EMPLOYER SET PROJECT (esp)
Tia Jayden Earl (T-Level Childcare)
I've been tasked to support Noah, a 6 year old student who relocated just before starting year 1. Noah is a very active child who enjoys the outdoors and demonstrates strong language skills. Noah exceeds in practical mathematics lessons but scores below average when it comes to numbers.
Throughout my intervention I'm taking into account Noahs strenghts and interests to engage him considering his lack of concentration during mathematics. I'm building on the fact he enjoys the outdoors, being active as well as hands on learning, to create a support strategy that will be most effective for Noah.
I will constantly communicate with Noah throughout his intervention, using scaffolding to build on things he already knows and likes to get him where he should be in his learning. During Noah's intervention, I will provide resources such as: worksheets that allow Noah to count with drawings of things he enjoys, encouraging him to apply this to real life; pictures of real life items for him to cut into fractions and asking him questions to get him thinking about how much he has cut/how much he has left, following this up with worksheets that combine these.
I will track and monitor Noah's progress by checking off benchmarks when he meets them as we go along. This gives me a visual list that allows me to see if he is progressing. My classmate Ella brought up concern regarding no one observing Noah throughout my planned activity, so I have assigned myself to observe Noah throughout. I would fill out a checklist once the activity is over, to see where he is in his learning.
The activity I have planned to bring Noah's six weeks of intervention to a close includes the rest of Noahs class, as I think they could benefit from a hands on recap. This activity would be carried out in the Forest school area, in groups of 4-5 children, one adult per group, I reduced the group sizes and increased the amount of adults involved after my classmate Ella pointed out there may be too much going on for Noah, distracting him, as well as Kaitlyn and Amy reccomending recruiting more support, like parents/carers. Each group would be assigned a pattern, they would then follow their clues to the end, all teams must complete the course of clues, even the last team standing.
The children would be following clues that would look like this. Referring to Kaitlyn asking why I chose not to give clear links to curricum, I want to point out Each clue would meet a benchmark in the National Curriculum.
Spin to face away from the mud kitchen, starting at 20, hop to 100 in tens, then look up!
If 5x5 is an even number, your next hint is in the mud kitchen, but if 5x5 is an uneven number, your next hint is by the fire circle, but remember, no running!
I believe this activity will support my intervention by effectively sealing in the information that's been learnt, giving something the children can recall back to since it's such a hands on experience. Referring back to my research on Dewey, taking into consideration my classmate Amy's query on how my activity links to his theory on experiential learning, Dewey believed that knowledge is socially constructed and based on experience. My activity is heavily based on both of these aspects, since the children will be split into groups and fully immersed in the activity.
Thank you!
Employer set project Tia Earl
Earl
Created on June 22, 2023
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Transcript
EMPLOYER SET PROJECT (esp)
Tia Jayden Earl (T-Level Childcare)
I've been tasked to support Noah, a 6 year old student who relocated just before starting year 1. Noah is a very active child who enjoys the outdoors and demonstrates strong language skills. Noah exceeds in practical mathematics lessons but scores below average when it comes to numbers.
Throughout my intervention I'm taking into account Noahs strenghts and interests to engage him considering his lack of concentration during mathematics. I'm building on the fact he enjoys the outdoors, being active as well as hands on learning, to create a support strategy that will be most effective for Noah.
I will constantly communicate with Noah throughout his intervention, using scaffolding to build on things he already knows and likes to get him where he should be in his learning. During Noah's intervention, I will provide resources such as: worksheets that allow Noah to count with drawings of things he enjoys, encouraging him to apply this to real life; pictures of real life items for him to cut into fractions and asking him questions to get him thinking about how much he has cut/how much he has left, following this up with worksheets that combine these.
I will track and monitor Noah's progress by checking off benchmarks when he meets them as we go along. This gives me a visual list that allows me to see if he is progressing. My classmate Ella brought up concern regarding no one observing Noah throughout my planned activity, so I have assigned myself to observe Noah throughout. I would fill out a checklist once the activity is over, to see where he is in his learning.
The activity I have planned to bring Noah's six weeks of intervention to a close includes the rest of Noahs class, as I think they could benefit from a hands on recap. This activity would be carried out in the Forest school area, in groups of 4-5 children, one adult per group, I reduced the group sizes and increased the amount of adults involved after my classmate Ella pointed out there may be too much going on for Noah, distracting him, as well as Kaitlyn and Amy reccomending recruiting more support, like parents/carers. Each group would be assigned a pattern, they would then follow their clues to the end, all teams must complete the course of clues, even the last team standing.
The children would be following clues that would look like this. Referring to Kaitlyn asking why I chose not to give clear links to curricum, I want to point out Each clue would meet a benchmark in the National Curriculum.
Spin to face away from the mud kitchen, starting at 20, hop to 100 in tens, then look up!
If 5x5 is an even number, your next hint is in the mud kitchen, but if 5x5 is an uneven number, your next hint is by the fire circle, but remember, no running!
I believe this activity will support my intervention by effectively sealing in the information that's been learnt, giving something the children can recall back to since it's such a hands on experience. Referring back to my research on Dewey, taking into consideration my classmate Amy's query on how my activity links to his theory on experiential learning, Dewey believed that knowledge is socially constructed and based on experience. My activity is heavily based on both of these aspects, since the children will be split into groups and fully immersed in the activity.
Thank you!