National curriculum subjects for Primary schools include:
• English
• maths
• design and technology
• science
• physical education (PE)
• history
• geography
• art & design
• music
• computing
• ancient & modern foreign languages (key stage 2)
• Religious Education (non compulsory)
Teachers compile lesson plans based on the core subject areas of the curriculum. The lesson plan is a requirement of the school inspection body, Ofsted, and details what is to be learned in the session. In my placement school the lesson plans cover these areas:
1) the Assessment focus e.g. ‘I can read the time to the hour and half past the hour’
2) the introduction which is often a class activity to start off and introduce the learning topic. This will typically last 10 minutes and can involve a game, videos, role play etc.
3) the main teaching section which is the key part of the learning. It will often involve a ‘hands on’ activity for young children and will typically last 20 minutes.
4) the plenary; this is a wrap up summary of the learning topic and is used to summarise, review and check understanding. This is a whole class session and will involve questioning the children about their learning as well as answering any questions they have.
Before any lessons start, my first task is to review the plans for the week and the individual lesson plans for the day. My name will be noted in the lesson plans so I read through these and I then speak to the teacher to make sure I have understood my role correctly and to clarify any points that I am not 100% sure of. I also ask the teacher if there are particular children who may need more support during the lesson and if there is anything he/she would like me to do for more able children..
Children are all...
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...inking so that they can use their brain to work the answer out. If pairing the children up I will make sure they are of similar ability so they can help each other and one of them isn’t left behind. If I see a pair or group of children who are struggling I will explain things further to them and possibly give them a few options to consider so they can move forward. Again, as with all other subjects I will make notes if needed so I can give the teacher detailed feedback.
Review – I review the session with the whole group and encourage them to share their findings with each other. By sharing their experience it gives them all an opportunity to talk through any difficulties that they experienced and share those with each other. I will then feedback my assessment of the children to the teacher so she can factor this in to future sessions.
Question 1b (Weighting: 0)
Most educators do not make new lesson plans they change ones by adding instructional strategies. The more ways an educator teaches the better off the students are when it comes to learning. Not all students learn by listening to a lecture. There are visual learners, kinesthetic learners (hand-on), and auditory learners. If an educator can reach out using all of these styles most if not every student will learn what is being taught. Intelligence has been separated into different parts; “linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, and intrapersonal behaviors” (Hardman, 2011). Knowing this as an educator a lesson plan should incorporate auditory, visual, and kinesthetic learners, thus covering all areas.
A copy of the Ages & Stages is given to the parent with their child’s result ASQ. If there is an area or areas that need to be strengthened, we created an Individual Learning Plan to help the child reach his potential. When a weakness is observed in an area, we work with the child on those specific goals. We will observe and document the child’s progress. Parents are asked to provide a 1” binder and clear sheet protectors in order to build a portfolio of the child’s progressive work and parents are welcome to review their child’s portfolio at any time. Usually, when the children are fourteen months, they are sent to the next classroom. If they are not ready in some area or areas, there might be some delays in advancing them to the next classroom. In the meantime, we work with the child to overcome the weakness is having. We work with the child in each age intervals by reinforcing an activity related to the weakness he is having in a particular area of development that will put him/her where he/she supposed to be for his/her
They provide guidance on the process for collecting and analyzing data including ensuring the assessments are appropriate for the children and families in the program (developmentally, culturally, linguistically, etc.) and are accurately measuring children’s progress. Also, they provide guidance on how to understand the child assessment results and how to individualize services for each child. Also, they help families and staff understand the role and value of child assessment in determining how children are progressing.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
Creativity in was defined by National Advisory Committee for Creativity and Culture in Education (NACCC 1999) by 4 main characteristics. The first is the use of imagination thinking or behaviour concerned with original or unusual ideas or actions. Second is using imagination to pursue a purpose relating to using imagination for purpose and having resilience to keep reinventing this. Third is originality; this is not only in reference to historic originality of anything gone before, but It can be personal originality or peer originality. Forth is judging value; explained as evaluating an imaginative activities worth in relation to a task. Wilson (2009) notes the increase of creativities stature in education and pedagogy from beyond the foundation subjects and arts during the last century. Robinson (2013) argues that modern education is still based around conformity and does not foster children’s natural inquisitiveness or creativity. My view is that education has progressed from the Victorian didactic ways of teaching, heavily influenced by the behaviourist theorist Skinner (Moore & Quintrel 2000). We are now concerned with developing the whole child as appose to simply imparting knowledge, repeating and demanding a correct response. This notion of developing the whole child, concerned with social and emotional qualities as well as academia, was central to the highly influential Every Child Matters (ECM) agenda (DfES 2004). ECM’s outcomes and aims, with respect to children’s enjoyment and achievement, highlight the importance of personal and social development.
When the students are participating, I will give them verbal confirmation. If their answer is not correct, I will say “not quite” and then I will pick another students to share. For direct observations, I will also give the students verbal feedback. If I see students doing something really well, I will verbally let them know. If a student is not quite grasping the task, I will help him or her accordingly. I will sit down with them and I will explain that I can see they are having a difficult time with the task, and then I will allow the student to explain their troubles. I will give them verbal confirmation that they have a better understanding of the task, after we have worked together. While I am looking at the students’ work, I will also allow them to evaluate their work and provide their own feedback. This will allow them to reflect and monitor their own learning. If I agree with what they said, I will explain that I agree with their feedback. If do not agree, I will explain what I am seeing and then I will help the student accordingly. For the collections of their materials, I will write the feedback on their work. If they did really well, I will let them know. If there is something they need to work on, I will state that on their
Evidence – some centres will have their own procedure in place when it comes to gathering evidence and making assessment decision. For example, some centres will require you as an Assessor to have not less than three direct observation sessions with your learner, anything less than 3 will not be acceptable. Sometimes, centres might have a minimum number of times that a criteria has to be covered before it is signed
This contribute to the assessment because this information can be use to improve and enhance future performance. 6.5 Record the outcomes of assessments to meet the internal and external requirements In my teaching practices, I always record assessments outcomes as it helps me to follow my students progression and at the same time I can monitor learners' achievement. All information concerning their assessments are recorded, I use them to compare each assessments to the other. I can see which assessment was successful and which assessment has not been done properly.
The independent work that I would give them would be modified for the special education students and I’ll have them do half of the worksheet instead of the whole thing to see their progress. Whenever I can, I will give them the easier problems with the same concept. For the students that are learning the lessons quick I will give them harder problems of the same lesson. I will make sure for the students that don’t understand the lesson do not feel rushed and give the other students more work so they can spend more time on the lesson. This helps to make sure the whole class is on the same level and no student is falling behind. It is always helpful to focus on every type learner in the classroom and not only help the students who are
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
What is the role of the teacher, and what steps will you take to ensure that you are fulfilling this role?
...rking on as a class, and will serve as a starting point in the learning process for tomorrow.
Getting children to work together on projects which require problem solving is a great way for them to interact with each other and learn mathematical concepts on the way. It will also help them to boost their communication skills. Teachers can also facilitate learning by scaffolding the children’s learning and offering guidance when needed. Getting children to talk about what they are doing and what their plans are actually helps them to learn. Through their projects, children will learn to describe the mathematical concepts that they present using different materials. For example, drawing a house for art class, they learn the names of the different kinds of shapes that make up a
A lesson plan is a teacher’s detailed description of the course of instruction for one class. There are many different parts of a lesson plan. For example, there is the title, which is where one would explain what it is the lesson plan is going to be about. Then, there are the learning outcomes, which are what the students are required to be learning after completing the lesson plan. After
...ng than in the content of their conclusion. Following these simple guidelines and objectives, I am able to plan engaging and stimulating lessons that not only motivate the students but are also meaningful to their personal and academic development.