Reflection of Independent Learning in the Classroom

Reflection of Independent Learning in the ClassroomReflecting on the approaches around the development of learners independent development and evidence and evaluate occupation in the classroom.Independent acquisition is when pupils ensn be goals, monitor and evaluate their sustain academic development, so they can manage their throw motivation towards nurture (Mullings 2015). After looking into the research, one of the determining factors when it comes to independent teaching, is getting a baby bird to solve on their own, with minimal direction and confidence. As I want my pupils to be qualified to manage their own learning and develop independent decisions, I convey to fruit a back buns and sarcasticly think about whether or non I gather up to intervene. Depending on the circumstances and the appropriateness of the situation, I testament extremity to evaluator the relevance of my scaffolding, give students options and choices to encourage independency, and bot how them to take responsibility for their own learning by in both case put outing effective fictile feedback.However, this can non be done until I establish where they already are in their learning and how they actually learn. Knowing a tykes zone of proximal development, will modify me to intervene at the most appropriate and effective point in time. As Vygotskys possibility implies, it is what a child can discover by themselves and what they can achieve in collaboration with others (Vygotsky, 1978).According to Haring and Eastons instructional hierarchy ( bod 1), there are four phases of learning (Haring et al., 1978). fig 1.Most of the children I get to put forward are either at the acquisition stage or at the halting fluency stage, which determines the type of intervention they receive. Even if the intervention is set in line with the pupils ZPD, there is no guarantee that their work is suitably differentiated back in the classroom, leading to a zone of anxiety.When I deliver Mind-the-Gap tutoring, the pupils I work with are at the acquisition stage and lack confidence. With sessions of repetitive practice and instructional techniques I am able to build upon their accuracy. I therefore focus on training the pupils to fabricate more fluent. This is substituteed via precision pedagogics (e.g. propagation-tables) ceaseless encouragement and instructional feedback to aid their self-motivation. Once the fluency is achieved and being maintained, I need to hold it is being applied back in the classroom. The focus is then inform them how to either apply the skill into meaningful contexts or non to duck it with other similar skills. Finally, pupils can then be scaffolded on how to crawl in how to adapt the target skill to and apply it to new challenges and situations. Communication is prevailing and teamwork essential to en reliable work is set at the right take aim by the teacher and that the newly acquired skills are being uitilised. the teacher should work refinemently with the TA to planinterventions to how they can be linked to classroom teaching (SEN Code-of-Practice 6.52). I rescue started to introduce additional visions, such as a math mat and progressive advantage criteria to help promote independency. If supremacyful, I will suggest it to other have a bun in the oven staff within my social class group, with the view to it being rolled out to all. I will need the full take of the SENCo and SLT to make sure this is consistently implemented.Carol Dweck deals with the conjecture that people view their give-and-take in one of two ways fixed and harvestings mindsets (Fig 2). Her findings overly show that, rather than foc victimisation on intelligence and innate achievement, it is far more important to reward effort, creative strategies, and perseverance. decent is better than being (Dweck 2006). Fig 2.Upon smoothion, I observed two children from the thought of determining what type of learner each child was (Appendix 1). Initiating the change of in condition(p) helplessness to that of self-scaffolding with the SEN child will not happen overnight. I evermore aim to take over pupils to become more independent. Van de Pol implies a key principle of scaffolding on which a TAs role should be based, is fading to develop the independence of the learner by reducing support and hand over responsibility to the child (Van de Pol et al., 2010). This is a scheme I have started to phthisis with the pupils I work with, alongside roaming and rove around the classroom.My intention is purely to divorce myself from their intentional attachment and their needing constant reassurance. I want them to adopt the concept of being able to rate what they can do on an individual basis first, before I intervene at the appropriate level (Fig 3). Blatchford defines the heuristic role as using a manner of teaching that encourages learners to discover solutions for themselves (Blatchford et al., 2 012).Fig 3.If there is any uncertainty, I encourage my pupils to ask a partner, throw their question out to the domicile of the table or see what resources are available to help, before however thinking about asking an adult. Even then, I need to be aware of my questioning techniques. The more open ended questions that are asked, then the more emphasis is re tell back onto the pupil to provoke their own critical thinking skills. The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956).Fig 4.Using Blooms Taxonomy questioning for critical thinking as a patio mark (Fig 4), I have tailored a more child friendly set of questioning cards as a pupil resource, helping to build upon their dialogic talk. I plan to share these with other support staff, with SLTs approval. extensionally, my schooltime has implemented Talk 4 Learning strategies, which although at the ahead of time stages, have started to have a positive effect.Within one division gr oup I observed, children were further provided with a learning objective and modelled WAGOLL. This seemed to be just enough to get by on with a bulk of the class, but the lower attainers had no differentiated input, with the hope that the TA would offer that more needed support. The lower attainers had been given very little direction, so straight away looked to the TA for guidance. The TA aimed to guide the pupils through a series of open ended questions, praising when giving a gear up answer. Some were prompted further with the aim of trying to refer back to preceding lessons, but without the correct scaffolding and feedback little progress was made.John Hattie, magnificently analysed the effects of various educational innovations and methods and determined that feedback ranked highest, with an effect sizing of 1.13, whereas most innovations in schools sit around 0.4. Feedback needs to be formative to identify what pupils have achieved, what has been preventing them from achie ving their learning goals and what they can do to improve further. It also needs to be progressive, done whilst pupils are still able to reflect upon the decisions they made.This can be effectively delivered when roaming and roving or fading in and out during a lesson, but by and by realising my own lack of enlightening feedback (appendix 2), I intend to ask SLT about CPD on feedback for TAs, as I see this as a needed area of improvement for us all.It has become quite apparent that processed success criteria is a much needed determiner when it comes to initiating the first stages of independent learning for the SEN child. I have recently been given a small group of lower attaining students to support with their maths work. After observing how these children were faltering when working their way to achieving the learning intention (appendix 3), I have now started to use process success criteria to help plug the gaps within their learning, which has been hindering achieving their ov erall objective. I not only aim to help break down their steps to success in written format but also where applicable, visually (Fig 5).Fig 5.So far, this has proved a successful strategy and has been fully embraced by the pupils, as they are now actively making progress independently, albeit resource supported. I will be trialing this as part of their assessment for learning, as success criteria should be linked to the learning, not the activity. Introducing AFL sheets will allow teachers to close the gap between current knowledge and new learning. Not only do they help clarify the learning objective and promote self-evaluation, they also act as a form of feedback. I have already liaised with an SLT member regarding the introduction of processed success criteria as a pre-requisite for all our lower attainers, to which he was in full agreement. Ironically, not long after our conversation, it was announced that as part of our high focus for this term that the school will be addressin g how success criteria will be differentiated, so that they are appropriate for all children, and so that all groups make improved progress.It has been verbalise that some people think that we have readyd a nanny assert thats contributed to promoting fear of failure. John Cridland states that the education system must better pay off youthfulness people for life beyond the school gates. We need to take a step back to see the big picture and create a system that better reflects how well a schools culture nurtures the behaviours and attitudes young people need. This cannot be judged by exam results alone (Cridland 2014). I do agree, however, my concern is, given the expanding national curriculum and the focus on increase testing as a way to measure both teaching ability and pupil progression, how can time be found for the implementation of such productive concepts. Schools need to build a stronger foundation and utilize their support staff appropriately. I gave a copy of my firs t identification on the role of the TA, to a member of SLT. The feedback I received ab initio was that it was very informative and provoked food for thought, so much so, he planned to take it along to the near SLT meeting. I eagerly reckon further comment.Appendix 1A always relies on the support of an adult to supply her with the answers. The first thing that she does is to look directly to the supporting(a) adult in the room to come and work with her, without even attempting any independent work. A will always try to copy from whoever sits next to her, lacks confidence and fears making mistakes. She has a firm fixed mindset of learned helplessness which has resulted in her reliance on being spoon-fed.Z is self-initiated and not afraid to make any mistakes. He can work independently or collaboratively within a group. Z draws upon prior learning His growth mindset allows him the confidence to persevere, seeing any setbacks as a mini hurdle he needs to overcome, choosing which le arner disposition he takes on board to aid his learning. His positive attitude feeds his hunger for knowledge.Appendix 2Recorded ConversationAfter a basic skills assessment of using visual arrays, mastery questions on applying the written grid method were undeniable for their next steps in multiplication.EMiss, Im not sure how to do the grid method.TASo, written method. Same scenario, but we are not going to draw the arrays. What is the calculation?E13 x 9.TAOK. What do you need to do first?EBreak the 13?TAHow?EInto place judge.TACorrect. Show me how youll do that.EOne 10 and three 1s.TAGood. Now what?E firstborn you times 3 by 9, then 10 x 9.TAOK, off you go.E(writes) 3 x 9 = 27 and 10 x 9 = 90.TAGood, now what do I do with those two answers?EAdd them together.TASee. You know what to do. What do we need to remember when we use column addition?EMake sure everything is in line.TAYes. We need to make sure our place value is aligned correctly. Well doneReflectionUpon evaluation, I be lieve that I succeeded when it came to asking the appropriate open questions to provoke their own thinking, which helped them achieve their learning objective but evidently lacked the necessary more informative feedback the child deserved to understand their next target. I hope that I will be able to address this better after some directed CPD training.Appendix 3Child YLO To use the grid method to solve multiplication word problems.SC R U C S A CCAN DOCANT DOUnderstood what had to be done for step 1 of question.Chose correct operation.Partitioned numbers pool correctly on the grid.Did not know all of 4x table.Used times table grid in classroom.Aware that all the answers had to be added together.Addition calculation was written incorrectly. (pv not aligned)Able to calculate once prompted to use correct pv alignment.ReferencesBlatchford, P., Russell, A., Webster, R. (2012) Reassessing the impact of teaching assistants How research changes practice and policy. Oxon, UK Routledge.Bloo ms Taxonomy Available at http//www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf Accessed 1 January 2017.Cridland, J. (2014) Available athttp//31.222.129.40/media-centre/the-point/2014/07/jcs-education-blog/Accessed 07 December, 2016.Dweck, Carol S. Mindset the new psychology of success New York Random House, 2006.Haring, N.G., Lovitt, T.C., Eaton, M.D., Hansen, C.L. (1978). The fourth R Research in the classroom (pg 23-40). Columbus, OH Merrill.Hattie, J., Timperley, H. (2007). The Power of feedback. Review of Educational ResearchMullings, C. (2015) Available athttp//blog.irisconnect.co.uk/9-tips-for-encouraging-students-to-become-independent-learners/Accessed 12 December, 2016.SEND Code of Practice (2015) Available at https//www.gov.uk/ politics/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf Accessed 26 December, 2016.Van de Pol, J., Volman, M., Beishuizen, J. (2010) Scaffolding in teacher-student fundamental interaction a deca de of research. Educational Psychology Review, 22, 382-296.Vygotsky, L.S. (1978) Mind in caller The development of the higher psychological process. Cambridge, MA Harvard University Press.