Use knowledge of the learners and curriculum to contribute tothe teacher’s planning

One of the best things about working in learning support is that when you deal with a

class of children, they are not a homogeneous group. They are a crowd of

individuals, with their own experiences, cultures, interests, and abilities, and no

matter how much school tends to push them together into groupings of one form or

another, these aspects of their lives that form them as people remain vitally important

to the way in which they learn.

Factors contributing to a teacher's plan.

Learning styles are a very interesting way of approaching learning and

understanding learning, and you will find that different pupils have very different ways

of approaching their own understanding. To understand more about learning styles,

and to take a questionnaire to determine your own learning styles, go to the link in

Additional Reading/External Links at the end of this unit.

Understanding the ways in which your pupils learn, what they are interested in, and

any difficulties or challenges that they face in the learning environment, can mean

that you have a much stronger baseline of information when you support their

learning.

Effective teaching and learning does rely on the ability of the teacher (or those

delivering support) to link lessons and learning outcomes to each child's

experiences. This is one of the reasons that illustrations in children's books are so

important. If the child has never seen a particular thing before and cannot relate to it,

they will find it difficult to imagine.

For example, if they only have a bath at home, they may struggle to understand what

a shower is. If a child has never experienced ice cream before, they may not be able

to describe it. These may look like simple examples, but they are of concrete

concepts. Ice cream will always be cold. Showers will always sprinkle water from

above.

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Abstract concepts rely on previous experience for full understanding. A child who has

never experienced love will struggle to understand what it means. Where children

have not had such experience, you may find that you have to be creative with the

way in which you deliver the lesson or learning support.

Ideas such as adding and subtracting will make more sense if you use objects to

demonstrate them in a concrete way. Historical lessons, such as the types of

weapons that the Romans used, will be easier for them to understand if you show

them pictures and even models of catapults, battering rams, and short swords.

Better still if they make models for themselves, based on pictures and guidance.

Knowing the children is essential to delivering effective support, but rather than

applying the information ad hoc, you will find that taking account of their needs when

you help to plan the lessons will ensure a more effective lesson for all.

Knowing where the lesson is 'going' is also essential for delivering strong support to

learners. Some children may disengage from particular tasks or activities, especially

if they feel they are not very good at them. However, if you understand what the

curriculum is trying to achieve, or know that they will need a particular skill in order to

complete a different activity later in the term, you can concentrate on helping them

understand the problem by explaining that to them, or giving them a little more

specific support where needed.

Your understanding of the curriculum, what it sets out to achieve, and how it will be

useful to the pupils under your care, is essential for joining up the dots of the long

and mid-term planning.

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