Note from Hannah. EEF Research Toolkit - Teaching Assistants. Teaching assistants (also known as TAs or classroom support assistants) are adults who support teachers in the classroom.
Teaching assistants’ duties can vary widely from school to school, ranging from providing administrative and classroom support to providing targeted academic support to individual pupils or small groups. How effective is it? Evidence suggests that TAs can have a positive impact on academic achievement. However, effects tend to vary widely between those studies where TAs provide general administrative or classroom support, which on average do not show a positive benefit, and those where TAs support individual pupils or small groups, which on average show moderate positive benefits. The headline figure of one additional month’s progress lies between these figures.
Where overall negative impacts have been recorded, it is likely that support from TAs has substituted rather than supplemented teaching from teachers. How secure is the evidence? Guidance report. Making Best Use of Teaching Assistants - Report. Maximising TAs - Resources to help act on the evidence. Downloadable resources linked to our EEF guidance report Read the guidance report in detail, then work through the supporting resources in the order suggested: The report and the recommendations 1.
Futuretrack BIS Learning from futuretrack work experience. Rrep842. Helping Students With Mental-Health Issues Return to School. How to get back into the swing of things after a leave of absence. Though many students believe that they will follow the “traditional” academic and career trajectory — that is, moving seamlessly from high school, to college, to the working world — not all students ultimately do.
Instead, some individuals require one or more leaves of absence before earning their degrees. Some students believe that taking a leave of absence — essentially an excused break from college — is a sign of failure. However, it is far from one. No matter what drew you away from your college studies, it is important to remember that a leave of absence is not a sign of personal weakness. A leave of absence can help some students focus on the one thing that has been distracting them from their college studies, whether it is a medical condition, a personal financial situation or a family emergency.
Note from Hannah - contacts. Employer engagement. Employers should be engaged in both qualification and non-qualification activity to enrich students experience, build confidence and help prepare them for the world of work.
The UK Commission for Employment and Skills (UKCES) employer perspectives findings (PDF,754.81 KB) combines 18,000 employers perspectives on recruitment, skills and education issues. This pack provides an overview of the findings relevant to work experience, English and maths (including GCSEs), qualifications and apprenticeships. Providers should work with local employers to feed into substantial vocational qualifications, offer ‘real world’ assignments and contribute to assessments. This employers leaflet (PDF,229.18 KB) acts as a useful handout which explains the technical and vocational qualification landscape to employers. The NFER also produced a series of videos and case studies bringing together school leaders with responsibility for 16 to 19 Study Programmes, with employers and students. Effective FE College Employer Engagement Strategies.
Connecting with one another - Communication. Using rewards: encouraging good behaviour - Case study. Stopsley Community Primary School (Luton) is a larger-than-average primary school for 4- to 11-year-olds with 400 pupils.
The school has a high proportion of students from ethnic minority backgrounds, many have English as an additional language and there is a high proportion of traveller children. There is a high mobility of pupils as a result of transitory migration. The school has been on a journey of improvement as in 2011 it was put into special measures but at its most recent inspection in 2012 it was rated ‘good’ overall and in behaviour. House point system. Behaviour Management: Responsible Thinking Process.
I have been trying out questioning techniques based on the 'Responsible Thinking Process' by Edward Ford. although I wasn't necessarily able to follow these questioning techniques exactly, I was trying to encourage the thinking behind it.
The process suggests that if a learner misbehaves you should ask them of series of questions: 1. 'What are you doing? ' 2. 'What are the rules? ' 3. 4. Be…assertive! Be, be assertive! – Hannah Tyreman. You can read about week 1 (managing your own behaviour) here and week 2 (rules and routines) here and week 3 (making praise personal) here.
What kind of teacher are you? Hostile, passive or assertive? Find an assertive voice in the classroom- assertive is much more than an aggressive voice. Passive is equally as ineffective as you’re pleading with students. 14 Reasons Why Pokemon GO Is The Future Of Learning – ideaFM. Students are on their phones ALL the time. Students are not on their textbook all the time. Motor vehicles & Transport. ICT: Functional ICT Context: Motor vehicles & Transport Level: L2 Resource type: Assessment material, ICT task sheet Set of resources created by myself and colleague, David Bayne , to help students use Word, Excel and Access.
Educational and Handling Guidelines. Professor Elizabeth Newson, Early Years Diagnostic Centre, Nottingham, NG15 9AH.
Written in consultation with Phil Christie and the staff of Sutherland House School. These guidelines may be reproduced providing acknowledgement of the Early Years Diagnostic Centre is given. Any school will find that they have to make adaptations of one sort or another in order to meet the particular needs of a child with PDA. The first and obvious difficulty is that PDA children are ‘active in being passive’: they are obsessively concerned to avoid demands, and many parents describe their child as working harder to avoid the demand than she would have done by accepting it. Strategies to try at home. RR671. Rewards System.
Some Ideas for Motivating Students. .
:VirtualSalt Robert Harris Version Date: November 28, 2012 With so many attractive alternatives competing for students' attention, motivating them to focus and perform is increasingly difficult. This article provides a few ideas for increasing stuident desire to work hard at the learning tasks they need. 1. (In a study conducted on one college campus, a faculty member gave a student assignment to a group of colleagues for analysis. Part of explaining to students might be telling them what they will need in order to succeed in a rapidly changing, ever more competitive world. 2. 3. Classical and Operant Conditioning - Behaviorist Theories. Note from Hannah. Using Data to Improve Student Outcomes - Online Course.
This free online course will help you to use data science to deliver better outcomes for your students. Each week will focus on a different aspect of data. You will identify sources and interpret them, determine their implications and establish actions for improvement. Week 1 – Improvement Science We will consider: different sources and types of data; ways to improve student outcomes; improvement processes in your own context and professional experience; and real-world examples of improving student outcomes. BAIN BRIEF Big Data The organizational challenge. Using Data to Support Learning in Schools : Students teachers s. Big Data in Big Companies. Communication - Use of Tech. Giving feedback the ‘Michaela’ way. I’ve written before about marking, but just to summarise: it has always been something I’ve loved doing. There was something in that Boxer-like satisfaction of ploughing through an unending pile of books, leaving lovingly crafted comments in an array of coloured pens and stickers that just looked like it would work so well.
How could pupils fail to make progress when I’d spent so many hours on them? So something I was nervous about when starting at Michaela was their approach to marking; that is, don’t do it. I’d read Joe Kirby’s blog and spoken to him at length, but remained steadfastly concerned that marking worked – if you ensured pupils acted on feedback. In my second week at Michaela, we had a department meeting where Joe brought up the excellent question: it’s great for workload that we don’t mark, but how do we make sure we’re giving feedback to make pupils’ writing better? Collection of feedback (and marking) links. Collection of articles/reports about feedback/ marking At what cost?
If you only read one article about feedback and marking, read this from Tom Bennett: It’s your time you’re wastingJo Facer sums up why we must always review what we do and why “We have a responsibility to students, and a responsibility to ourselves. We must be open to new ideas, to new approaches….Whether what I do works is irrelevant – it must work, be sustainable, and lead to the best possible student results.” At what cost? Reports Blog posts. D.I.R.T – Try This Teaching.