304 3.4
On one occasion the pupils were sat in their carpet spaces whilst taking part in a whole class introduction to a lesson. It was important that all children listened and took part, however, I noticed that two boys in the class were not listening. I moved my chair close to them, gave them eye contact and said 'Shhhh (finger on my lips)...... concentrate'. This was enough to draw the pupils attention back to the teacher and focus on the lesson.
Friday 11 December 2015
Friday 4 December 2015
STL ICT skills
November 2015
Supporting ICT skills
I supported 4 pupils on a 1 - 2 - 1 basis to use an numeracy ICT game to support their learning and to assess if they had met the learning objective of' estimating' a number of objects. Although the learning was primary about the pupils' numeracy skills, another intention was to support them to develop ICT skills along the way. I found a game where the aim was to estimate how many objects, e.g. balls, pineapples, had just been flashed up on the computer screen. The pupils had to try to make a sensible estimate and select the best answer from a choice of four on screen. Before starting to play the game, I did a little practice run through with each child, to show them how the game worked and to ensure they knew how to use the 'mouse' to click on the correct answer. None of the children I worked with had good skills in using the mouse to move to the correct point on the screen, and to click the left button on the mouse. I demonstrated what to do and helped them to have a practice first with the mouse before the game commenced. I recorded notes for the teacher on whether they had met the numeracy learning objective, and the ICT skills I fed back verbally to say if the pupils could use the mouse correctly to play the game.
Supporting ICT skills
I supported 4 pupils on a 1 - 2 - 1 basis to use an numeracy ICT game to support their learning and to assess if they had met the learning objective of' estimating' a number of objects. Although the learning was primary about the pupils' numeracy skills, another intention was to support them to develop ICT skills along the way. I found a game where the aim was to estimate how many objects, e.g. balls, pineapples, had just been flashed up on the computer screen. The pupils had to try to make a sensible estimate and select the best answer from a choice of four on screen. Before starting to play the game, I did a little practice run through with each child, to show them how the game worked and to ensure they knew how to use the 'mouse' to click on the correct answer. None of the children I worked with had good skills in using the mouse to move to the correct point on the screen, and to click the left button on the mouse. I demonstrated what to do and helped them to have a practice first with the mouse before the game commenced. I recorded notes for the teacher on whether they had met the numeracy learning objective, and the ICT skills I fed back verbally to say if the pupils could use the mouse correctly to play the game.
STL Numeracy
November 2015
Supporting Numeracy
I was asked to support a group in a numeracy session, where the Learning Intention was 'To share objects equally'. The activity was to share objects into equal groups and then count how many in each group. I supported by reminding the pupils how to share equally: to give one object to each group and carry on until there are no objects left, making sure that they counted an equal number of objects into each group. Some pupils found it tricky to only count one object into each group at a time, and to make sure they had given to each group. I used strategies to help them, e.g. 'lets share the cubes out, one for you, one for me.....'. The last step was to count the number of cubes left in each group and to check the amounts were the same. again, some children needed assistance to count accurately and not to count too fast. I found that encouraging the pupils who struggled with this to actually point to each object with their finger as they said it, helped greatly. By the end of the session it was clear who had achieved the learning objective, and I was able to feed back verbally to the class teacher on the ones who needed more practice, and I noted on their work whether the pupils had worked Independently ( I ) or with Support ( G ).
Supporting Numeracy
I was asked to support a group in a numeracy session, where the Learning Intention was 'To share objects equally'. The activity was to share objects into equal groups and then count how many in each group. I supported by reminding the pupils how to share equally: to give one object to each group and carry on until there are no objects left, making sure that they counted an equal number of objects into each group. Some pupils found it tricky to only count one object into each group at a time, and to make sure they had given to each group. I used strategies to help them, e.g. 'lets share the cubes out, one for you, one for me.....'. The last step was to count the number of cubes left in each group and to check the amounts were the same. again, some children needed assistance to count accurately and not to count too fast. I found that encouraging the pupils who struggled with this to actually point to each object with their finger as they said it, helped greatly. By the end of the session it was clear who had achieved the learning objective, and I was able to feed back verbally to the class teacher on the ones who needed more practice, and I noted on their work whether the pupils had worked Independently ( I ) or with Support ( G ).
STL Literacy
November 2015
Supporting Literacy
Today I was supporting a group in Year 2 during their literacy learning. The session started with a whole class recap by the class teacher on how to use punctuation marks. Following this I worked with a group who had been identified as needing support to do the learning activity. The Learning Objective, communicated to the pupil's as the WALT was 'To correctly place inverted commas in a sentence'. The children were given a worksheet that had sentences from familiar traditional tales, and the task was to put the' inverted commas' in the correct place in the sentences. During the activity, I assisted children in many ways; to read the sentence, to repeat the sentence using expression in their voice to help to identify the speech, and reminding them what speech marks look like. By the end of the activity, it was clear to me which pupils had met the learning objective to place the punctuation marks correctly in a sentence. Some had managed the task, but one or two had struggled to understand and identify where the punctuation marks need to go. I had a simple tick list with space to write a comment if needed, and handed the sheet to the teacher to inform her planning on the next steps for each pupil.
Supporting Literacy
Today I was supporting a group in Year 2 during their literacy learning. The session started with a whole class recap by the class teacher on how to use punctuation marks. Following this I worked with a group who had been identified as needing support to do the learning activity. The Learning Objective, communicated to the pupil's as the WALT was 'To correctly place inverted commas in a sentence'. The children were given a worksheet that had sentences from familiar traditional tales, and the task was to put the' inverted commas' in the correct place in the sentences. During the activity, I assisted children in many ways; to read the sentence, to repeat the sentence using expression in their voice to help to identify the speech, and reminding them what speech marks look like. By the end of the activity, it was clear to me which pupils had met the learning objective to place the punctuation marks correctly in a sentence. Some had managed the task, but one or two had struggled to understand and identify where the punctuation marks need to go. I had a simple tick list with space to write a comment if needed, and handed the sheet to the teacher to inform her planning on the next steps for each pupil.
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