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Encourage pupils to take a responsible and conscientious attitude to their own work and study.

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Aspects needed to create an independent learner

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Aspects needed to create an independent learner

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An independent learner is motivated, enjoys mental challenges and is resilient as they strive to reach their targets. This is why is it important to share the aims and targets for the day/lesson with the pupils.
The learner needs to be willing not to give up and to keep trying; this takes confidence. The pupils need to feel comfortable in the environment that they are in to build this confidence. Pupils needs to feel safe, trusted/trusting and feel like they can speak freely, knowing that any contribution is valued.

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The teacher has a crucial role to play in developing independence in the learner because, as pupils and teachers discuss the challenges and ideas, pupils are able to clarify their thinking and use higher-order thinking skills.
Encouraging metacognition; pupils thinking about their learning, allows pupils to become responsible for their own learning. effective methods of encouraging metacognition include modelling reflection in your own practise and developing opportunities for pupils to reflect.
Modelling a task can be effective, modelling increases the perception that a task is achievable. It also important for a teacher to demonstrate that mistakes and errors are not only inevitable when learning, but they are opportunities to further your learning and build resilience.
Learners need to be challenged in order to take control of their own learning and not become complacent, this level of challenge needs to be produced by their teacher to ensure that the challenge isn't too much to frustrate the pupil so that they give up.

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Ensure that each pupils has been able to work without the support of an adult over the course of a week.
Do not 'over-support' specific pupils so that they become too dependent on an adult and it become an expectation.
Make sure your input is clear. Communicate clearly the strategies which you expect to see pupils using before they approach an adult for help.

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Demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching.

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Guide pupils to reflect on the progress they have made and their emerging needs.

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For children to understand how to be reflective and mark their own progress, they need to be led by example. They need to see you being reflective and assessing your own needs.
This can be in English, for example demonstrating a descriptive write, write out as a class a very simple introduction to a story. Then ask the children to do the same for their story. To show progress is to go back to the story and highlight parts which aren't very good, ask the children what can make it better (adjectives, adverbs, punctuation). Do this as a class and ask the children to then go back to their own work. being that first example is key to demonstrating that we can all do better and assess our needs.

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It is very important for us all to be able to reflect on our experiences. Within a school for children this can be their work and how to improve it, but it can also link to their behaviour. Was it right to have fallen out with your friends or said those mean words? allowing children to take responsibility is so important in building them to be valuable people in our society, no matter their age.
This is not something that is easy to teach, it takes time and a trust between the pupils and teacher.

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It is thought that without reflection, there is no learning. Ways you can introduce reflection is through peer and self assessment. looking back through work to see if questions are right, or the method used is correct. During this marking, it is good for the children to learn how to be constructive to each other and themselves. verbal feedback is a great way for children to justify their reasons for their mark or to say they did well. This is the responsibility of both the pupils and teachers to collaborate and be involved/active in this learning.

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When introducing reflection and assessment follow the below:

Make sure their is a trust between you and the pupils, not all children take constructive criticism well.

show examples of reflecting on your own work, do it as a class to show them it is possible for us all to build upon our own work.

allow them time to justify and form their own opinions.

Pair the children up when assessing, let them talk and discuss their own reflections.

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When I was on my week placement in year 3, we were writing the beginning to our stories based on the magic far away tree. The teacher demonstrated asking for the class' involvement throughout by asking for word ideas, describing words. She then gave them 5 minuets to do the same.
She then brought out a slip of paper for everyone, this had a tick-list of things to use; full stops, alliteration, exclamation marks, verbs, adjectives etc... she then went through her writing again saying how it was not exciting enough and what can we do to change it? The children enjoyed coming up with adjectives and developing the story. she demonstrated using her check list by crossing things off. This was a great way for the children to see an example of being reflective. they were then encouraged to reflect on their own work and add in more detail.
I worked closely with several children to encourage new words. Surprisingly the 'top set' were less willing to alter their work, even though some of them had missed out full stops, capital letters and speech marks.
I worked for a few lessons with one child who got easily distracted, but when working with a 1to1 he enjoyed discussing his ideas and he was encouraged to write more using his descriptive words.
I felt very rewarded working with the children on this english task, it was so different to working with reception, but I learnt a lot there about behaviour and reflection on communicating with our friends.

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Assessment records – both formal and informal (tests and formative feedback)

Feedback from pupils, including pupils’ comments on meeting their targets

Pupil progress and teacher tracking records

Performance management reviews

Records from pupil progress meetings

Book scrutiny, marking, this can be self and peer assessment.

Planning (gap analysis and interpretation of data)

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The TA was deployed, for the majority of the lessons, to be a support for the entire class so certain groups weren't constantly working with a support which is what they would become reliant on.
The pupils are always encouraged, when they are 'stuck', to go back to a previous question or piece of work to remind themselves of the strategy we use in order to work out the answer before coming to an adult.
Any independent working by the pupils is put up on the walls to show its importance and remind the pupils that they are capable of producing outstanding work independently.

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Plan teaching to build on pupils' capabilities and prior knowledge.

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This is about knowing what your class or certain individuals have been previously taught or understand. Knowing this helps prepare you to build upon this previous knowledge and to support each child to better their understanding in all areas if the curriculum.
This links strongly to understanding misconceptions across all key stages within schools. If a child's learning is not built upon prior knowledge then the more likely there will be misconceptions, causing a negative impact on the child's self-esteem and the way that they approach new learning and understanding.
Ways to support and seek out prior knowledge  is through a review of learning. This can be at the start of a lesson, or at the end (before the next lesson/curriculum change). doing these reviews can exercise the childrens brains into thinking about previous understandings. along with class discussion/think pair share/use of white boards, you can see/begin to understand the prior knowledge of each child. Factoring in misconceptions into your lesson planning is crucial.

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Tracking a child's progress is a great way to support your own understanding of where that child is coming from and the level they are working at.
Children all learn in different ways and looking back at previous work from other teachers/year groups, it can be clear to see the misconceptions when marking or observing previous knowledge. This can be a reflection of your teaching, if several children in your class have got the same misconception and lack of understanding, then that specific area needs to be re-covered to solidify the right process and/or information.
Having a conversation with a child can also be a form of assessment, can they justify the reason for their answer or "have ownership of their ideas".
Make sure to have a meeting with your class' previous teacher, identify any children who are not where they are predicted to be and/or discuss any children with specific needs, any assistance with learning. make your classroom accessible.

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Discuss understandings as a class, get children to come up and write on the white board and justify their reasons/answers. This will re-enforce understanding for all children.
Use different mediums to gage understanding, ie: thumbs up/middle/down, use of a white board to say how they found it (smiley faces). This allows them to be honest without peers seeing and so you can re-address any issues at the start of the next lesson.
Always prepare questions to challenge and build upon prior knowledge to boost the children intellectually.
Also, prepare for misconceptions. Plan for them, otherwise how will you be able to build upon their current/previous knowledge.

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I was in EYFS and I found at first the misconceptions to be really hard. you are in an age group where some children are just turned 5 and others have only just turned 4, this gap is quite significant at this age, there is a lot that a 5yo can do/has experienced, that a 4yo might not have.
Planning for misconceptions in EYFS you have to think basic, for example in phonics it is so much more than thinking about can they make the new sound, it is about actions, 'reading' the sound, can they begin to make the letter/sound on a white board? take the sound 'x' for example, making the sound is not too difficult with actions and sound effects, but when coming to writing it, this was where I had to tackle misconceptions. The 'x's looked like t's and so i had to re-model and that is what is is all about. modelling the correct way and rewarding positive verbal feedback constantly.

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Assessment records – both formal and informal (tests and formative feedback)

Feedback from pupils, including pupils’ comments on meeting their targets

Observation notes

Pupil progress and teacher tracking records

Performance management reviews

Records from pupil progress meetings

Intervention and catch up programmes – evidence of actions and impact

IEP reviews

Book scrutiny, marking

Planning (gap analysis and interpretation of data)

EYFS profile data

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This is about your knowledge of how the children within your class learn and how you well you understand it. You need to establish the ways your children learn and how effective they are in achieving their expected progress. It's important you as the teacher knows what works for your class as this will have an impact on how you plan and structure your lessons. You also need to be open to different teaching styles and be varied in them. Don't structure and teach the same way everyday. Mix it up.
Use a range of teaching and learning activities in your lessons For example, paired work, practical work, dance, making a video, comprehension tasks, and games.

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Be accountable for attainment, progress and outcomes of the pupils.

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Know your class better than anyone else and collect information about each individual. There are different ways of collecting information, from your own observations, the parents, other teachers and the child themselves. Collecting this information shows you are being proactive and responsible for the child's learning and will be able to plan for all children to achieve their potential. Keeping well structures records of children's achievements is essential.

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Need to recognise the significance of the pupils’ commitment to learning. Pupils need to be involved in their target setting if they are to reach a goal they also need to fully understand how to achieve it. The teacher has a key role in supporting the child to achieving their goal. They can also demonstrate, how they have supported pupil progress through the strategies used to set and share targets with pupils. Discussions with pupils stimulate their interest in their own learning this can promote a desire to want to improve. Ways in which to include children in their targets could be to have those targets around the room somewhere or in their books so they are there as a constant reminder.

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Books/Pupils' work
Observations
pupils discussing their targets and suggesting improvements
Lesson evaluations

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Progress can be seen in three different strands, individual, pace and pupil confidence. Individual – how teachers organise learning so that individual learners are making progress, so the teacher can work with a different group of children. This can be done through, specific targets, targeted activities and use of different resources set out. Some techniques include, frequent use of formative methods of assessment such as; questioning, observation and feedback to pupils and use of catch-up and intervention programmes.  Pace – timings during planning means teachers can show they ensure the task doesn’t take too long or is over too quickly. One idea for pace and keeping the children's attention during an activity is sharing the plan for the lesson so the pupils know what is expected in the time frame. Pupil confidence – deploying strategies such as peer support to promote engagement and encourage children to have a go is a method that allows children to grow in confidence. It is possible to observe changes in how a child behaves and works which may suggest they are more confident in that topic. A teachers tone of voice and use of encouraging words can be all a child needs to give have a go and be successful, sometimes they just need the belief from someone they respect. Use of modelling can show the children that the task is achievable, which again means they are more likely to have a go and succeed. "By observing how the teacher is thinking can mean the child is able to imitate the learning behaviour, this idea is based on the social constructivism learning theory. Vygotsky and Bruner." It is important to make it clear that mistakes are inevitable and are something we can learn from.

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Being organised and having a good, brisk start to the lesson will help to secure a good pace.
Pace and depth are important parts of progress.
Effective questioning will help you to identify who has understood and who may need to further consolidate understanding.

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Use of a range of formative assessment methods to identify what pupils know. In planning include a range of differentiated questions which  will be used with specific pupils to encourage deeper thinking and offer an opportunity for pupils to demonstrate their understanding. Also monitor achievement through keeping assessment records to track progress over time. (yr5)

In EYFS this will be different, the idea of using an app on iPad to capture and record pupil progress. This will enable you to track progress and use observation notes to create a report on the progress of each pupil. This information will used to help with planning for future lessons to ensure is building on what pupils already know.

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How do you know what motivates your pupils?
Use your pupils interests to help them gain access to your lesson. Know which pupils respond well to being challenged and which respond better to high levels of praise and attention. During placement there was a boy in met class who was LA, what motivated him was him being able to prove to me that he could do his work independently and correctly. He wanted to show anyone who would watch that he was capable. So we gradually challenged him with MA and HA work and again just wanted to prove he could do it.

Where have the pupils come from and where will you take them on their learning journey?
On a lesson by lesson bases, at the beginning of the lesson we would do what was known as a formative five, which was five minutes asking questions related to prior knowledge of the topic, even if it was a new topic we would spend five minutes asking the class what they already know. This made sure every child knew the starting point of the lesson. At the end we would do a mini quiz competition between tables as to who won house points, this consolidated their knowledge and gave me a chance to identify who wasn't confident on what they had learnt so I could put intervention in place.

What records are you expected to keep as part of the school policy  and what personal records do you keep of pupil progress?
The schools policy was to write the lesson objective in the progress journal and write things that were common struggles or misconceptions or completely understood and write the children's initials next to the statement that fit with their work. For me personally on lesson plans I wrote three columns understood, half way there could use some consolidation and need intervention. This meant I could plan my next lesson in that subject accordingly and knew what had to be done for those who needed intervention before the next lesson.

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·      Assessment records – both formal and informal (tests and formative feedback)

·      Feedback from pupils, including pupils’ comments on meeting their targets

·      Observation notes

·      Pupil progress and teacher tracking records

·      Performance management reviews

·      Records from pupil progress meetings

·      Intervention and catch up programmes – evidence of actions and impact

·      IEP reviews

·      Book scrutiny, marking

·      Planning (gap analysis and interpretation of data)

·      EYFS profile data

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Have observations on your lessons. This will provide feedback on how well your lesson went. The feedback can help you improve as a teacher and have a better impact of teaching.
Use the target tracker to see if your pupils are on track. This will be the biggest indicator of how you are impacting their progress. If pupils are not on track and you don't know how to help seek help. Whether this be your TA or headteacher.

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lesson plans need to show differentiation. When planning a lesson you need to take into account every pupils need. You need to think how this lesson will impact their progress and if the style of teaching you have chosen works for your class.
Adapting lessons through the needs of your class. Make sure you are able to adapt your lesson. For example, if you have planned group but the groups you have chosen don't work then adapt the lesson.
Use a range of strategies in your lesson. For example, quizzes, whiteboards, exit tickets.
Work with a range of  staff within your school to ensure all pupils needs are met. For example, your TA.
When explaining to your class a new topic make sure you use examples to help them.

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Quickly find out your class preferred learning styles. By doing this it will not only engage pupils but it will also mean when you plan lessons you will be able to plan lessons that will be effective and interesting. It also means all pupils will be able achieve their full potential.
Have varied teaching styles. Try to take lessons outside as it adds a different element to the lesson but also means it is different to the 'normal' style of teaching. This can impact teaching as it something new and can potentially be more engaging.
Don't stress if you need to adapt lessons on spot. Be open to the idea that sometimes you need to change the flow of the lessons to the needs of your pupils.
Always have back up examples. This will help children who don't understand the first example.

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During placement I was in year 4 and found that when I was planning lessons I made sure that I made it clear how I was going to differentiate my lesson. In the year 4 class I was in there was a big mix of abilities. This meant that I had to make sure I planned lessons that challenged everyone in my class. When planning a lesson that had mix ability it was really important my plan was clear so I could understand what activities were for which group.  Linking to this was the way I taught. This was something I picked up early on in placement. My teaching style needed to be varied as I need to make sure everyone in my class understood. This started with the way I positioned myself at the front of the classroom. I wanted everyone to be able to hear me but also see the board. I also need to adapt my teaching style to fit all pupils needs. For example, keeping all pupils engaged. This sometimes meant the higher ability pupils could start their work first. Moreover not having all lessons planned the same way. By doing this you pick up pupils preferred style of teaching.