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 learning 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.

            The situation called for me to plan and put into practice a (Artefact) “Unit of work” for my Year 9 HPE placement and develop a class profile which demonstrates my awareness of diversity that is inherent in the cohort of learners. The Task was to identify the diversity of learners in the classroom and build a class profile. The Year 9 HPE Artefact “Class Profile”, would be used to develop the unit plan and subsequent lessons for the term.

            The action I took was to consider how differentiated instruction should be sympathetic to the differences amongst learners i.e. how they learn, their learning preferences (Tomlinson et el., 2003) (1.2, 1.5). Teachers should pay close attention to the biological and psychological needs of learners, including cultural, linguistic and other diverse background information when considering differentiated instruction. I utilised a range of strategies and resources, that included acknowledgment of various learning styles, allowing students to participate at their own level.  A variety of activities and resources, including ICT and Interactive whiteboards were utilised to accommodate ease of access, and also to meet the needs of visual learners within the class (1.2).

            The outcome of the process outlined above was the development of a class profile used to inform the planning of a unit of work.  The reflection on the students’ needs and how they learn, resulted in the development of a unit of work that caters to a wide range of diverse student needs. (1.2, 1.5).  Best practice for teaching and learning begins with effective planning, teaching and learning, knowing that students come to the classroom with prior knowledge and experiences, as teachers our job is to address and build upon this knowledge (Dean & Hubble, 2012). (1.2, 1.5)