E124 Tutorial 3
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E124 Tutorial 3



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E124 Tutorial 3 E124 Tutorial 3 Presentation Transcript

  • Towards TMA02
    E124 tutorial 3
    Les Hereward 2010
  • TMA02 Getting feedback promptly
    First come first served:
    I mark in order of arrival.
    Do not use ‘signed for’ in any way: it will be delayed unless I happen to be in.
    If you are running even a day late tell me otherwise you run the risk of an L
    Les Hereward 2010
  • TMA02
    Writing your TMA
    What to avoid
    TMA links closely to the activities
    It is easier to write if you have completed these
    It helps if you have read all the materials
    It helps to take note of previous comments
    It does not help to write too far in advance
    Nor leave it to the last minute
    It is hard to write a TMA straight off
    Ignore the guidance at your peril
    Les Hereward 2010
  • TMA 02
    1 Introduction (100 words) Briefly describe the two experiences/activities you have chosen, and relate these to the curriculum documents or frameworks that guide practice in your setting
    Section1: very short, say what they are and link to Curriculum documents, most use EYFS.
    General points:
    feel free to refer back to previous Study Topics covered.
    Try to write clearly with good paragraph structure see http://www.open.ac.uk/skillsforstudy/assignments.php
    Les Hereward 2010
  • Sections 2 and 4
    2 Mathematical learning (250 words) Describe the mathematical learning experience/activity, your planning, and how the activity relates to and builds on the child(ren)’s interests and previous learning.
    4 Communication, language and literacy learning (250 words) Describe the language learning experience/activity, your planning, and how the activity relates to and builds on the child(ren)’s interests and previous learning.
    • You might want to link to observing, assessing and planning here. Study Topic 11 explores this area, DVD Block 4 is also useful: Reader 1 CH. 22. What I look for is a clear rationale (reasons) for the activity. Even if child initiated you are focussing on, or adapting, the activity to meet and develop the learning journey.
    • Are you enhancing creativity?…if so highlight this: refer to Reader 1 Ch 13 and Reader 2 CH 13…you do not have to but if you do then include it and reference.
    Les Hereward 2010
  • TMA 02 continued
    5 Reflection on learning (400 words)
    Analyze the learning and any assessment information that you collected. You may like to use the following questions to guide your response: What did you do? What did the child(ren) learn? How do you know what they learnt? What evidence do you have to support your views? How will you extend certain aspects of their learning? What did you learn about your role? How was creativity facilitated? What might you do differently next time?
    Sections 3/5
    • Do not repeat your description in 2/4.
    • Focus on your role and the impact on learning.
    • How can you show learning? What is evidence here? Evidence is linking curriculum, theory (course materials) and your practice and what happened.
    • How do you know they are learning and how do you convince your reader?
    • What did you learn…evidence about how the course is changing/developing your practice
    • questions that the activity raises.
    • Discuss how or what has changed your practice recently, but remember you also have space in conclusion.
    Les Hereward 2010
  • TMA 02 continued
    Conclusion is just the first paragraph: not the list which is to check the whole assignment.
    Summarise WHAT YOU HAVE LEARNED as a result of writing the TMA. We are looking for evidence of changing practice.
    Les Hereward 2010
  • Activity 1: discuss and report
    Use Study Topic 14 P. 40 ACT. 2
    At what age did you learn to read and write?
    Where did you learn?
    Who helped you and how did they help?
    What did you like and dislike about this?
    What made this learning difficult or easy?
    Les Hereward 2010
  • Group discussion
    How do children learn to speak, write and read?
    Is it the same for all children?
    How do we address this in our settings? Share specific practice…e.g. one idea that works really well
    How can we relate this to course resources?
    Les Hereward 2010
  • Mathematics
    Remember that maths is much broader than counting: Born Mathematical illustrates this well: Pound 2010 p. 151-157
    Maths is about disposition: see Study Topic 15. Go back to Study Topic 3 and find stuff inspired by Katz about dispositions See also Chapter 6 Book 2.
    Look carefully at Activity 5 in Study Topic 15.
    Think carefully about the role of parents.
    Les Hereward 2010