How will you know when good learning has taken place?

It is important for educators to be aware of what constitutes effective learning and teaching and to be sensitive to the responses of the learner. This applies to disabled learners as much as any other.

Discussion

The following list of questions exemplifies points to be aware of when assessing teaching and learning in the classroom.

■How much new learning is taking place?

■Does the pupil want to learn and come back for more?

■ Is the activity coherent with and building on previous learning?

■ Is the pupil internalizing the skill or knowledge? Do they own the skill or knowledge and are they able to use it outside the structured setting (are they fluent)?

■Does the student see the relevance and the point of any given activity?

■Can the student see the longerterm benefits and is he or she able to enjoy the shortterm benefits?

■Does the pupil contribute to lessons/activities?

■Does the pupil interact with other pupils and with the teacher?

■ Is the pupil able to challenge and ask questions?

■Does the pupil have the confidence and means to show his or her ability?

■Does the pupil retain information and how is he/she helped to do this?

■What new information and skill does the pupil need to gain?

■ Is the pupil consistently engaged, involved and taking responsibility for his/her own learning?

■Does the teacher involve the student, for example by asking questions appropriately?

Teaching assistants in particular will be responsible for taking advantage of any opportunities for developing and applying skills across the curriculum. They are in a unique position to be with the pupil or student across a wide variety of circumstances and subject areas. This gives a very specific perception of the pupil’s learning. In this case it is important to consider which skills are important in a cross-curricular sense. All staff are responsible for helping pupils to develop these skills from the Early Years to the end of Key Stage 4 and beyond so that pupils are prepared for the opportunities, responsibilities and experiences of adult and working life. Pupils need to encounter a range of opportunities to practice, consolidate and refine these skills in real contexts and for real purposes. Indeed, pupils who find themselves in need of a particular skill – perhaps a mathematical skill within a geography lesson – may well be more motivated to develop that skill now that they have found it to have real relevance and purpose.

Important skills areas that pupils develop and can apply across the curriculum and in contexts outside school are:

■ communication skills: their skills of speaking, listening, reading, writing and expressing ideas through a variety of media;

■ mathematical skills: their knowledge and skills of number, shape, space, measures and handling data;

■ information technology skills: their IT skills to obtain, prepare, process and present information and to communicate ideas with increasing independence;

■ problem-solving skills: their skills of asking appropriate questions, making predictions and coming to informed decisions;

■ creative skills: their creative skills, in particular the development and expression of ideas and imagination;

■ personal and social education: the attitudes, values, skills, knowledge and understanding relating to personal and social education.