Privacy Preserving Genomic Data Anonymization
Working with LSAs
Louise Sage + Amanda Osborne
January 17
th
2020
Aims:
By the end of today’s session you will have more awareness of
how to work effectively with LSAs, linked to Standard 8.
Develop effective professional relationships with colleagues, focusing
on how:
to deploy support staff effectively
to improve adult interactions with pupils and the principles behind
effective classroom talk
additional adults can scaffold pupils’ learning and feedback pupils
learning effectively to teachers
Research
The Deployment and Impact of Support Staff (DISS) Project
Largest study of teaching assistants and other school support staff
carried out in the world.
Conducted between 2003 and 2009, was named by the British
Educational Research Association as one of
40 landmark studies
to
have had a significant impact on education in last 40 years.
First longitudinal study to analyse the impact of TAs on teachers,
teaching and pupils' learning, behaviour and academic progress in
everyday classroom settings.
The findings have been widely reported in the media and have
important implications for teaching, school management and the
education of pupils - especially those with special educational needs.
Results:
They found that there was a negative relationship between the amount
of TA support received and the progress made by pupils in mainstream
primary and secondary schools.
It is the way schools and teachers deploy and prepare TAs – factors
that are out of TAs’ control – that best explain the surprising results.
The more support pupils received from support staff, the less progress
they made (a consistent negative relationship between the amount of
support pupils received and their progress in maths, science and
English).
TAs were more focused on completing tasks than pupils' learning and
understanding.
Support staff allowed for teachers to spend more one-to-one time with
pupils, reduced their workload and stress levels, and increased job
satisfaction.
Explanation of results:
“TAs support pupils who make least progress anyway…?”
Analysis controlled for factors affecting attainment
Organisational factors out of TAs’ control
Positive impact on teacher workloads & stress
Not necessarily the fault of the TAs!
Effective Deployment of Teaching Assistants
(EDTA)
To address the practical issues raised by the DISS project, the
EDTA action research project was conducted over the 2010/11
school year.
As a result of participating in the intervention, they found that
teachers were more aware of their responsibilities towards lower-
attaining pupils and those with SEN; worked more often with these
pupils and they provided TAs with clearer and more detailed lesson
plans. There were also improvements in the quality of TAs’
interactions with pupils, and a consequent increase in TAs’ self
esteem and confidence as a result of having a more clearly defined
role in the classroom.
Outcomes:
Preparedness
- creating time for teachers and
TAs to meet had a positive effect on the quality
of TA input and helped make their roles more
explicit
Deployment
- senior leadership teams, as well as
teachers thought more strategically about the
role and purpose of TAs and expected outcomes
for pupils, and how they could add value to
teachers
Practice
- TAs roles developed to support pupils'
learning and assessment.
Making a Statement Project (MaST)
Over 2011/12, this project carried out minute-by-minute observations on 48
pupils in Year 5 who had Statements and interviewed 200 school staff and
parents. Outcomes showed:
Pupils in mainstream schools with SEN statements spent over a quarter of
their time away from the mainstream class, the teacher and their peers
compared to other pupils.
TAs had more responsibility for pupils with SEN statements than teachers
- curricula, lesson planning, moment-to-moment teaching and learning
decisions.
The quality of pedagogical experiences was less appropriate and of a lower
quality than for other pupils.
Gaps were found in the knowledge of both teachers and TAs in meeting the
needs of pupils with statements - teachers felt unprepared and often saw
TAs as experts despite similar gaps in training and knowledge.
Key Publications
Anthony Russell, Peter Blatchford and
Rob Webster, 2013
Education Endowment Fund
March 2015
Paula Bosanquet,Julie Radford and
Rob Webster 2015
SEN code of practice (DfE 2014)
‘The teacher is responsible and accountable for the
progress and development of the pupils in their class,
including where pupils access support from TAs or
specialist staff.’
A teacher’s responsibility is to know the levels of
development of all of the pupils, to assess their
progress and to ensure that the curriculum is accessible
to pupils with SEN by differentiating tasks. This is done
with the support of the SENCo (not by the SENCo).
What is the role of the TA in your
classroom?
Deployment
How are the TAs
used in the
classroom?
How would you like
to use them?
Preparedness
How prepared are
TAs to fulfil their
day-to-day learning
support role?
Practice
What impact does the TA
have on pupils’ progress?
How does he/she ensure
pupils are learning?
TAs tend to
work with
the less able
Teachers
tend to work
more at
whole class
level
Pupils with
SEN were
found to
receive more
pedagogical
input from a
TA than their
teacher
Research found 3 common
occurring characteristics in
TA interactions with pupils:
•
Focus on end product/
task completion
•
Less link to learning aims
•
Open/ Closed questioning
How can we prepare TAs for their role?
Planning
Feedback
CPD
Assessment for Learning
Pupils need to know the goal they are working on
for each part of a task
Pupils need specific feedback on that goal as
they work
When pupils are overwhelmed, focusing on one
Process Success Criteria at a time helps
Positive experiences provide the momentum to
continue or try again
Feedback from TAs
A TA is working with a group of pupils on a science task.
She has been asked to keep the following feedback record which she
completes as she goes along.
What does the teacher know about the progress of the children in this task?
What does the teacher know about the progress of the children in this
task now?
Key:
Can do this independently P Can do with a
prompt
C can do with a clue M Modelled for the
child
A FRAMEWORK FOR SCAFFOLDING
LEARNING
Recognising a task as a series of smaller learning
goals
Carefully observing the progress of the pupils as
they complete each part of a task
Only intervening if the pupil has not been able to
overcome a difficulty independently
Giving specific feedback or help when a pupil
needs help with a part of the task
Providing the minimal amount of help needed to
achieve
The TA role is to help pupils know what to do when
they don’t know what to do!
Lev Vygotsky
(1896 – 1934).
Scaffolding will lead to:
Greater independence
Ability to cope with learning challenges and setbacks
Developing a relationship with failure
A deeper engagement in and appreciation of learning for learning’s
sake
Accessing the teacher for support when needed
Greater opportunities for peer interaction
Less risk of stigmatisation
THIS WILL TAKE TIME!
The more dependent a child is on adult support the longer it will take.
Scaffolding Framework
Start at the top with the
expectation that a child
will self-scaffold
Intervene at the point a
child has a difficulty that
they can’t overcome by
themselves
PROVIDE THE LEAST
AMOUNT OF HELP FIRST
Self-scaffolding-
The ability to be able to
work through tasks independently, using
strategies pupils have previously learned.
The role of the adult is minimal
Listen and tune in to check that the strategies a child is using are
effective
Get familiar with the signs that intervention maybe needed but...
…FIGHT THE URGE TO JUMP IN
Self Scaffolding involves:
Planning how to approach a task
Problem solving during a task
Reviewing success of a task and strategies employed
Prompting
If a child can’t understand or do
a task they can’t self scaffold
If a task has been planned within
the ZPD there must a starting
point within their prior knowledge
But this may need teasing out ....
e.g. a prompt
Prompting-
Prompting is
an action designed to
encourage the pupil to draw on
prior learning
There are 3 types of prompt:
Say nothing
Verbal prompt
Gesture
1. Say nothing
TA: What are icicles?
P: They’re ice that ......
They’re ice that, um (mimes)
TA: (5 second pause)
P: Hangdown
2. Verbal Prompt
You have a think about what to
do next
What do you think you could
do?
What is your plan?
Can you remember what your
teacher said?
How could you work it out?
3. Gesture
When a child is unable to
find a word give them
thinking time
(3 to 5 seconds)
Point, tap, indicate
something that might
help – But don’t point to
the answer
Clueing
Gives pupils a piece of
information or a hint that will
help them to work out work to do
Research says that TAs tend to
give a clue too quickly
A good way to give a clue is to use
a question
Clueing
Clueing is harder than
prompting because it
requires making quick
decisions in the moment
Clues depend on the task and
specifically which bit a child
is stuck on
Rather than telling a child
use a questions which points
them in the right direction
Modelling
Demonstrating how to
do the part of a task
the pupil is unable to do,
(or to improve quality or
to provide challenge).
Modelling
Golden Rules:
Use modelling techniques if you are sure the task is
something the pupil can’t attempt without prompting or
clueing
Use when a pupil has done or said something incorrectly
and is unaware of their error
Short clear modelling works best
Pupils must be actively listening
Pupils need to try it for themselves as soon as possible
after modelling
Correcting
Giving the answer or
telling a child how to do
something
This is giving the most
amount of help first
So how can we use an extra adult
effectively within a lesson?
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Presentation Transcript
Working with LSAs Louise Sage + Amanda Osborne January 17th2020
Aims: By the end of today s session you will have more awareness of how to work effectively with LSAs, linked to Standard 8. Develop effective professional relationships with colleagues, focusing on how: to deploy support staff effectively to improve adult interactions with pupils and the principles behind effective classroom talk additional adults can scaffold pupils learning and feedback pupils learning effectively to teachers
Research The Deployment and Impact of Support Staff (DISS) Project Largest study of teaching assistants and other school support staff carried out in the world. Conducted between 2003 and 2009, was named by the British Educational Research Association as one of 40 landmark studies to have had a significant impact on education in last 40 years. First longitudinal study to analyse the impact of TAs on teachers, teaching and pupils' learning, behaviour and academic progress in everyday classroom settings. The findings have been widely reported in the media and have important implications for teaching, school management and the education of pupils - especially those with special educational needs.
Results: They found that there was a negative relationship between the amount of TA support received and the progress made by pupils in mainstream primary and secondary schools. It is the way schools and teachers deploy and prepare TAs factors that are out of TAs control that best explain the surprising results. The more support pupils received from support staff, the less progress they made (a consistent negative relationship between the amount of support pupils received and their progress in maths, science and English). TAs were more focused on completing tasks than pupils' learning and understanding. Support staff allowed for teachers to spend more one-to-one time with pupils, reduced their workload and stress levels, and increased job satisfaction.
Explanation of results: TAs support pupils who make least progress anyway ? Analysis controlled for factors affecting attainment Organisational factors out of TAs control Positive impact on teacher workloads & stress Not necessarily the fault of the TAs!
Effective Deployment of Teaching Assistants (EDTA) To address the practical issues raised by the DISS project, the EDTA action research project was conducted over the 2010/11 school year. As a result of participating in the intervention, they found that teachers were more aware of their responsibilities towards lower- attaining pupils and those with SEN; worked more often with these pupils and they provided TAs with clearer and more detailed lesson plans. There were also improvements in the quality of TAs interactions with pupils, and a consequent increase in TAs self esteem and confidence as a result of having a more clearly defined role in the classroom.
Outcomes: Preparedness - creating time for teachers and TAs to meet had a positive effect on the quality of TA input and helped make their roles more explicit Deployment - senior leadership teams, as well as teachers thought more strategically about the role and purpose of TAs and expected outcomes for pupils, and how they could add value to teachers Practice - TAs roles developed to support pupils' learning and assessment.
Making a Statement Project (MaST) Over 2011/12, this project carried out minute-by-minute observations on 48 pupils in Year 5 who had Statements and interviewed 200 school staff and parents. Outcomes showed: Pupils in mainstream schools with SEN statements spent over a quarter of their time away from the mainstream class, the teacher and their peers compared to other pupils. TAs had more responsibility for pupils with SEN statements than teachers - curricula, lesson planning, moment-to-moment teaching and learning decisions. The quality of pedagogical experiences was less appropriate and of a lower quality than for other pupils. Gaps were found in the knowledge of both teachers and TAs in meeting the needs of pupils with statements - teachers felt unprepared and often saw TAs as experts despite similar gaps in training and knowledge.
Key Publications Anthony Russell, Peter Blatchford and Rob Webster, 2013 Education Endowment Fund March 2015 Paula Bosanquet,Julie Radford and Rob Webster 2015
SEN code of practice (DfE 2014) The teacher is responsible and accountable for the progress and development of the pupils in their class, including where pupils access support from TAs or specialist staff. A teacher s responsibility is to know the levels of development of all of the pupils, to assess their progress and to ensure that the curriculum is accessible to pupils with SEN by differentiating tasks. This is done with the support of the SENCo (not by the SENCo).
Preparedness How prepared are TAs to fulfil their day-to-day learning support role? Deployment How are the TAs used in the classroom? How would you like to use them? TAs tend to work with the less able Teachers tend to work more at whole class level Pupils with SEN were found to receive more pedagogical input from a TA than their teacher What is the role of the TA in your classroom? Research found 3 common occurring characteristics in TA interactions with pupils: Practice What impact does the TA have on pupils progress? How does he/she ensure pupils are learning? Focus on end product/ task completion Less link to learning aims Open/ Closed questioning
How can we prepare TAs for their role? Planning Feedback CPD
Assessment for Learning Pupils need to know the goal they are working on for each part of a task Pupils need specific feedback on that goal as they work When pupils are overwhelmed, focusing on one Process Success Criteria at a time helps Positive experiences provide the momentum to continue or try again
Feedback from TAs A TA is working with a group of pupils on a science task. She has been asked to keep the following feedback record which she completes as she goes along. What does the teacher know about the progress of the children in this task? Name Process Success Criteria Ragu Samina Lesley Rizwan Say what you think will happen e.g. I think the lithium will fizz Give at least one reason why I think this e.g. It reacts with water Give relevant evidence to support the prediction e.g. It is close to potassium in the periodic table
What does the teacher know about the progress of the children in this task now? Key: Can do this independently P Can do with a prompt C can do with a clue M Modelled for the child Name Process Success Criteria Ragu Samina Lesley Rizwan Say what you think will happen e.g. I think the lithium will fizz P Give at least one reason why I think this e.g. It reacts with water P P P Give relevant evidence to support the prediction e.g. It is close to potassium in the periodic table C M C M
A FRAMEWORK FOR SCAFFOLDING LEARNING Recognising a task as a series of smaller learning goals Carefully observing the progress of the pupils as they complete each part of a task Only intervening if the pupil has not been able to overcome a difficulty independently Giving specific feedback or help when a pupil needs help with a part of the task Providing the minimal amount of help needed to achieve The TA role is to help pupils know what to do when they don t know what to do! Lev Vygotsky (1896 1934).
Scaffolding will lead to: Greater independence Ability to cope with learning challenges and setbacks Developing a relationship with failure A deeper engagement in and appreciation of learning for learning s sake Accessing the teacher for support when needed Greater opportunities for peer interaction Less risk of stigmatisation THIS WILL TAKE TIME! The more dependent a child is on adult support the longer it will take.
Scaffolding Framework Start at the top with the expectation that a child will self-scaffold Intervene at the point a child has a difficulty that they can t overcome by themselves PROVIDE THE LEAST AMOUNT OF HELP FIRST
Self-scaffolding-The ability to be able to work through tasks independently, using strategies pupils have previously learned. The role of the adult is minimal Listen and tune in to check that the strategies a child is using are effective Get familiar with the signs that intervention maybe needed but... FIGHT THE URGE TO JUMP IN Self Scaffolding involves: Planning how to approach a task Problem solving during a task Reviewing success of a task and strategies employed
Prompting If a child can t understand or do a task they can t self scaffold If a task has been planned within the ZPD there must a starting point within their prior knowledge But this may need teasing out .... e.g. a prompt
There are 3 types of prompt: Say nothing Verbal prompt Gesture Prompting- Prompting is an action designed to encourage the pupil to draw on prior learning 1. Say nothing TA: What are icicles? P: They re ice that ...... They re ice that, um (mimes) TA: (5 second pause) P: Hangdown 2. Verbal Prompt You have a think about what to do next What do you think you could do? What is your plan? Can you remember what your teacher said? How could you work it out? 3. Gesture When a child is unable to find a word give them thinking time (3 to 5 seconds) Point, tap, indicate something that might help But don t point to the answer
Clueing Gives pupils a piece of information or a hint that will help them to work out work to do Research says that TAs tend to give a clue too quickly A good way to give a clue is to use a question
Clueing Clueing is harder than prompting because it requires making quick decisions in the moment Clues depend on the task and specifically which bit a child is stuck on Rather than telling a child use a questions which points them in the right direction
Modelling Demonstrating how to do the part of a task the pupil is unable to do, (or to improve quality or to provide challenge).
Modelling Golden Rules: Use modelling techniques if you are sure the task is something the pupil can t attempt without prompting or clueing Use when a pupil has done or said something incorrectly and is unaware of their error Short clear modelling works best Pupils must be actively listening Pupils need to try it for themselves as soon as possible after modelling
Correcting Giving the answer or telling a child how to do something This is giving the most amount of help first
So how can we use an extra adult effectively within a lesson?
