Assessment for learning (AFL) is something as teachers; we need to consider for children’s learning and progression. Ofsted (2011) exemplifies the importance of teachers using AFL, building awareness of children’s learning and alternate their planning to address individual needs. However, ensuring AFL is effective, we cannot merely focus upon teachers using just testing and measuring, teachers need to become flexible using formative assessment (Clarke, 2005). From my own experiences, children within my class played an active role within their work. According to Berry (2008), by allowing children to become actively involved in assessing their work, children tend to become more motivated towards their own progression.

Drawing back to my own experiences, the teacher demonstrated a variety of strategies for assessing learning. In particular, the use of questioning proved to be a resourceful use of AFL, within the context of my placement. With the teacher using a range of questioning, allowing children to provide clear indication of their understanding. Clarke (2005) believed by implementing questioning into a teaching practice, teachers can go beyond children’s initial level of understanding, through further questioning to accumulate further learning. In association with questioning the teachers also provided children the opportunity for self-evaluation. Too often, children’s learning becomes determined through marking, yet children’s voices using self-evaluation can become teacher’s greatest tool, allowing teachers to deepen their knowledge of children’s learning (Berry,2008).

Reflecting upon my own experiences, as teachers we need to be cautious when using questioning for AFL. According to James (2008), children are better equipped to learn, when they are active participants within the lesson. However, within my own placement differentiation of ability became a challenge for questioning. With higher ability children becoming more willing to share their knowledge and raise their hands. In turn, preventing real understanding to assess the learning of lower ability children.

In overcoming this challenge, we used a method known as ‘Lollypop Method’. Using lollypop sticks with children’s names on, to decide who would answer the questions. With this method, there was an equal opportunity for all children to be involved within the lesson (Gilbert, 2010). Although, for effective use of this method, Clarke (2005) would argue, it is fundamental during questioning the children, to provide allotted thinking time. In doing this independently or collaboratively, children are able to deepen their learning (ibid).

An alternative formative assessment strategy used in practice was both oral and written feedback provided by the teacher. The feedback allows teachers to determine whether the learning objective was met and identify future actions. Furthermore, the class teacher objected to providing children with grades to their work, merely providing insightful feedback. Black, et al (2003) would argue this further, as he believes children become actively involved within feedback when they are not produced with a mark. Allowing children’s attention to not be absorbed on the surface of the grade and what went well, rather reflecting upon their learning and how this can be progressed (Berry, 2008).

Image curtsey of dailymail link here

Challenges within the context of my setting, was the time consumption of marking for teachers, becoming a too demanding requirement. Hence, leading to the possibility of some lesson marking becoming overshadowed (Black et al, 2003). Therefore, restricting an overall understanding of children’s learning throughout different subjects. In turn, impacting on the understanding of children’s learning and inevitably restrict children’s progression (ibid). To overcome this within my setting, the teacher attempted to reduce time spent on marking after lesson, by offering ‘in-lesson marking’. To do this during children’s work, the teacher would go over what the children have done with them. In doing this, the teacher has automatically provided feedback both orally and written there and then, allowing the child while actively involved in a task to identify changes needed in their learning to progress (Clarke, 2005).

In conclusion, AFL can be used in numerous ways, Clarke (2005) has provided insight into moving away from measuring learning and understand how children learn.

Word Count: 660

Reference:

Berry, R. (2008). Assessment for learning, (1). Hong Kong: University Press.

Black, P. & Harrison, C. & Lee, C. & Marshall, B. (2003). Assessment for learning: Putting it into practice. Buckingham: Open University Press.

Clarke, S. (2005) ‘Defining formative assessment’, Chapter 1 in Formative Assessment in Action; Weaving the elements together. London: Routledge.

Gilbert, G. (2011) “The six secret of a happy classroom”, Independent. [online]. Available:< http://www.independent.co.uk/news/education/schools/the-six-secrets-of-a-happy-classroom-2086855.html> [Accessed 14^th December 2016].

James, M. (2008) “Assessment and learning.” Unlocking assessment: Understanding for reflection and application p.p. 20-35.

Ofsted (2011) “The impact of the ‘Assessing pupils’ progress’ initiative”, [online] Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/379101/The_20impact_20of_20the_20Assessing_20pupils_20progress_20initiative.pdf> [Accessed 14^th December 2016].

Until recently, computing was not considered a subject within the National Curriculum (Berry, 2014). Since recent changes in 2014, computing has since replaced ICT, after the subject being portrayed as unchallenging and outdated (Burns, 2012). Department for Education (2014) introduced computing, in the aim to allow children access to opportunities that build and develop computational logic. With further expectations for children to progress their knowledge of computing systems and programming. Berry (2014), supported the importance of computational thinking for opportunities in later life, arguing it allows them to adapt with adequate knowledge to the ever-evolving digital world.

Within the current National Curriculum, the term “computational thinking”, has been addressed over a wider range of curriculum subjects, such as the computational aspects used for science experiments (Rubinstein and Chor, 2014). The introduction of computing as a practical subject, has provided teachers further opportunity to advance aspects of learning, such as problem solving (Turvey et al, 2016).

 
Image courtesy of BBC Bitesize link here

Drawing on my own experiences, it was evident there was a lack of emphasis towards computing, due to the demands of the teachers timetable. When providing a small group of children the opportunity to participate with a computing activity, the children responded positively, demonstrating empowerment and confidence. Berry (2014), can support this display of empowerment, through discussing the use of computing in schools, allowing children to gain a sense of empowerment, to become active and creative in their own work.

However, when providing further details for creating a PowerPoint quiz, children surprisingly displayed confusion when understanding the basic requirements of this programme. Consequently, this caused a high demand for support when enabling children to gain a real sense of confidence in understanding the functions of PowerPoint.

During the activity, children were supported through a variety of strategies for their learning. Within the first stage of the activity, the task was broken down into small steps. In doing this, children were able to grasp confidence in understanding different aspects of using PowerPoint. Once children demonstrated sufficient understanding and knowledge of each stage, they would refer to me showing their work before progressing to the next stage. Once children successfully worked through all the phases of creating a PowerPoint quiz, they were offered extra time to independently complete the quiz themselves, allowing myself time, to assess the children’s progress in computational thinking. In addition to these strategies, each stage of the activity was modelled by myself, thus ensuring children could visualise and understand each stage for themselves, before applying this to their own work.

Image courtesy of The Economist link here

As indicated previously, children demonstrated a lack of experience when using PowerPoint, which may have stemmed from the development of computing within the National Curriculum and in schools. With learning the uses of programming becoming overshadowed by more prioritised concepts, such as debugging and algorithms (DfE, 2013). When drawing upon my own experiences, the use of application, like Microsoft Office, were less familiar to children.

When reflecting upon this for my own future practice, I need to ensure progression of children’s computational thinking by taking a more directed focus, specifically with the systems and key concepts of programmes. Rather than merely addressing aspects of digital literacy, such as confidence in using programmes. Therefore, for future planning and strategies, it would be necessary for myself to become more familiar and confident with the aims of the updated concepts and terminology in computing. Brown et al (2014), would argue the lack of confidence to delivering computing lessons is a common issue among many teachers. Furthermore, he discussed that because teachers themselves are unfamiliar with computing and the key concepts, they tend to avoid teaching it to children (ibid). Therefore, for my own future practice, I need to be able to become familiar with the statutory terms of computing, ensuring children with endless possibilities to progress their computational thinking in our so called ‘digital world’ (Berry, 2014).

Word count: 655

References:

Berry, M. (2014) Computing in the national curriculum; a guide for primary teachers. [online]. Available:< http://www.computingatschool.org.uk/data/uploads/CASPrimaryComputing.pdf> [Accessed 1^st December 2016].

Brown, N. C., Sentance, S., Crick, T., Humphreys, S. (2014). “Restart: The resurgence of computer science in UK schools”. ACM Transactions on Computing Education (TOCE), 14(2), p.9.

Burns, J. (2012) “ School ICT to be replaced by computer science programme” BBC News, [online]. Available:< http://www.bbc.co.uk/news/education-16493929> [Accessed 14^th December 2016].

Department of Education (2013) National curriculum in England: computing programmes of study, [online]. Available:< https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study> [Accessed 1^st December 2016].

Department of Education (2014) National curriculum and assessment from September 2014: information for schools, [online]. Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/358070/NC_assessment_quals_factsheet_Sept_update.pdf> [Accessed 1^st December 2016].

Rubinstein, A. and Chor, B. (2014). “Computational thinking in life science education”. PLoS Comput Biol, 10 (11).

Turvey, K., Potter, J., Burton, J. (2016) Primary Computing and Digital Technologies: Knowledge Understanding and Practice (7^th Ed.), London: Sage.

Reflecting on pedagogy, Goswami (2015) draws upon two conclusions, I perceive to be embedded within my own practice as a future teacher. The first of the two conclusions draws on the notion of language as crucial for learning, emphasising on the communication we participate in with children, to be fundamental for children’s cognitive development (ibid).

Image courtesy of Maryam Zainudin: Tes teach link here

Drawing upon my own experiences within placement, language has been portrayed as key to enhancing development and progression of children’s learning. This use of language among those within the classroom, assisted in developing children’s subject knowledge of a wide range of curriculum subjects and important information. From this, children were able to absorb information provided and begin to establish meaning of this, allowing deepened understanding and progress in learning (DfE, 2014). Within my placement, the use of language has progressed other important skills such as negotiation, evaluation and questioning (ibid).

However, as a teacher I need to be able to consider and be aware of the challenges of language in my own practice. In particular, I need to be mindful of the differentiation of language in a class, inflicting on delivering subject knowledge. To overcome this concern of language differentiation, I will adopt into my practice a range of techniques to develop children’s learning. According to Goswami (2015), the differentiation of language, can be addressed through applying gestures when delivering information to the children. By using a combination of both gestures and language, those children who tend to suffer from processing language, may relate to the meaning of gestures more fluently, allowing them the opportunity to still progress their learning (ibid).

Furthermore, another conclusion Goswami (2015) identified, in relation to my practice was awareness of individual differences within a classroom, in contrast of viewing children as a collective. Within the context of my own placement class, there was a range of learning abilities among the class. The teacher addressed these differing abilities individually, rather than labelling them as capable or unable. Consequently, allowing children to be supported and encouraged depending on their own ability. Through the course of the placement, I have witnessed a variety of strategies to learning being implemented, allowing children to be engaged and progress. In particular, the use of mixed ability grouping, allowed a sense of inclusion among children no matter their ability. Providing opportunity for all children to contribute within learning through interactions and exchanging knowledge among peers. James (2008) also supported learning through interaction, identifying learning as a social process through our interactions with peers. Additionally, within placement, the teacher ensures all children and needs are catered for, with many avenues of support for the children. Such as the use of teachers and TAs working around different tables, enabling all children to be facilitated in their learning and receive extra support if required.

One major drawback to my own practice in relation to individual differences of learning, is the difference in class size. With other mainstream schools being more likely to classes of a greater size. Causing less opportunity to provide one to one support for children. So for future reference as a teacher, I need to be aware on providing a learning environment which can cater for all different children. Ensuring that not only those who may need extra learning support is provided, also allowing every child to progress to their full potential (DfE, 2011). To do this within my own practice I need to make certain I consistently create a positive environment, engaging and encouraging all children no matter their ability to fulfil their potential (ibid).

Word Count: 599

Reference:

Department of Education (2011) Teachers’ Standards, [online]. Available :< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf> [Accessed 26^th October 2016].

Department of Education (2014) National curriculum in England: framework for key stages 1 to 4. [online]. Available:< https://www.gov.uk/government/publications/national-curriculum-in-england-framework-for-key-stages-1-to-4/the-national-curriculum-in-england-framework-for-key-stages-1-to-4> [Accessed 26^th October 2016].

Goswami, U. (2015) Children’s cognitive development and learning. York: Cambridge Primary Review Trust.

James, M. (2008) “Assessment and learning.” Unlocking assessment: Understanding for reflection and application p.p. 20-35.

Behaviour management has been a core component, continually addressed by numerous sectors within education. With several policies and procedures implemented, such as Behaviour and discipline in schools, providing guidance for teachers to address behaviour management (2016). However, the notion of behaviour management is a rather complex matter, with different strategies being effective for different teachers (Bennett, 2016).

Drawing upon my own experience from placement, I witnessed a variety of effective strategies for behaviour management. One significant strategy I encountered, was the persistence of the teacher developing a positive atmosphere, to build relationships with the children. Rogers (2011), also supported the importance of establishing positive relationships between children and teachers, believing this was achieved through constructing an environment of mutual respect, within a classroom. According to Rogers (2011), by obtaining a flow of mutual respect within the class, teachers can then establish high behaviour expectations, with children being obliged to conform to. Within the context of my class, a sense of inclusion prevailed from the mutual respect formed by teacher and children. Stronge (2007) also emphasised teachers providing a mutual respect to the children,  by restricting labels and discrimination to children and their learning, teachers will effectively form strong relationships among the class. Furthermore, within my class the use of positive body language and motivating persona also built positive relationships between teacher and children (Rogers, 2011).

                                                                  Image curtesy of Flickr link here

A key problem with this explanation of positive relationships for behaviour management, is this may not be applicable within a bigger class. From my own experiences, my class was only fifteen children, this may not be the same scenario for my future teaching. Furthermore, as a teacher I need to be aware of further challenges which may stem when addressing behaviour management for a bigger class size. For example, within a different class, managing behaviour can become challenging when considering children with SEND. In regards to this, children’s behaviour with SEND can become hard to manage through no fault of their own (DfE, 2016). Therefore, as a teacher to overcome this, appropriate intervention needs to be actioned. Ensuring positive relationships can be sustained within the classroom, while their behaviour and learning can be addressed and progressed (ibid).

An alternative strategy, also used effectively within my class, was the ways in which negative and positive behaviour was addressed in managing behaviour. DfE (2016) argued the importance of teachers delivering clear high behaviour expectations to the children. Drawing on my own experiences, there was also an importance demonstrated for consistent behaviour expectations, through the use of praise and rewards. DfE (2016), supported the use of praise and rewards being implemented within a classroom, allowing children to become motivated to display positive learning and behaviour. This was also exemplified through the work undertaken by B.F. Skinner (1938), although his work is rather outdated, it still corresponds with current beliefs to the use of praise and rewards as a positive reinforcement to managing behaviour (McLeod, 2007). When applying this to education, if teachers can effectively utilise this, we may see an increase in motivation of children to conform to desired behaviour (ibid).

However, there is an inconsistency with this argument to the effectiveness of praise and rewards for behaviour management. In particular, the over reliance of praise used by teachers, in turn reducing the significance of the praise itself (Vansteenkiste et al, 2016). This may raise concerns when children are introduced within new environments, with alternative behaviour management approaches.

Image curtesy of Flickr link here

Therefore, when we come to address behaviour management ourselves, it is fundamental to be aware of adopting a range of strategies and approaches which are effective for different circumstances, children and environments (ibid).

Word Count: 615

Reference:

Bennett, T. (2016) Developing behaviour management content for initial teacher training (ITT). [online]. Available:https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/536889/Behaviour_Management_report_final__11_July_2016.pdf [Accessed 6^th October 2016].

Department of Education (2016) Behaviour and discipline in schools [online]. Available:< https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/488034/Behaviour_and_Discipline_in_Schools_-_A_guide_for_headteachers_and_School_Staff.pdf> [Accessed 2^nd October 2016].

Department of Education (2006) Learning Behaviour principles and Practice- What Works in Schools, [online], Available:<http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/publications/eOrderingDownload/0281-2006PDF-EN-04.pdf> [Accessed 1^st October 2016].

McLeod, S. (2007) “Skinner-Operant Conditioning”, Simplypsychology, [online], Available:< http://www.simplypsychology.org/operant-conditioning.html> [Accessed 4^th October 2016].

Rogers, B. (2015). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (4^th ed). London: SAGE.

Vansteenkiste, Maarten, Willy Lens, and Edward L. Deci. (2006) “Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation.” Educational psychologist 41(1) pp. 19-31.

Within the current education system,  the protection of children’s safeguarding and wellbeing, is addressed by a variety of sectors. With numerous policies and acts being implemented for the protection of children, such as Safeguarding children and young people (2014). By implementing policies such as these, it can allow structures to be put in place for children, to prevent any possibilities of harm (The Charity Commissioner, 2014).

When exploring safeguarding and wellbeing within schools, Baginsky (2008) argues that teachers need to ensure they are consistently attentive of children’s wellbeing while in their care. In doing this, teachers allow children to feel comfortable around them, freely expressing any issues or concerns they may be dealing with (ibid).  However, we cannot disregard within modern day society, the increasing high expectations of teachers protecting children’s safeguarding and wellbeing, being far more challenging. As a result of the continuous advancements in technology and broader communication, teachers are now having to deal with increasing risks for children and online safety (DfE, 2015).

Image curtesy of NSPCC link here

Alarming statistics have been provided by NSPCC (2016), raising these concerns to online safety for children. With one in every four children, having been a victim to upset or distress, caused by social media (ibid). According to Department of Education (DfE), there is three possible online risks, which can occur for children, these are; contact, content and conduct (DfE, 2015). Contact, imposes risk to children becoming victims to online harassment or threats, causing children to feel isolated and bullied (Kowalski et al, 2008). Content involves children becoming actively involved in the risk, such as exploring inappropriate online sources, influencing them to possible risks, such as online sources encouraging eating disorders (DfE, 2015). Lastly conduct, where children’s own actions become their own risk, such as illegal downloading of music and films (ibid).

This concerning increase of accessibility for children, demonstrates the challenges teachers are facing, to address children’s safeguarding and wellbeing. With children’s online access being available beyond the school environment, with wider access through their own personal devices (Berson and Berson, 2003). As teachers, it is fundamental we ensure schools are restricting and monitoring children’s access. Rather than assuming teachers can observe every child’s online access throughout their lessons. Schools need to become responsible in addressing online safety, by producing filters to ensure that risks cannot prevail to children within school (Berson and Berson, 2008). In addition to this, teachers and schools can go beyond controlling online risk at school, by collaborating alongside parents to control the access for children at home (NSPCC, 2016). In doing this, the responsibility for online safety can be addressed in a wider context, to reduce further possibilities of risk for children’s wellbeing and safeguarding.

Following on from this, it is fundamental that as teachers we empower children to take responsibility to their own online safety. This can be achieved over a wide range of curriculum subjects, such as PSHE and computing, encouraging children to be aware of online safety (UK Safer Internet Centre, 2016). Furthermore, if we are going to provide children with responsibility to online safety, it is important we bring to attention resources to support them from potential risks (ibid). Such as ‘Click CEOP’, allowing children to click on the logo and report if they feel at risk online, this will then be addressed to ensure safety for children (National Crime Agency, 2016). Therefore, by having actions such as these, it provides further steps towards addressing and promoting wellbeing and safeguarding.

Image curtesy of UK Safer Internet Centre Link here

Word Count: 590

Reference List:

Baginsky, M. (2008). Safeguarding children and schools. London: Jessica Kingsley.

Berson, I. R, & Berson, M. J, & Desai, S, & Falls, D. & Fenaughty, J. (2008). “An analysis of electronic media to prepare children for safe and ethical practices in digital environments”. Contemporary Issues in Technology and Teacher Education, 8(3), p.p.223-243.

Berson, M. J, & Berson, I. R. (2003). “Lessons learned about schools and their responsibility to foster safety online”. Journal of School Violence, 2(1), p.p. 105-117.

Department of Education (2015) Keeping children safe in education, [online]. Available:<https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf> [Accessed 17th September 2016].

Kowalski, R. M. & Limber, S, & Agatston, P. W. (2008). Cyber bullying: Bullying in the digital age. Malden, Mass;Oxford: Blackwell.

National Crime Agency (2016) Report Abuse, [online]. Available:< https://ceop.police.uk/Safer-By-Design/safety-centre/> [Accessed 16^th September 2016].

NSPCC (2016) Online Abuse, [online]. Available:< https://www.nspcc.org.uk/preventing-abuse/child-abuse-and-neglect/online-abuse/facts-statistics/> [Accessed 17th September 2016].

NSPCC (2016) Online Safety, [online]. Available:< https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/online-safety/undefined/preventing-abuse/keeping-children-safe/online-safety/> [Accessed 20th September 2016].

The Charity Commissioner (2014) Safeguarding children and young people, [online]. Available:<https://www.gov.uk/government/publications/safeguarding-children-and-young-people/safeguarding-children-and-young-people> [Accessed 20th September 2016].

UK Safer Internet Centre (2016) Curriculum Planning, [online]. Available:< http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/teaching-internet-safety/curriculum-planning> [Accessed 19th September 2016].

My Name I Danielle Bishop.

I have recently received a degree in Ba (Hons) Education at the University of Brighton. I am now continuing my studies at University of Brighton, through a PCGE Primary (5-11yrs). After finishing my PGCE Primary course I aim to pursue a career as a teacher in primary education.

This desire of teaching has been established through previous education experiences, in mainstream education and special educational settings such as a Pupil Referral unit. With experience on taking on a role of a teaching assistant, to responsibilities of a whole class, such as story time. From this it has furthered my knowledge in uses of teaching methods and strategies, although still aware that we can always continue to learn at any age and through my PGCE Primary course I aim to continue to progress my knowledge and understanding.

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