A Resource for Teachers and School Learning Support Officers

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Student Services Riverina Region For School Learning Support Officers Levels of Learning Following the teacher’s direction, you may wish to consider the following: Acquisition – getting it right • Use modelling • Provide lots of demonstrations • Ensure you provide appropriate pacing • Reinforce accuracy Fluency – getting it right faster • Provide different examples requiring similar or same response • Use games, speed trials • Provide opportunities to practice across the day • Provide practice through repetition and fast paced activities • Reinforce speed with accuracy Maintenance – remembering it next time • Planned cumulative reviews – teach one thing, introduce the next, while reviewing the previously learnt item • Teach new items against a background of known items • Teach ways of using the knowledge Generalisation – being able to use it in different circumstances • Provide rules • Role play • Use multiple examples • Discuss situations in which the skills may be needed • Teach skills to mastery level • Use relevant examples pertinent to the students/ lives or needs • Use a range of personnel to provide instruction • Teach at relevant times Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 30
Student Services Riverina Region For School Learning Support Officers SMART Goals Specific Every objective must be definable and clear. Measurable Measurable objectives are vital to accomplishment. A goal that enlists quantities is easier to evaluate. Achievable/Agreed Achievable goals are those that take into account shortcomings and strengths involved in achieving a task Relevant Relevant goals are, essentially, those that are in line with or synchronous to the objectives of the school, curriculum, personalised learning plan Goals ought to represent an objective that the student is WILLING and ABLE to do. Time bound and teachable Time-bound goals are set to be achieved within a specific date or duration in time. A goal should be anchored on a time frame— otherwise there is no urgency in accomplishing it. The mnemonics SMART and SMARTER are useful when setting project goals and objectives. They provide a way of ensuring everyone understands them, they are trackable, relevant, there are enough resources to achieve them and a firm deadline is set. Try this with the support of your teacher. Riverina SLSO Guidelines 2012. Adapted from Illawarra and South Region J.Agzarian 31
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A Resource for Teachers and School Learning Support Officers

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