1.1 Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning.
1.2 Understand how students learn
Demonstrate knowledge and understanding of research into how students learn and the implications for teaching
1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities
During term 3 of 2023 I completed my final professional experience placement in a prep classroom at a state primary school in North Brisbane. The school is classified as Low Socio-educational advantage and has a high percentage of culturally and linguistically diverse learners. Within the class of 22 students, there were a number of students receiving learning support and intervention due to language barriers, developmental delays, trauma backgrounds and disabilities. My task during the placement was to plan, teach and assess a 5-lesson mathematics unit on counting. Prior to beginning my planning, it was vital that I got to know my students’ current knowledge and abilities, interests, linguistic and cultural background, and readiness for learning as well as any other relevant information that would pertain to their physical, social-emotional, and intellectual development (APST 1.1). This information would ensure that I could be responsive to students’ individual learning needs (APST 1.5), set realistic goals and maximise engagement and academic outcomes (Marzano, 2017).
In order to gather this data, I spoke with my mentor teacher, consulted OneSchool data and previous assessment results, and conducted my own classroom observations and diagnostic assessment. Through this process I identified that this was a complex class with many different needs that would have to be planned for including a number of students on personalised learning plans, generally low literacy levels, speech and language difficulties, students requiring additional support, inconsistent attendance, and many significant behaviour issues. I also observed that many of the students had difficulty engaging in teacher-led whole class instruction and became disengaged and off task when on the carpet for extended periods of time. To support my planning and ensure all students’ needs were catered for, I grouped and coloured-coded the students based on common ability levels and learning goals (Artefact 1.1). This information was used later to plan targeted teaching in small groups.
As a result of this data gathering, I gained a better understanding of my students’ needs and was able to use the information to respond by selectively grouping students for small group learning experiences and differentiating my teaching (Artefact 1.2). I also reduced the amount of whole-class direct instruction and implemented lots of open-ended play-based activities that students could explore within their small groups (APST 1.2). This resulted in higher engagement and fewer behavioural issues as the students were being appropriately challenged at their own level (Hyde et al., 2017; Vygotsky, 1978). In addition to this, all students showed improvement throughout the teaching sequence, with all but three students meeting the achievement standard. The three students who did not meet the standard have been receiving intervention and working below grade level all year, however still showed growth by achieving their own personal learning goals.
