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❶In case of any online fraud, appropriate state authorities will be contacted immediately. This will then help the teacher to plan the next lesson and set next steps for the learners.

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Their learning should be set at a level which makes sure that they are building on what they learn. They should be starting from a point of previous understanding and then expanding their learning to take in new information. It will be beneficial for students to discuss previous learning experiences to amalgamate what they know and reinforce their understanding before moving on to take in new concepts and ideas. The LSA is in the perfect position to encourage and motivate pupils, especially if they are struggling to understand.

It is also vital that you show that you believe in them and that you are there to support them in everything they do. The LSA may need to differentiate what the pupils have been asked to do in order to help them if they have low self-esteem, or need to learn in a way which has been adopted previously and worked for them.

Be able to support learners in reviewing their learning strategies and achievements AC3. Obviously, depending on how the teacher has planned the lesson it may not be feasible for the LSA to review the work with the student during the activity. Additionally, the LSA may have more than one child to support during the lesson and this is where timing difficulties can arise. Pupils need to become independent learners as they reach years 7, 8, 9 and upwards and so must be able to check their work against the learning objectives.

Open ended questions are also a great way for pupils to recognise their progress in relation to their own previous achievements.

Traffic light system — for children who have special educational needs this system works well, and we encourage children at RAAS to use it. Our students are all given a prep diary and within it are pages coloured red, orange and green and depending on how the child is getting on they will display the relevant page. This is most useful as it means they can alert the LSA without disturbing the teacher. Foggy bits — students are given the opportunity to write down or express the parts of the lesson which they have struggled with.

Write a sentence — pupils are able to put a summary sentence together at the end of a learning activity or scheme of work that contains all the key points that they have learned.

They can also do this at the beginning of the lesson to see what they already know. The learning objectives must be clear and written in language that is age and ability appropriate. Older children can find self-assessment challenging, however it is important that they understand that assessment is part of a process which they need to be involved in.

It is beneficial to start using peer assessment to encourage learners to think about their learning aims. It is important that the LSA makes it clear to the pupil why they are taking part in the peer or self-assessment and they should be asked what they think they are doing and why it will be beneficial to them. This is of great help to the student as they are able to get a picture of whether they are in line with their peers and also if they are achieving what the class teacher is asking of them.

This is due to the fact they, and also the LSA, need to be aware of how they are to tackle the activity at hand in the best way. By using effective questioning the LSA is able to check that the pupil understands what the objective is and the best way in which to achieve it.

It may be a good idea to set aside a few moments at the end of the lesson where a discussion can take place with the child about this or to look back to previous assessment results to see what improvement has been made. This can be challenging for some and by taking a more positive approach the child will hopefully see it as more of an opportunity as to what they can do next time rather than thinking that they will never get it right.

Where the child has not struggled and achieved well, positive feedback must always be given. Be able to contribute to reviewing assessment for learning AC4. When the next lesson took place the children responded brilliantly to the activity.

Being able to have this dialogue with the teacher is so valuable and means that we are both supporting the children in the best way possible. This is generally with statemented children and so is valuable when that statemented child is present in the mainstream lesson as it will enable them to achieve more within that lesson. This starts with giving the learners learning outcomes, making sure the learners receive feedback this in turn helps them to develop the skills needed to evaluate and self-assess their work.

They will be able to recognise their own progress and achievements. This will start with students doing peer assessments, this is where learners will assess in order to gain the skills to assess themselves. The importance and benefits of assessments for learning are that there is a proven link that a learner who is more involved in their own assessment is more motivated to reach their targets. The learners want to reach the goals set and put in the more effort to do so. This is turn boosts self-esteem and motivation in learners.

It also gives feedback to the right people, the teacher, the teaching assistant or the learning mentors, on how to best support the learners whether they be more or less able. Assessment for learning enables the learners to understand what they are doing, what they need to do, and how to go about doing it. How assessment for learning can contribute to planning for future learning carried out by: It will help the teacher to pass on responsibility to the learner for their own learning and make sure that the learner is involved with their own learning goals.

The learner will be more informed about their own targets and goals. It will help them to reach their full potential by getting them extra support where it might be needed. Learners will be able to self-assess their work which is a life skill, as adults we constantly assess ourselves on the things we do, as the learners gain more awareness it will boost confidence and help them ask for help.

The teaching assistant will be better informed this will help to assist the teacher and learners alike. It will help to develop questioning skills and find out where a learner needs support. In conclusion assessment for learning is the ongoing assessing of learners, using a variety of methods. It helps the teaching assistant in many ways like how best to support learners.

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The main focus of this essay is how assessment for learning can be used in an effective way in mathematics lessons. First I will briefly define assessment for learning. P. J. Black(, p. 2) explains the basic qualities in this assessment as: ‘an assessment activity can help learning if it provides information to be used as feedback by.

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Assessment for learning enables the learners to understand what they are doing, what they need to do, and how to go about doing it. How assessment for learning can contribute to planning for future learning carried out by: The teacher, it will help the teacher to be able to plan for the individual learner. Get access to this section to get all help you need with your essay and educational issues. Get Access. Support Assessment for Learning Essay Sample Compare and contrast the roles of the Teacher and the learning support practitioner in assessment of learners achievements. The roles of a teacher as compared to a learning support practitioner.

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