Situation: Year six at a low socio economic state school. There is no individual devices used here they have access to laptop hire for certain lessons and assessments. There are thirty students in this class, one Aboriginal and Torres Strait Islander persons identified, five ESL/D students and one on the autism spectrum as well as 5 on behaviour management plans. Three on ICPS.

The task is to identify, explore and organise in formation as the learning objective (Artifact 3), students will be successful if they can plot data on a line graph correctly and interpret a table of data. There is a power point with step by step guide in how to do this and several examples are gone through and a thorough check of understanding before proceeding is done. Student A and B need one on one help to plot and answer questions. Students C,D,E,F need to be checked on to see how they are doing and If they are doing It correctly. Students P and O need something extra to do when they finish before everyone else.

Action is that when students have an understanding by the examples given and differentiating has taken place students will complete a worksheet and then hand it in for marking for written feedback from me for next lesson. Most students (except those mentioned that need extra help) were asked to individually work on their worksheet using the gradual release of responsibility framework (Fisher and Frey. 2013), using the I Do, We do, You Do and they can ask questions when they need it.

Restult: Students were engaged as I linked the learning to topics they were covering in other subjects such as comprehension reading about different countries.

Reference

Fischer & Frey. (2013) Engaging the Adolescent Learner: Gradual Release of Responsibility Framework. IRA Essentials.  Gradual Release of Responsibility Instructional Framework (keystoliteracy.com)