behavior. He was not reluctant to start his work with the group and he interacted well with the other group members. I asked questions periodically during the group work to determine Matthew's level of comfort with the group and the literacy-related work. Activity 4. Task A. In the curriculum area of Science a Teaching Assistant would need to prepare materials for experiments; for example, seeds, soil, plastic cups and trays for a seed planting activity. The Teaching Assistant would also need to prepare any worksheets, diagrams, models, audio and/or visual material and equipment needed for specific lessons. The TA should also determine if the tables and chairs needed for messy projects are set up before the activity begins and that necessary cloths and cleanup materials are available for after the activity. Another resource to consider during Science activities is safety equipment, for example goggles or gloves. Task B. In the Science curriculum the Teaching Assistant would be most supportive to pupils' learning by asking questions throughout learning activities that engage and interact with pupils and focus their attention on the learning task at hand. These probing questions would be open-ended, such as, “what do you think would happen if we add ______ to ____________?” The TA should be sure to use proper science terminology appropriate with the lesson being taught. During the Science activities the Teaching Assistant should also be encouraging and use praise to motivate pupils. It is also important for the Teaching Assistant to make sure that the pupils are concentrating at their activity and behaving well. It is especially important that the TA monitor science experiments closely as safety is a concern; this would include stepping in and assisting pupils who are having difficulty using various equipment. Finally, in order to build upon and enhance their learning the Teaching Assistant should note any difficulties that a pupil or pupils are having and then discuss this with the teacher so that these issues can be addressed in future Science activities. Read More