Introduction
Over the last decade or so as pupil roles have risen, the number of teaching assistants has increased whilst teacher number have remained relatively steady. (You do the maths on that one!)
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A successfully completed timely practice assignment, is one where every question is independently and accurately completed entirely by the learner (although reading the question, spelling and scribing are allowed) - this principle is firmly shared with all learners and teaching assistants when they begin to use timely practice and needs to be shared with any other adults visiting or joining the class thereafter.
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Research has shown that improving the nature and quality of TAs’ talk to pupils can support the development of independent learning skills, which are associated with improved learning outcomes. TAs should, for example, be trained to avoid prioritising task completion and instead concentrate on helping pupils develop ownership of tasks. TAs should aim to give pupils the least amount of help first. They should allow sufficient wait time, so pupils can respond to a question or attempt the stage of a task independently. TAs should intervene appropriately when pupils demonstrate they are unable to proceed. |
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Lesson plans, with timely practice, are short - and teaching assistants, should be enabled to share access to these. Plans show which learner will learn what which layer from which topicseach topic and the customer knowledge base provides easy access to learning resources, so the teacher and teaching assistant can start on the same page, when discussing how they will share the delivery of the lesson.
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a conduit for communication - at a granular level - between the teacher and the teaching assistant. Embedded learning and embedding learning and learning gaps are clear. Practice will automatically be shared between maths lessons and intervention sessions e. g. That is, what the teacher and the teaching assistant have both recently taught are practised more frequently, they questions on these layers will be practised in which ever session gives the best timing to embed the learning most deeply in long term learning.
and a short cut way for the teacher to let the teaching assistant know what to teach next. When the teacher and teaching assistant start working together the bite of learning might be specific e.g. givenADDsign (7) - the teacher indicates which small bite of learning the teaching assistant should teach. As their collaboration moves on the teacher might say e.g. givenADDsign or even teach all the integer topics next. With timely practice it is easy to see what to teach next on each topic and the teaching and learning resources are readily available, so timely practice can provide a responsive, detailed curriculum for small group intervention.
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