Focus area 1.1. Physical, social, and intellectual development, and characteristics of students.
- Demonstrate the use of teaching strategies in response to knowledge of students.
Focus area 1.5. Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
- Demonstrate use of differentiated teaching strategies to meet the specific learning needs of students.
Focus area 1.6. Strategies to support full participation of students with disability.
- Establish teaching activities that support the participation and engagement of students.
I was teaching a combined grade 1 and 2 class, at a purpose-built special education school. There were six students in the class, all had been verified with an intellectual disability (Queensland Government, Department of Education, 2022) and had multiple other disabilities such as vision impairment, autism, and developmental delays. These students were working at pre foundational level across all curriculum areas. As part of my GTPA I had to plan and deliver a math unit that focused on numeracy level 1A, recognise a whole and parts of a whole within everyday contexts. This content was delivered in combination with students’ modelling communicative behaviours, such as pointing, eye contact, and proximity, to respond to questions about whole and parts of a whole (Artefact 1.1). I had to implement a lesson that took into consideration individual and group behaviours, sensory likes, and dislikes, as well as differentiating the learning content to promote participation and engagement (1.1, 1.5, 1.6).
At the start of the unit I had collected data that helped me make informed decisions on specific teaching activities and strategies that met individual needs and strength of students across the class (1.1). This data, (Artefact 1.2) demonstrates my ability to gain knowledge of students and how they learn and to use this knowledge to differentiate teaching strategies that support the participation and learning of all students.
During the lesson sequence differentiation centred around two core components. The first was to create activities where students could participate and demonstrate communicative behaviours (1.6). These activities were based on student data and chosen because they have the potential to increase motivation, engagement, and enjoyment (Abla & Fraumeni, 2019). The second component focused on the complexity of the task. There were two students who demonstrated higher levels of communicative behaviours and understanding and therefore required activities that extended their knowledge (1.5, 1.6). Differentiation offers students learning challenges, supports learning towards individual goals, and enables them to work within their zone of proximal development (ZPD) (Victoria State Government, Department of Education, 2023; Vygotsky, 1978).
This aligns with Maslow’s Hierarchy of needs (Pichère & Cadiat, 2015) particularly the requirement for individuals to have their physiological needs and safety needs met. The lesson sequence was designed considering student behaviours, what students required to remain in a settled physiological state and what was required to ensure students felt safe in the classroom.
As a result, I recognise how important it is to collect and respond to data. It enabled me to build positive relationships with the students. I was able to get to know the students and how they learn. I was able to develop learning activities that targeted student interests that promoted student participation and engagement. Data and evidence were collected that demonstrated students participating in different activities that were designed with consideration to their motivations (Artefact 1.3). By engaging with these activities’ students were able to show their communicative behaviours and respond to questions about whole and parts of a whole.
Abla, C & Fraumeni, B. (2019). Student engagement: Evidence-based strategies to boost academic and social emotional results. McREL International.
Pichère, P., & Cadiat, A.-C. (2015). Maslow’s hierarchy of needs. Lemaitre.
Vygotsky, L.S. (1978). Mind in Society: The development of higher psychological Processes. Havard University Press.
Queensland government (Department of Education). (2022). Special school eligibility (“person with a disability” criteria) policy. ttps://ppr.qed.qld.gov.au/attachment/state-special-school-enrolment-additional-requirements-procedure.pdf
Victoria State Government (Department of Education). (2023). High Impact Teaching Strategies (HITS). https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/hits.aspx
