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Visibly Teacher -directed: Although much evidence about the most effective pedagogy for younger children has been available for some time, there is a tendency to revert to 'old', supposedly tried and tested, more visibly teacher -directed teacher-directed ways of working, whenever threatened, either by outside judgements, or by fears of loss of control'. However, we might heed Gardner's (1993) remark, that we need to throw out limiting old assumptions and respect the flexibility, creativity, adventurousness, resourcefulness and generativity of the young mind.
At this stage, specific activities are planned and implemented. Fo some of the day the child is now being directed to these activities During this time the baseline achievements are beginning to be notec by the teacher in an informal way.
Stage 6: Formal assessment
At this stage, the teacher begins to introduce formal Baseline Assessment. The teacher now records each child's achievement according to the baseline model which has been adopted by the school/LEA.
Stage 7: A baseline has been established
This is the stage when all the assessment findings are collated and the teacher discusses the outcomes with the child's parents/carers.
After a few days the teacher noted that Eleanor was fairly comfortable in school and was happy to talk about the games she was playing. The teacher noted: 'Eleanor enthusiastically told me the names she had given to all the plastic play people/
After about a week Eleanor began to greet the teacher when they met in the morning and she usually had some news to report. The teacher felt that this was a good sign that Eleanor was settling in well.
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