Focus area 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.
Focus area 1.6 – Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.
I completed the Diversity for Educational Contexts course as part of my Masters degree at the University of Southern Queensland. An assignment for this course required me to research authoritative literature in order to make informed adjustments and effective pedagogical choices. The knowledge I acquired was used to implement differentiated teaching within a Year 3 English literacy lesson to meet the specific learning needs (1.5) and support the full participation (1.6) of three specific students with disabilities or learning difficulties.
The assignment explained and justified how I would approach the planning process of an English literacy lesson to differentiate the curriculum to cater to the specific learning needs of three different students with varying levels of ability (1.5). To successfully differentiate the teaching, I included a wide range of strategies that utilised the four components of instruction: content, process, product and environment (Tomlinson, 2014). Implementing these teaching strategies into my planning process explicitly demonstrated my knowledge and understanding of the legislative requirements of the Disability Standards for Education 2005 (Cth) (1.6). These standards were introduced to empower students with a disability and to support their full participation in the education system (Department of Education, Skills and Employment, 2021). This is evident in Part B of my assignment (Artefact 1), where I incorporated Tic-Tac-Toe choice boards to cater to the specific learning needs, individual strengths and special interests of the student with Autism Spectrum Disorder (ASD). To create an inclusive learning environment, I chose Tic-Tac-Toe choice boards over the use of standardised literacy activities and assessments, as research has revealed the crucial role offering choices has had on increasing motivation and task completion for students with ASD (Denning & Moody, 2013). Furthermore, to meet the specific learning needs of a hearing impaired student, I included the strategy of pre-teaching into my planning process (Appendix 2) to ensure the student was able to integrate new vocabulary and concepts into their learning (National Deaf Children’s Society, 2020). This strategy was chosen to differentiate the teaching as it correlates with explicit instruction and scaffolding, both important tools in enabling the student to recognise new words and relate them to their prior knowledge (1.5) (Berg & Wehby, 2013).
The assignment successfully highlighted my ability to differentiate teaching to meet the specific learning needs of three different students and their varying abilities (1.5). It also effectively demonstrated my knowledge and understanding of legislative requirements and strategies to support these students’ full participation within the classroom (1.6). As a result I achieved a High Distinction with an overall mark of 49/50. The marker’s feedback (Artefact 3), stated that I “demonstrated a very clear understanding of how to differentiate the curriculum” and I “effectively integrated relevant resources/framework/policies.”
Whilst I have explored and planned an effective sequence of lessons incorporating the 8 Ways Pedagogy framework into another assignment during this course, I have had no opportunities to apply teaching strategies for Aboriginal and Torres Strait Islander students during my professional placements. Therefore, I will continue to acquire the knowledge I need to successfully implement and put into practice appropriate strategies. In doing so, I will be able to develop a better understanding of the culture, cultural identity and linguistic background of these particular students (1.4), enabling me to better know my students and understand how they learn.
Artefacts
References
Berg, J., & Wehby, J. (2013). Preteaching strategies to improve student learning in content area classes. Intervention in School and Clinic. 49(1). 14-20. https://doi-org.ezproxy.usq.edu.au/10.1177%2F1053451213480029
Denning, C., & Moody, A. (2013). Supporting students with autism spectrum disorders in inclusive settings: Rethinking instruction and design. Electronic Journal for Inclusive Education. 3(1). 1-21. https://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1153&context=ejie
Department of Education, Skills and Employment. (2021). 2020 review of the disability standards for education 2005. Australian Government. Retrieved on September 10, 2021, from https://www.dese.gov.au/disability-standards-education-2005/2020-review-disability-standards-education-2005
Disability Standards for Education 2005 (Cth) (Austl.).
National Deaf Children’s Society. (2020). Deaf-friendly teaching: For primary school staff. Retrieved on September 10, 2021, from https://www.ndcs.org.uk/documents-and-resources/deaf-friendly-teaching-for-primary-school-staff/
Tomlinson, C. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
