1.2 Understand how students learn
Demonstrate knowledge and understanding into how students learn and the implications for teaching.
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
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 specific learning needs of students across the full range of abilities.
As a preservice teacher on placement, I was located in a prep classroom that had 25 students ages between five and seven years of age. On the first day it was observed that there were multiple needs within the classroom. As it was only the second week back in term two when I completed placement the students were still settling into the routine of school and the learning involved.
Before I able to begin my planning and teaching, I had to get to know the students and their individual learning needs. Using the class table I was able to record all the information collected from my observations such as multiple learning levels, that one child has Autism Spectrum Disorder (ASD), one student has mild hearing lose, and there are three students who are Aboriginal/ Torres Strait Islander. (APST 1.2) To further understand the students’ learning levels and needs, I looked at pervious assessment result and feedback to further understand some student may require additional support, some need to be extended and most are sitting at year level. Through the collection of this information, I was able to begin the planning process and plan the strategies needed for differentiating teaching to meet the specific learning needs of the students.
As I used all the data that had been gathered over the first few days, it was decided that there were a wide range of abilities and needs within the classroom. This information was used to begin the implementation of strategies to differentiate the learning of all students. (APST 1.5) As the range of differentiation varied, I implemented a three-tier differentiation plan to support all the needs. Tier one was implemented as a universal approach, strategies were used such as I do, We do, You do, additional time to complete task and use of visuals. Teir two; focused learning used strategies such as small group work, additional support and revisiting key concepts/skills. The final tier used intensive teaching that was one on one learning. On top of the differentiation plan, the students were placed in small groups of different learning levels based on what supports they needed, on top of their social skills and development.
Through knowing the students and how they learn, this positively influenced the planning of learning sequences that was implemented universally and how effective they were. This allowed for hands on experiences, small group experiences, teachers to be utilised effectively and productively to support all the students. Through the use of the three-tier differentiation plan the students’ individual needs were meet and additional learning was provided. This was seen through the students all engaging, their enjoyment, interest in topics being taught and their final results on the assessments.
