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3. Responding to criticisms

A government minister and a school governor made the following comments, respectively:

‘Art is the icing on the cake.’

‘We have children here who can't even speak English properly – they should be doing more of that instead of leisure subjects like art.’

Both of these are, as you may appreciate, instrumental – or means–end – statements. In their various ways they place art, and by implication other humanities subjects, unfavourably on a spectrum according to
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6.2 Before the school experience review

In preparation for this important meeting the mentor will need to:

  • discuss with the school co-ordinator the student teacher's achievements and areas for future development;

  • review the evidence from observations and mentor session records to check that targets set during the placement were achieved;

  • review the student teacher's school experience file;

  • discuss with the school co-ordinator the draft comm
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5.3.3 One-to-one tutorial

In this session the tutor should cover the following areas:

  • assessment of the student teacher's subject knowledge development during the school experience placement;

  • review of the student teacher's files;

  • timetable coverage;

  • teaching activities, including marking and keeping records;

  • target achievement and progress against the ITP, assessment outcomes for the level and the standards f
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4.1 Introduction

Evidence about teaching and learning is now collected for many purposes: systematic teacher appraisal, induction training for newly qualified teachers, developing the skills of initial trainees or honing those of more experienced practitioners as they work towards threshold targets. Much of this evidence is gained through observations of lessons and conversations or interviews with teachers, student teachers and pupils. As Wragg (1994) has suggested, if lessons are worth observing they are al
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Learning outcomes

After studying this unit you will:

  • have an understanding of the role of mentor in relation to supporting a student teacher in the early stages of becoming a teacher;

  • recognise the skills of coaching, support and guidance required of the role;

  • have considered the issues connected with the assessment of teacher competencies.


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1.4.8 Summary

In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below).
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1.3.9 Reports

Often research results, policy documents, conference papers etc. do not always get published through official channels in journals, books or conference proceedings. Consequently they may be more difficult to track down.

British Education Index An electronic archive of "gr
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2.1 Language in everyday life

Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of
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4.1 Thinking about constraints within your setting

Activity 6

0 hours 40 minutes

The objectives of this activity are:

  • to identify constraints within your setting;

  • to see where yo
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Learning outcomes

By the end of this unit you should have:

  • examined your own practice in relation to working with other professionals in order to make your underpinning knowledge, values and beliefs explicit;

  • used a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning your practice;

  • identified contradictions between your underpinning knowledge, values and beliefs and your practice;

  • seen where you might want to develop your p
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5 Conclusion

One of the central aims of this course has been to give you a sense of how teaching assistants are part of an exciting educational development. We have therefore set the employment of teaching assistants in the context of the widespread growth of a new paraprofessional workforce across public services. We have noted the gendered nature of this workforce in schools, identified reasons why local parents in particular are attracted to working in schools, and highlighted the valuable contribution
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3 Support in action

A teaching assistant’s role of supporting teaching and learning in the classroom may evolve with time. Alternatively an assistant may be recruited to the role for that very purpose, or perhaps they might lie somewhere in the middle, having joined the body of teaching assistants just as the role was being reviewed and bearing witness to its expansion and development. In the penultimate section of this course, we focus with a degree of detail on the practice of teaching assistant Caroline Hig
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2.3 Distinctive contributions

In Activity 1 you looked at the various support roles of Jean, a pupil support assistant. Let us now consider the essential nature of the work that assistants do and the way they contribute to the totality of work in a classroom.

Are teaching assistants ‘simply’ assisting teachers in doing their work? If this is so, it seems that teachers and assistants are working together to carry out the duties that previously teachers working alone would have covered. On this analysis, teaching
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1.6 Growth of the teaching assistant workforce

Between the mid 1990s and 2012, in all four UK countries there was a growth in the number of teaching assistants working alongside teachers in primary classrooms. As we have indicated, the seeds of this development were sown in the 1980s, when support staff were employed to support the inclusion of children with special educational needs in mainstream classrooms. Teaching assistants were recruited to provide individualised help for children. In some areas of the UK, nursery nurses have long w
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1.3 Professional and personal skills

Jean Ionta works as a pupil support assistant at St Patrick’s Primary School in Glasgow. ‘Pupil support assistant’ has been the preferred name for teaching assistants in Scotland. They often provide both specialist learning support and more general support to teachers. When filming the videos for this course at the school we focused on Jean as she went about her work with children and staff. We put these aspects of her work together to give a sense of her day and the professional and pe
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Learning outcomes

By the end of this course, you should:

  • be able to discuss how the UK’s teaching assistant workforce came into being

  • be developing your understanding that teaching assistants are part of a wider assistant workforce in the public services of health, social services and education

  • have insights into the diverse roles and distinctive contributions of teaching assistants across the UK

  • be able to identify some of the skills that teaching a
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Ouverture: Intermediate French
This course revises and consolidates your knowledge of French and teaches more advanced language skills whilst offering insights into many aspects of every day life in modern France. Your knowledge need not be formal; it could come from adult education classes, time spent in French-speaking countries, regular contact with French-speaking people or other sources. The course materials are carefully designed to develop the four language skills of speaking, listening, reading and writing. They also
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Except for third party materials and otherwise stated (see http://www.open.ac.uk/conditions terms and conditions), this content is made available under a http://creativecommons.org/licenses/by-nc-sa/2

Nuevo vocabulario relacionado con el tono de un cuento

Actividad 22

En esta actividad podrá aprender nuevo vocabulario relacionado con el tono de un cuento y también identificará el tono de Apocalipsis.

Click 'view document' to open ‘Apocalipsis' de Marco Den
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Distintos tipos de artesanía

Actividad 16

En esta actividad va a poder hablar de distintos tipos de artesanía.

1 Relacione las siguientes artesanías con los materiales que se utilizan para elaborarlas. ¡Ojo!, tenga en cuenta que varias
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El arte conceptual

Actividad 11

En esta actividad va a estudiar más a fondo el arte conceptual.

  1. Si usted sabe mucho sobre arte, haga el siguiente test, y luego compruebe sus respuestas leyendo el tex
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