Finally, based upon the outcome of formative and summative assessments, teachers need to consider the individual needs of their children within their planning and create resources to meet their needs. Planning that considers the needs and interests of the pupils are ideal for increasing pupil engagement. The pedagogic principle of personalising learning involves teachers making direct links to learning within the classroom and to the outside of the classroom (Berliner, 2011). I, therefore, consider personalised teaching an effective pedagogy.
In regards to the UN Convention on the rights of the child Article 29 (UNICEF, n.d) education should have the intention to ‘develop every child’s personality, talents and abilities’, bearing this in mind, I wanted to personalise the education for pupils in my classroom. I tried to accommodate individual needs, interests and …show more content…
These children required further support to understand key concepts in Maths. On one occasion the concept of the division was too difficult for two students to comprehend I, therefore, used concrete resources to teach the concept of division using cubes and sorting hoops. From this level, I was able to introduce children to pictorial representations of division and then eventually, introduce methods of division calculation. Within year 2 it is crucial that underperforming children know how to perform calculations mentally as the year 2 SATs tests do not allow children to use resources that they can use in the classroom (National Curriculum Tests Key stage 1, 2015). Furthermore, this personalised learning method also represented differentiation in my planning, as this method would be conducted with less able children who could not access the curriculum without support. This correlates to Slee’s (2001 cited in Allan, 2003) assertion that a teacher should reflect on inclusive practice within their
In regards to the UN Convention on the rights of the child Article 29 (UNICEF, n.d) education should have the intention to ‘develop every child’s personality, talents and abilities’, bearing this in mind, I wanted to personalise the education for pupils in my classroom. I tried to accommodate individual needs, interests and …show more content…
These children required further support to understand key concepts in Maths. On one occasion the concept of the division was too difficult for two students to comprehend I, therefore, used concrete resources to teach the concept of division using cubes and sorting hoops. From this level, I was able to introduce children to pictorial representations of division and then eventually, introduce methods of division calculation. Within year 2 it is crucial that underperforming children know how to perform calculations mentally as the year 2 SATs tests do not allow children to use resources that they can use in the classroom (National Curriculum Tests Key stage 1, 2015). Furthermore, this personalised learning method also represented differentiation in my planning, as this method would be conducted with less able children who could not access the curriculum without support. This correlates to Slee’s (2001 cited in Allan, 2003) assertion that a teacher should reflect on inclusive practice within their