Learning in English Essay Example For Students

Learning in English Essay The activity consists of the pupils watching the report and then producing a written account, using their imagination to devise their own interpretation. One of the reasons behind the use of the French report is to include the EAL pupil in a positive way. To achieve this I will ask her to give an account to the whole class of the true facts and information found on the video. Thus displaying the importance of communication and therefore encouraging her to embrace her own individuality. In turn I hope this will help the rest of the class to recognise and respect the difficulties that EAL pupils can face in everyday learning. Displaying the video on the interactive whiteboard in this way will assist me with incorporating information communication technology (ICT) into my literacy teaching. ICT can help teachers, when used effectively to improve their teaching. In this case, I will use ICT effectively with a large display on the board to show the class a visual, interactive video. They will also have the opportunity to use ICT during lesson five when performing their own news reports to the class. The pupils will be able to use overhead projectors, audio sound effects and power point presentations to assist them with their work. Teachers must always consider how they can produce lessons that are effective as possible. When planning my unit of work I considered the lessons with and without the use of ICT and found that I could in fact make these activities more effective with the inclusion of these resources. (Sadler, 1994) I understand the importance of differentiating work to suit the needs of all children within my class. Not only must I develop strategies to progress the EAL pupil, but I must also help children of different abilities. I will differentiate the activities by providing support sheets for children of a lower ability. As with the EAL pupil, prompt sheets and planning guidance, such as checklists will be given to pupils of a lower ability to assist them with their written work. The use of group work also gives the pupils of a higher ability the opportunity to guide and help pupils who may be struggling. My class teacher reassured me that pupils of a lower ability need encouragement and praise to help increase their confidence, therefore I have planned to give children the opportunity to share their achievements with the class during the plenary of each lesson. During this time I will highlight the strengths of the pupils individual work, giving them confidence in their ability, thus encouraging them to reproduce this effort in future lessons. My unit of work provides great opportunity for assessment. This is mandatory for all teachers, as they must have a sound knowledge of the levels their pupils are achieving ensuring that they are delivering lessons that challenge and progress their pupils. It is important that pupils are working at an appropriate level whereby they do not find their work too easy, as this could cause a plateau in their learning, just as importantly the work must not be too difficult as they can feel threatened by the challenge. To achieve this, teachers must assess their pupils, to understand the level they are working at, to show what they aim to achieve. I plan to use continuous assessment, both formal and informal. Observation and questioning will assist me in gaining an understanding of the pupils ideas and developments, and marking their written work will help with individually levelling the pupils. The purpose of the assessment process is to make explicit childrens achievements, celebrate their achievements with them, then help them to move forward to the next goal (Sainsbury, 1996. P. 9) With this in mind, I plan to incorporated peer, self and teacher assessment into my unit of work, helping the children to track their own achievements, and take pride in their personal growth. I believe that I have justified the key aspects of my unit of work, through designing a plan that is enjoyable and relevant for all pupils. .ude18e3bd89eea3f110ec637a0159eb0d , .ude18e3bd89eea3f110ec637a0159eb0d .postImageUrl , .ude18e3bd89eea3f110ec637a0159eb0d .centered-text-area { min-height: 80px; position: relative; } .ude18e3bd89eea3f110ec637a0159eb0d , .ude18e3bd89eea3f110ec637a0159eb0d:hover , .ude18e3bd89eea3f110ec637a0159eb0d:visited , .ude18e3bd89eea3f110ec637a0159eb0d:active { border:0!important; } .ude18e3bd89eea3f110ec637a0159eb0d .clearfix:after { content: ""; display: table; clear: both; } .ude18e3bd89eea3f110ec637a0159eb0d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ude18e3bd89eea3f110ec637a0159eb0d:active , .ude18e3bd89eea3f110ec637a0159eb0d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ude18e3bd89eea3f110ec637a0159eb0d .centered-text-area { width: 100%; position: relative ; } .ude18e3bd89eea3f110ec637a0159eb0d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ude18e3bd89eea3f110ec637a0159eb0d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ude18e3bd89eea3f110ec637a0159eb0d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ude18e3bd89eea3f110ec637a0159eb0d:hover .ctaButton { background-color: #34495E!important; } .ude18e3bd89eea3f110ec637a0159eb0d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ude18e3bd89eea3f110ec637a0159eb0d .ude18e3bd89eea3f110ec637a0159eb0d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ude18e3bd89eea3f110ec637a0159eb0d:after { content: ""; display: block; clear: both; } READ: At the start, Macbeth and Lady Macbeth are 'kind hostess', but by the end they are 'this dead butcher and his fiend-like queen' EssayI understand that it is mandatory for teachers to Decide what element to teach by considering what the children will respond to, the need of their age group, and the needs of individuals in the class, (Joyce, M, 1973, page 56). Discussion with the class teacher has enabled me to plan lessons that will suit the specific needs and interests of all the pupils within the class, helping me to deliver lessons that are personalised and subsequently very effective. All of the lessons are of great educational value and help the children develop their skills and understanding in Literacy as well as in other subjects. Whilst planning, I took great care in including differentiation, assessment, ICT and progression allowing me also to develop my own confidence and professionalism as a teacher. I am looking forward to having opportunity to teach my unit of work in the near future. References Arthur, J Grainger, T, Wray, D. (2006) Learning to Teach in the Primary School. Oxon: Routledge. Dfes, (2002). The National Literacy Strategy. Further Literacy support: Training Materials. London: Hmso Dfes. (2006) Primary Frameworks for literacy and mathematics. London, Hmso Graham, J, Kelly, A. (1997) Reading under control. Teaching Reading in the Primary School. London: David Fulton Publishers Ltd. Joyce, M. (1973). First Steps in Teaching Creative Dance. California: National Press Books. Marsh, J, Hallet, E. (1999) Desirables Literacies. Approaches to language and literacy In the early years. London: Paul Chapman Publishing Ltd. Medwell, J, Moore, G, Wray, D, Griffiths, V. (2001) Primary English, Knowledge and Understanding. Exeter: Learning Matters Ltd. Medwell, J, Wray, D, Minns, H, Griffiths, Coates, E. (2001) Primary English. Teaching Theory and practice. Exeter: Learning Matters Ltd. Sadler, P. (1994) Simple Minds. QED, BBC2, 19 September, 1994 Sainsbury, M. (1996) Tracking Significant Achievement in Primary English. London: Hodder ; Stoughton Web Pages National Literacy Trust (http://www. literacytrust. org. uk/pubs/drama. html) Accessed 03/04/08, 12:35 Wikipedia, The Free Encyclopaedia (http://en. wikipedia. org/wiki/Shared_reading) Accessed 02/04/08, 12:32.