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Working With Teaching Assistants - Session Sixteen

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Mike Blamires
Mike Blamires

Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

EducaçãoSaúde e medicina
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Learning environment and partnerships Special educational needs and/or disabilities Training toolkit Working with teaching assistants Session 16
Learning outcomes ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 1
Ground rules ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 2
Teaching assistants’ support can be ineffective ,[object Object],[object Object],[object Object],[object Object],[object Object]
Effective support from teaching assistants ,[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 3
Reducing dependence ,[object Object],[object Object],[object Object]
Reducing dependence (continued…) ,[object Object],[object Object],[object Object]
Learning outcome ,[object Object],Activity 4
Learning outcomes ,[object Object],[object Object],[object Object],Activity 5
Learning outcomes ,[object Object],[object Object],[object Object],Activity 6
Range of support roles ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
‘ Waves’ of intervention Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable students to work at age-related expectations or above Wave 1 Inclusive quality first teaching for all
‘ Waves’ model – behaviour Additional highly personalised interventions Small-group intervention for children who need additional help in developing skills and their families Quality first teaching of social, emotional and behavioural skills to all children; effective whole-school or setting policies and frameworks for promoting emotional health and well-being
Effective interventions ,[object Object],[object Object],[object Object],[object Object]
Effective interventions (continued…) ,[object Object],[object Object],[object Object],[object Object]
Learning outcome ,[object Object],[object Object],Activity 7
Key management issues ,[object Object],[object Object],[object Object],[object Object],[object Object]
Key management issues (continued…) ,[object Object],[object Object],[object Object]
Learning outcomes ,[object Object],[object Object],[object Object],Activity 8
Key learning points ,[object Object],[object Object],[object Object],[object Object]

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Working With Teaching Assistants - Session Sixteen

  • 1. Learning environment and partnerships Special educational needs and/or disabilities Training toolkit Working with teaching assistants Session 16
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  • 13.
  • 14.
  • 15. ‘ Waves’ of intervention Waves of intervention model Wave 3 Additional highly personalised interventions Wave 2 Additional interventions to enable students to work at age-related expectations or above Wave 1 Inclusive quality first teaching for all
  • 16. ‘ Waves’ model – behaviour Additional highly personalised interventions Small-group intervention for children who need additional help in developing skills and their families Quality first teaching of social, emotional and behavioural skills to all children; effective whole-school or setting policies and frameworks for promoting emotional health and well-being
  • 17.
  • 18.
  • 19.
  • 20.
  • 21.
  • 22.
  • 23.