Unit 9 task 14 and 15
I am having trouble writing the observation bits for these 2 tasks, I have submitted them, but had the following response, which I am struggling to see what I need to do, have tried a couple of people at school, but no joy there.
this is the response, which I thought I had covered
Apologies, I still can't see where you gave detailed feedback the children for the bullet points, this does need to be a reflection of what you said to the children how did you give feedback, how well were they doing what was their response?
unit 14
Learning Outcome Support learners to:
a)reflect on their learning
b)identify the progress they have made
c)identify their emerging learning needs
d)identify the strengths and weaknesses of their learning strategies and plan how to improve them.
Assessment Criteria 14
Description of Activity Undertaken and results/outcome
Last week the class had a class mental maths test to see what their ability is for their age/year group.
Once I had marked them they were returned to the class.
I explained to the class that their tests had been marked and that I had indicated on them any answers that needing correcting in green pen, they were informed that they would be give an opportunity to reflect on how they had got on and to look at the progress they had made since the last time that they completed the test by comparing scores between this test and the previous one.
Some of the class were very excited to see that they had improved on their previous scores, where others were disappointed if they had not improved at all or not as much as they had hoped.
They were able to see which areas they were strongest in and assess if there are any areas that they need to work on more. Once they had assessed for themselves which areas they had weaknesses in I was able to support several of the children assessing their learning techniques and strategies that could be used to help improve their techniques.
Following discussions with some of the children in the class W decided to spend his morning activity time writing out his tables on a white board, where C said that she preferred to say them out loud so is spending more time on it at home and is therefore concentrating on spellings during the morning activity. Several members of the class have chosen to spend more time playing “Hit the Button” to increase their speed at answering the questions.
These new techniques have already had an impact on some of the class with them improving their speed and accuracy for their daily mental maths tests. Although W is still struggling to complete the entire test in the time, he is now finding that those he does answer are all usually correct.
Discussion points with supervisor
Continue with daily mental maths tests.
unit 15
Learning Outcome Provide feedback to the teacher on:
a)learner participation and progress in the learning activities
b)learners’ engagement in and response to assessment for learning
c)learners’ progress in taking responsibility for their own learning
Assessment Criteria 15
Description of Activity Undertaken and results/outcome
Following my weekly sessions with a small group on speech and language I feedback to the teacher.
V was her usual chatty self, she needed reminding about differentiating between her “CH” and “SH” sounds, which sometimes can make it difficult for others to understand some of the things that she is saying. After practising a few times she did improve, the word from the pack that she is having particular problems with is “CHOP”
B was happy to join the group as usual and worked really hard on concentrating on all his sounds, “S”, “SH, “CH”, he is also very good at “marking” himself at the end of the session and gives a very accurate account of how he feels he has got on, as requested by his Speech and Language Support Worker
J has improved a lot, for the first time he was joining in with the session from the very beginning. I have built up to this by encouraging J to “run” the group (he is in the session to encourage him to talk, unlike the others who are working on sounds) today he was able to tell V and B who he wanted to go first, and was then able to ask them relevant questions about the pictures they were looking at, even starting to have a conversation with them about it.
Discussion points with supervisor
The class teacher agreed that V and B were doing very well and should continue as we have been. Supporting them to concentrate on their sounds using the picture cards that we have been using.
The class teacher informed me that J needs some “booster” work in other subjects which has not been appropriate as it has been difficult to get him to talk, she has now decided that he is ready to have support in some of these other subjects, coming back for an occasional session with me to support his general communication.
Further Action(if required)
Look at the timetable to see how best to accommodate J’s booster sessions and continue to give speech and language support
Continue with regularly 6 weekly feedback to class teacher, which can be used to update the individuals support plans, for planning and implementing activities related to the pupil’s targets. Following each review support plans can be adapted to allow for new targets when a previous target has been achieved, or provide extra provision if required.
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