EDUC4720/EDUC4721 Differentiation for Diverse Learners

Serena Hirschausen-Vahlis2152107

THE ROLE OF EDUCATOR As a future educator, I am responsible for teaching all students, irrespective of cultural, social or ethnic background, learning difficulties, learning disabilities or physical and mental disabilities. In implementing effective and inclusive teaching, differentiation and inclusion are invaluable practices that help support a learning environment that accommodates the diverse needs of students (AITSL, 2018). It is imperative that we align ourselves with, 'the assumption that all students can learn and that every student matters' (Jarvis, 2013, 54). There is a close relationship between differentiation and inclusion, and it is important for educators to understand the meaning of these concepts and how they apply to the teaching profession.

DEFINITION OF DIFFERENTIATIONDifferentiation can be considered to be the overall holistic approach to planning, teaching and managing the classroom environment (Jarvis, 2013). Effective differentiation takes into account individual characteristics and needs of students to promote access to high-quality curriculum, enable diverse students to make progress in relation to common learning objectives and to be engaged throughout the learning process (Jarvis, 2013). Tomlinson (2001) explains that effective differentiation in the classroom, 'provides different avenues to acquiring content, to processing or making sense of ideas, and to developing products so that each student can learn effectively' (Tomlinson, 2001, 1). To achieve a differentiated classroom, educators need to be focused on proactive planning in accordance to student differences and similarities, establishment of good curriculum and defining clear learning goals (Tomlinson, 2004; Sousa & Tomlinson, 2010; Tomlinson, 2014.) By using these three concepts, educators can then use various entry points, including student readiness, interest and learning profiles to effectively differentiation learning for students (Tomlinson, 2004). Each component of differentiation has its uses in the classroom and can be used at various stages throughout the learning process. To support effective differentiation, teachers should frame their practice around the knowledge that, “all students need to gain the same essential knowledge, use the same essential skills, and probe the same essential understanding” (Tomlinson, 2014, 62).

DEFINITION OF INCLUSIONInclusion can be defined by, 'student presence, participation, progress (or achievement) and a sense of belonging in the learning environment' (Jarvis, 2013, 55). It is concerned with 'identifying or removing barriers for groups or individuals who are at risk of being marginalised or excluded' (Booth & Ainscow, 2002, in: Jarvis, 2013, 55). In encouraging social and educational inclusion, it is important for educators to identify and reflect upon their own approach to students in order to alleviate exclusive practices. Tomlinson (2010), suggests that schools should be providing opportunities for all students within the school and within the wider community to achieve their best. An inclusive school is a school which goes above and beyond the expectations to provide opportunity and needs of all students who attend (Jarvis, 2018). The Disability Standards for Education (2005) discuss the importance of recognising if students require additional support to participate in learning experiences. This is relevant to not only students with disabilities, but for all students within the classroom, regardless if they have been identified as a “special needs” student. Students ‘learn most effectively when they feel safe, supported, valued as individuals and involved in the decision-making processes’ and it is here that we can see the true value of inclusion (Jarvis, 2013, 163).

SCHOOL DIVERSITY AND INCLUSION PROFILE During the 96 day placement I experienced (Internship), I was exposed to personal observations, professional discussions and information from other school personnel who assisted me in developing this school profile.

This school profile is centred around my placement school which I have named, 'Education College'. This school is located in the Adelaide Hills and is part of the private secondary schooling sector. The school ranges between Year 7 - Year 12 and has approximately 900 students. (reference). The school's mission statement is, 'We Live, We Laugh, We Grow' which is strongly embedded into the school's community and culture. This mission statement is sought out with the strong passion to provide all students an inclusive education and follows a strong restorative practice module in dealing with behaviour.

My 17 days of observation gave me insight into how many different learning styles, levels of student readiness and cultures I would experience in my 10 week placement block. Immediately within my first few observation lessons, I was beginning to think about how I would be differentiating my lessons for individual students. During my placement, I taught two Year 7 English classes, two year 7 History classes, one Year 9 English class, one Year 7 Christian Living class and one Year 10 English class. I also undertook the role of a Home Group and Pastoral Care teacher for a Home Group of Years 7-9 mixed gender.

Towards the end of my observation days I concluded that I would be catering for differentiation in the following ways:

Differences in academic interest Differences in academic ability 14 students across classes with high necessity ‘Special Recommendations’ (School document

resource) Culture (home culture, support from families, attitudes towards school, cultural backpack) Emotional readiness Social Readiness Behaviour Preferred Learning Styles

LEGISLATION – THE FOUNDATION FOR INCLUSIVE EDUCATIONThe Commonwealth Disability Discrimination Act 1992 (the Act), seeks to eliminate discrimination against people with disabilities. Under section 22 of the Act, it is unlawful for an educational authority to discriminate against a person on the ground of the person’s disability or a disability of any associates of that person (Ruddock, 1992).

The Disability Standards for Education (2005) seeks to ensure that students with disabilities can ‘access and participate in education on the same basis as other students’ (Department of Education and Training, 2005). At the heart of these standards, they enforce that a student with a disability must have opportunities and choices which are comparable with those offered to students without a disability. For an inclusive school, measures need to be applied that allow for admission and enrolment in an institution, participation in courses or programs, and the use of facilities and services (Department of Education and Training, 2005).

As an educator, participation in our classrooms for all students comes under the curriculum development, accreditation and delivery of our teaching. As an educator, the teacher must; take reasonable steps to ensure participation, consult with the students or their associate about the

effect of the disability on their ability to participate, make a reasonable adjustment in class if necessary and consistently approach these strategies to improve the learning for the student (Department of Education and Training, 2005).

THE TYPES OF STUDENT DIFFERENCE TEACHERS COMMONLY ADDRESS IN THE CLASSROOM

Common Learning Needs

1 in 5 have dyslexia (British Association)

Central auditory processing disorder

Dysgraphia Dyscalculia Sensory processing

disorder Global development

disorder Down Syndrome Attention Deficit

Hyperactivity Disorder (ADHD)

Physical

Hearing impairment Autism Visual Impairment Tourettes Stuttering

Mental

Anxiety Depression Eating Disorder Obsessive-Compulsive

Disorder Bipolar Panic Disorder

This was the starting point of my differentiation journey as I embarked on planning my units to implement in Term 2. I was aware that as I built stronger relationships with my students and understood their learning needs, my approaches to differentiation in the classroom would become consistent and align successfully with all students to access the curriculum.

GIFTED STUDENTS:Gagné’s definition of gifted and talented is the accepted definition by 'Education College'.

Gagné’s Differentated Model of Giftedness and Talent (2008) provides research-based definitions of giftedness and talent that are directly and logically connected to teaching and learning (ACARA, 2018). Gifted students are those whose potential is distinctively above average in one or more of the following domains of human ability including:

Intellectual Creative Social Physical

Gagné’s model recognises that giftedness is a broad concept that encompasses a range of abilities; it also recognises that giftedness is only potential and that it must go through a transformative process in order to become a talent. As such, Gagné makes it clear that adequate school support is necessary if students are to develop their gifts or high abilities into talents or high achievements (ACARA, 2018).

CULTURE

The school has a limited cultural diversity, with 0.5% of the student demographic being ESL students. Although this is the case, 'culture' was shown in many different facets of the school. In focus, the school's 'house culture' played a big part in student identity.

HOUSE CULTURE:4 different 'houses' where each student was part of a special colour name. (e.g X,Y,Z,T) These house groups were across Years 7-12 and were often utilised to mix assemblies, home groups, classroom activities, extra-curricular camps and other opportunities.

These 'houses' hosted their colour week, (e.g 'X Week'). This was where all students from that house became part of a large celebration program and activity plan for the week where every student was involved. This was achieved through bake sales, movie madness (each home group made their own 45 second movie, sausage lunches, spaghetti Bolognese appreciation day, honey bee day and many other special days). This was an opportunity for year levels 7-12 to mix with each other, as these 'house weeks' called on a lot of collaborative work and discussions with peers.

FINANCIAL Small proportion (2%) of students have a school card. Being a private secondary school, students generally come from families who have financial

stability. Bursary process (reduced fee options available) for students from lower socio-economic

backgrounds. Excursion, Camp and extra-curricular fee support structures are in place for those who are at

risk of missing out of school programs.

PROGRAMS THAT SUPPORT DIVERSITY AND INCLUSION

Adaptive Education

Special Education at X is called Adaptive Education and encompasses the full spectrum of needs including students with diagnosed disabilities, students with specific learning difficulties and gifted and talented students.

Adaptive Education is specially designed instruction to meet the unique learning needs of students who require individualised education programs.

Adaptive Education can be delivered in a variety of settings based on the student’s needs and encourages a non-withdrawal policy from

STRETCH

Offered to 150 students in the school

10 % of the school have undertaken the program

Students may be extended by:

In-class differentiation by the class teacher with assistance from Adaptive Education staff

Participation in the ‘STRETCH’ programme using an online classroom

Invitation to participate in extra-

Counselling Support

Strong communication between House Group teachers, core teachers, subject teachers and leadership.

Behavioural problems are dealt with through house leaders and subject teachers.

There is a whole array of staff who all take part in caring for each child at the school.

(Derived from ‘Education College’s Support Brochure)

classrooms. The programme works with students within the learning environment to ensure a smooth transition.

(Derived from ‘Education College’s Support Brochure)

curricular programmes e.g: Tournament of Minds

Personalised extension projects to meet an individual’s needs.

(Derived from ‘Education College’s Support Brochure)

IMPACT ON LEARNING IN MY CLASSROOMS: A SNAPSHOT OF EACH CLASSYear 7 (English and History)

1 male student with a permanent Student Support Officer (SSO) diagnosed with ADHD at age of 4 and has additional support funding.

1 male student identified as high on the Autism Spectrum (ASD) has permanent SSO in maths lessons. Student cannot express their emotions, gets frustrated very easily and is on a heavily constructed special recommendations.

2 male students with dysgraphia

1 male student with dyscalculia

1 female student identified as high on the Autism Spectrum (ASD). Student struggles with change and gets frustrated with ‘unfairness’. Has trouble expressing herself and is under a

Year 9 (English)

1 male student who has 78% attendance rate for the term. Refuses to work with other students.

1 male student with high-levels of anxiety and identified as having Asperger’s. Issues at home with parents, in particular father. Very rarely completes work in class if not related to personal interest area.

1 male student who has been offered the STRETCH program. Highly intelligent but disruptive in class if not engaged and will swear/yell to gain attention

Year 10 (English)

1 male student with short sighted vision and identified as having issues with social development.

2 male students with dyscalculia and dysgraphia identified at the beginning of 2013

1 female student who has been identified as having severe social anxiety and severe dyslexia. Highly intelligent but can only work with a couple of people and will avoid talking to the teacher and those around her.

1 female student with high-levels of anxiety and identified as having Asperger’s. Issues at home with parents in particular father and very rarely completes work in class if not related to art.

1 male student identified as high on

heavily constructed special recommendation list for teachers to implement.

2 male students with Auditory Processing Disorder and ADHD

1 female student struggling with high levels of stress and anxiety.

In addition to these students with identified special needs, the class consisted of 4 or 5 other males who were very disruptive and disinterested in the class novel being studied by the class.

These 4 or 5 students within the class were not allowed to sit near each other or interact with each other due to previous instances which made creating groups for assignments and group activities difficult to manage.

the Autism Spectrum (ASD) has permanent SSO visiting across lessons. Student cannot express their emotions, gets frustrated very easily and is under a heavily constructed special recommendations for teachers to implement.

2 male students with ASD, struggles with heavy reading and group situations as he feels everyone is picking on him.

2 female students with mild dyslexia. Could verbalise ideas very sophisticatedly but could not transfer these ideas to a written form

2 female students offered the STRETCH program in 2016 – need extending in class or will disengage

HOW COMMON LEARNING DIFFERENCES IN THIS SETTING MIGHT IMPACT ON THE CLASSROOM ENVIRONMENT In supporting students with the above learning difficulties, it is clear that as an educator, it is imperative that each individual student is catered for and included in the classroom.

In planning to differentiate for learners, it is important that the impact of these learning difficulties for students is noted by the educator in order to inform their approach in the classroom. According to Louise Mercer (2016), the learning needs that are frequently addressed in the classroom can be identified as, ‘high incidence’ needs (Mercer, 2016). These include: students with general learning difficulties, students with specific learning difficulties (dyslexia, dysgraphia), students with attention deficit/hyperactivity disorder, Asperger’s syndrome and students with social-emotional/behavioural difficulties (130).

General learning difficulties for students are often seen to impact students to be ‘slow learners’ or ‘low achievers’ (Westwood, 2007, in: Mercer, 2016, 130). They experience difficulties with reading, writing, and numeracy, affecting their learning across the curriculum (Mercer, 2016). Intrinsic factors

are described to include, ‘low average aptitude for learning, weak language comprehension abilities, difficulties following directions, lack of effective learning strategies, weak fine-motor skills, poor behaviours in the classroom and limited ability for motivation’ (Mercer, 2016, 131). Extrinsic factors may include quality of classroom instruction and environment, rapport with the teacher and inconsistent or interrupted schooling (Mercer, 2016).

One of the key aspects of understanding and teaching students with learning difficulties is the fact that the difficulty can be hidden. While many students with other learning needs are easily recognised through difficulty of speech or hearing impairments, these students can often be misinterpreted as ‘lazy’ or ‘unmotivated’ (Hay et al, 2005, in: Mercer, 2016).

Interestingly, students with specific learning difficulties have at least an ‘average’ general intelligence with ‘unexpected’ delays in the development of their skills, particularly reading (Mercer, 2016). Many students with these needs experience, ‘difficulties focusing and sustaining attention with memory, with learning and implementing cognitive learning strategies, and with organising materials and handing work in on time’ (Mercer, 2016, 134). As a result of their continuous difficulties, some students develop a learned helplessness approach to academic learning, a lack of confidence and a low academic self-concept (Mercer, 2016).

Attention deficit/hyperactivity disorder (AD/HD) is a chronic neurological condition that has a significant negative impact on a student’s academic and social functioning (Mercer, 2016). In addition, many students with AD/HD experience symptoms of anxiety and depression (Kauffman, 2005, in: Mercer, 2016). The impact that this has on the classroom environment generally takes its form in behavioural problems, inattention, hyperactivity, learning difficulties, avoidance of tasks and social-emotional difficulties (American Psychiatric Association, 2000, in: Mercer, 2016).

Students with Asperger’s syndrome are characterised by communication impairments (difficulty deciphering eye gaze, facial expressions), social impairments (maintaining friendships and sharing feelings), functional impairments (become distressed at routines disrupted and change), motor impairments (will avoid physical activity) and sensory needs (sensitive to lights, loud noises and disruptions), all impacting on their learning significantly (Mercer, 2016).

Finally, students with social-emotional/behavioural difficulties in classrooms can be extremely challenging. The impacts on learning are complex, as they continue with the child both at school, and outside of school. This difficulty can manifest itself in mass amounts of unexplained absences, isolation from peers and the teacher, and low academic and social self-esteem (Jarvis, 2010).

Having explored the impact that these diverse range of needs in classrooms and on student learning, I had the knowledge before my full-time placement that I needed to prepare tasks and learning activities that catered for all of these varying needs if I wanted to see success in my students.

HOW TEACHERS AND OTHER STAFF TYPICALLY RESPOND TO THESE TYPES OF DIFFERENCES Across my placement, I observed many different strategies and approaches to students with these types of differences. In my Year 10 class, my mentor and myself set up a seating plan where the students with specific learning needs (dyslexia, dysgraphia, hearing impairments) and students with AD/HD and Asperger’s syndrome were sat in the room strategically where they could easily access view of the white boards and hear instructions clearly. As well as this, we regularly placed blue tack, small toys and play-dough on the tables in small amounts before lessons, knowing that there would be students who would learn better when being able to fiddle with something while listening.

As well as this, the learning activities were flexible but structured, where we had a set routine for each first half of every lesson we had. This was a routine recap of the class novel chapter in a ‘3,2,1’ cycle, where students in their groups would collect ‘3 things they have learnt, 2 things they know about a character and 1 thing that they wonder’, to write up on the white board. We would then visually organise our ideas, discuss them in detail and then I would take a photo of this evidence to put on the school resource. This meant that students every lesson knew what was going to happen, knew the expectations and could access the learning done in class in their own time if needed.

The staff at my school were highly proactive in planning and implementing differentiation in the classrooms, often highly worried, enthusiastic and conversive about student’s progress in their classes. Due to the difference in student ability, learning styles and interest, I found myself having multiple discussions and meetings with my mentor teacher and other staff members in regards to my lesson planning and assignment creations. The theory component was most difficult, as I had to ensure that my students with lower levels of readiness were engaging and learning while my students with higher levels were not getting bored or not being extended appropriately. After discussions with my mentor teacher and learning leaders, we came to the conclusion that offering multiple options or “differentiating” my learning activities and the summative assessment would be best for this class (Tomlinson & McTighe, 2006).

HOW THE PHILOSOPHY EMBODIED IN THE MISSION AND VISION STATEMENT IS SPECIFICALLY ENACTED IN PRACTICE AT THIS SCHOOL PHILOSOPHY EMBODIED IN THE MISSION AND VISION STATEMENT

PRACTICE

“We are a caring Christian community nurturing within students a growing relationship with Christ which promotes individual excellence, learning and responsibility for life”

“We seek to nurture individuals, who are aware of their humanity, are open to the influence of the Holy Spirit, and growing in and living according to a cohesive worldview.”

“At the heart of this plan is a focus to provide sustained opportunities for our students to develop and use their mind, body and heart to understand, reflect upon and have a way to respond to the questions and circumstances that they will encounter into the future”

“It ensures that the gifts, talents and qualities of each student can, and will, make a difference to the world in which they live, work and play”

Teachers implement self-reflection components to each task completed for students to hold responsibility for their learning progress and achievement.

Devotions to students often involving concepts of humanity, morality, ethics, responsibility and world views. Students nurtured and supported highly by staff.

Relevant curriculum links to student’s lives for easy access to ideas and the learning activities. Students found tasks meaningful and teachers had multitudes of opportunities for students to have input in their own learning decisions and task ideas.

All teachers respecting, valuing and encouraging student differences and these to be made into opportunities for students to grow and learn more about themselves.

“Empower students by providing greater voice and options in their learning journey”

In Year 7, tasks kept open-ended (with specific minimum criteria) and almost completely student choice in terms of end product for assessment tasks. Students owned their learning journey and process, and this allowed most students to strive and achieve highly. Those who needed more structure were given tasks that were ‘chunked’ and checkpointed with the teacher often. Students who had this differentiated approach still had complete individual choice about their end product.

THE PHILOSOPHY, PRINCIPLES AND PRACTICES OF DIFFERENTIATION AND INCLUSION EMBODIED BY THE SCHOOL ‘Education College’ had a specific support policy which was based in inclusive practice for all students, regardless of the extent of their learning needs or diversity. ‘Education College’ had a very flexible curriculum with the focus on maximising student learning outcomes. Through discussions with my Learning Area Leaders, Adaptive Ed staff and the Deputy Principal, I was able to develop and adjust tasks that allowed for all students to succeed.

The 3 pillars of differentiation are Philosophy, Principle and Practice (Tomlinson, 2014). ‘Education College’ effectively planned for and implemented these techniques:

DIFFERENTATION 3 PILLAR TABLE FOR ‘EDUCATION COLLEGE’

Philosophy

‘Education College’ provided opportunities and gave rights to all students so they could have access to and be involved in the learning activities within the

Principles

‘Education College’ provides students with a flexible curriculum to ensure maximum educational outcomes and learning. There was a strong

Practices

‘Education College’ staff value and respond to different learning styles of individual students and of groups with commitment, enthusiasm and

school.

The educators and support staff had a strong, persistent commitment to use a variety of techniques and approaches with students and in classrooms to ensure detection of learning needs and assistance was provided

This assistance and strategies implemented with students would then be formally documented and discussed in regular ‘learning area’ meetings and teachers would collaborate for ideas and strategies in moving forward with individual students.

focus on inclusion and ensuring the curriculum is open to diverse groups of student learners.

Teachers and support staff will attend to individual student needs through effective teaching techniques and positive teaching practices. The Adaptive Ed staff were continually evaluating and assessing differentiation in classrooms and actively discussing ways of improving the approach in classrooms to better suit student learning.

responsibility

Decision making is completed collaboratively across all learning areas to ensure that appropriate material is being taught and that it has been designed with parents, caregivers, curriculum and learning area leader’s knowledge in mind.

Staff actively seek to find the best solution for each child, regardless of the work load, persistence or commitment needed for that child.

All practices of differentiation were implemented based on evidence based research and professional development opportunities were made open for staff to improve their knowledge of student learning needs.

PROFESSIONAL REFLECTIONS

WHAT DIFFERENTIATED STRATEGIES DID YOU TRY TO IMPLEMENT DURING YOUR PROFESSIONAL TEACHING EXPERIENCE?

Throughout my placement I had the opportunity to apply differentiation techniques within my classroom. These techniques aimed to ensure students could work independently and effectively by their own or with support if necessary.

The main differentiation techniques I focused on was interest based learning and readiness. In addition, by facilitating learning that has value beyond the schooling context and into a real-world setting, students become more engaged and invested in their learning (AITSL, 2018). By supporting student interest in learning and curriculum content, students feel involved in the decision-making process, which enables them to effectively learn and through diverse learning experiences (Jarvis, 2013). For my year 10 class, To Kill a Mockingbird was a complex class text for my students to approach, and I knew that engaging some students would be difficult. As well as this, there is a lot of contextual understanding and vocabulary that students needed to understand, in order to comprehend the story plot of the novel. In my year 10 class, there were students who were highly vulnerable to change, disruption of structure and loud noises. For these reasons, our classroom and learning activities followed a very close structure for the first 20 minutes of every lesson (4 x

weekly), with the next activity being introduced in the prior lesson. I found that this highly assisted my students in feeling safe, prepared and happy with our learning sequences.

For my year 7's, their unit was on graphic novels and persuasive texts, their final assessment task being a graphic story that they create. In order for my students to achieve this, they needed to understand how to write a narrative, storyboard their narrative into 12 key main events, and finally use an ICT software called 'Pixton' to create their graphic stories. These different stages meant that students would all be at different levels of readiness throughout the unit, and that various students would need more structure than others.

In History, my year 7 class were learning about Ancient China, where an activities grid was their final assessment task. This was a task where they could choose their tasks, but 3 of them needed to be completed by the end of term. Looking over the task sheet, I immediately knew some confusion would arise for some students, as the tasks were very open-ended and broad. In reflecting on this, I created 'task cards' for my students, so that during each lesson working on these tasks, students could look at these for feedback and direction, minimising student confusion and teacher explicit instruction.

For my year 9's, I found managing the placement of students the hardest first obstacle in creating an effective differentiated classroom. I had vast amounts of learning needs in this class, combined with a large group of students who worked ineffectively and poorly when seated with each other. In a class of only 17 students, this off-topic behaviour impacted the classroom and the other student's learning majorly each lesson. I found that in this case, I had to very carefully think about each child and their needs, place them in an area of the room that benefitted them, and then plan activities and learning sequences that avoided the opportunity for off-topic behaviour. This meant engaging them through their interests, encouraging responsibility for their learning and changing the structure of lessons regularly.

I utilised discussions with my mentor teachers, learning area leaders and evidence based research to inform my learning activities and assessment task design.

SEATING PLANS (DIFFERENTIATED CLASSROOM)

YEAR 10 SEATING PLAN

In informing my decision for this seating plan, student recommendations were taken into consideration (from file under school resource) to assist in my planning. In creating this plan, I placed the students who would need the most assistance by placing them; close to the front for 'high incidence' needs, next to a friend or good role model for students with learning difficulties and students needing extension in places that would provide easy access for feedback. I also created at the back of the room a small table for 'FOCUS GROUPS' - where each lesson I would run mini-sessions for students who still needed to gain a concept previously learnt, while other students continued working. This meant that all students could be met where they were, and work through the tasks at their own pace.

YEAR 7 SEATING PLAN

Above is an example of 2 x year 7 plans from Term 2. The seating was changed weekly, where desks were abstract shapes that made designing the room fun, engaging and new for students each week. The students who voiced that they disliked change stayed relatively in the same spot (close to the front of the room or with a close friend that is compatible to work with), and would instead be slightly angled around the room. I found that in year 7, students enjoyed collaborative work when learning activities were taking place, but for explicit teaching, preferred to sit by themselves if they found focusing hard. This informed my decision for Weeks 6-10, where I placed 4 specific students on their own for these consecutive weeks due to requesting that they be placed there. My mentor and myself found that their drive to do their work increased, and they were less distracted each lesson, which improved their academic self-esteem and confidence.

YEAR 9 SEATING PLAN

In my year 9 class, I had a smaller class of 17 students. This meant that I had a closer knit group which was an opportunity to get to know the students and their learning much more effectively. Interestingly, this group caused a huge obstacle, as 4-5 boys in this class could not prove to work efficiently opposite each other, within a metre of each other or with specific girls. This made everyday lessons in the beginning very challenging, as I had to juggle friendships, behaviour and the composition of the room to work in my favour, as well as theirs. Originally, I had the boys who did not work effectively with each other all on different corners of the room with mutual friends, but this caused a lot of loud yelling, off topic laughing and moving from their seats to talk. This highly impacted the classroom, as these students also had learning difficulties which exaggerated the difficulty they had in focusing and keeping up with class tasks. Finally, my seating plan that I established worked really well by halfway through the term, as I instead placed each of these boys with someone they were close to (but worked well with), and found that if they had at least one close friend, they would avoid distracting the rest of the class. As well as this, I avoided long explicit teaching, and instead interweaved small group activities, 'Think, Pair, Share' discussions and fun quizzes about our topic regularly. I found that this class had a lot of energy, and in order to direct it for a positive learning experience, I needed to cater to their learning profiles and interest in order to engage them.

DIFFERENTIATION (INTEREST)

This was the original task that the year 9's were going to complete. Looking at this task, I realised that some students who have social anxiety or a poor home life would avoid doing this task, as it requires them to only demonstrate a skill to class that is unique to them.

I brainstormed ideas and realised that if I created a choice board with other options, the students were more likely to engage in the task and complete it successfully.

ADJUSTED TASK (YEAR 9 ENGLISH)

To the left is the new task that I designed with a choice board for their Individuality Presentations.

Students had a choice of 6 ways to present 'who they are'. This choice board provided the same opportunities to succeed highly against the criteria, but suited my class and their learning needs significantly more. It also catered to their learning profiles, as they could decide how they presented their 'unique identity'.

EXEMPLAR OF INDIVIDUALTY PRESENTATION

In preparing my students for their assessment task, I created my own memory box and performed it to them, getting each student to mark me on the same rubric that they would be assessed against. I found that the kids LOVED this example (they asked me to present it twice!), and that it gave them a great insight into what the task actually needed of them. I found this a very valuable tool to utilise in the classroom.

SELF REFLECTION

My favourite part about reading their self-reflections was hearing how much the freedom of choice meant to them. During their presentations, a few of my students who had poor home circumstances had a chance to reflect on the things they enjoyed about their childhood, and all of my students were diligently on task, engaged and happy throughout this unit. As a reflection on my teaching, I would absolutely implement this same strategy to engage my students in a task. I found implementing the self-reflections after they had presented also encouraged my students to think about why they do tasks, and what they actually achieve from them.

YEAR 10 ENGLISH (INTEREST)

ORIGINAL TASK (R.A.F.T)

The original task gave student's choice, but it did require them to present their task in set format and to a set audience.

After observing my students and how they learn, I discussed with my mentor and decided to make a R.A.F.T for my Year 10's that would allow them to achieve highly in this task, as every student could be creative in their own final product.

ADJUSTED TASK (YEAR 10 R.A.F.T)

The R.A.F.T task was developed after asking students 'if they could write as one character from the novel, who would it be?' - I then took the results from this quick survey and created tasks for these characters. Students could then mix and match the columns as they saw fit under negotiation with me, and received explicit teaching about what each choice would mean for their work.

ANCIENT CHINA ACTIVITIES GRID

ORIGINAL TASK

Above is the task that students were presented with. After explicit teaching and discussion around what their choices were, (reading these out loud) I then developed a PowerPoint that went through each task in detail. In a team-teaching setting, I talked these options through to 52 students utilising a microphone, making sure every child had access to hearing, instruction and were engaged. Below is each task with suggestions of what to research, wonder and find out about. As well as this, there is a reminder on each slide about referencing, word count and presentation expectations. I decided to include this as many students in the past had asked repetitive questions about these aspects, so I developed a way that they could always be reassured and informed. Utilising this PowerPoint resource, we also shared this with Adaptive Ed, who strongly supported this strategy and utilised it in their room when supporting other students with the same tasks.

DIFFERENTIATION (LEARNING PROFILE)

Below is a lesson plan and photograph of what my whiteboard's often looked like in my year 10 class. Before each lesson, I would always decide what things we would do, what things we would know, and what things we would understand by the end of the lesson. I would then write up the structure of the lesson before students entered, and go through our learning activities in detail each lesson. In my feedback at the end of my placement, I had the consistent feedback that one of the things they valued about my teaching was that, 'every lesson was structured, easy to follow and Miss Vahlis made it easy to understand what we were going to do'.

WHAT WORKED WELL? WHAT FACTORS (PERSONAL OR ENVIRONMENTAL HELPED YOU DIFFERENTIATE EFFECTIVELY?

I found that structuring the lessons was an excellent way of figuring out where each student was 'at' in their learning. Often when going through the structure of our activities, some students would notify me that they weren't sure how to do the next step, or that they had been absent previously so didn't know what was needed next. This gave me the opportunity to structure 'focus groups' regularly with students, and having a structure on the board meant that students were accountable for working through tasks independently, while I could assist students who were not ready for that stage yet. Another great differentiation tool I found useful was using a microphone, interactive whiteboard and mobile whiteboards, as I could write explicit instructions, visual brainstorms and ideas, and questions on the boards for all students to view during lessons. It meant that all students were always assured of the learning taking place, and at the end of every lesson we could look back on what we learnt and what we achieved as a class.

As well as this, being an ICT supportive school, the students with dysgraphia and other 'high incidence' learning difficulties were able to use a laptop for all tasks. This meant that I always had a PDF version ready of our learning activity and that all students using a laptop instead of a book or paper were able to join in without any time loss in getting started.

WHAT FACTORS (PERSONAL OR ENVIRONMENTAL) MADE IT CHALLENGING TO DIFFERENTIATE?

Some factors made differentiating difficult, such as when team-teaching with a class of 52 students. I found that sometimes, I would see various students in my classroom looking lost and confused, but because they were not in my class, I did not know enough about their learning needs to understand why they were confused. Over time, I learnt more about them and then could put strategies in place to assist students who I didn't know well to reach the same learning goals. It really reminded me of how important it is to know all your students individually, as eventually, I was able to interpret and prepare for a set number of students who I knew would need clarification of tasks and learning activities.

Another difficulty I found in my year 10 class was finding new ways to address the events, characters and ideas from our class novel after undertaking each chapter. I found that having studied this book recently at university, I found it hard to find the cognitive level that my students were 'at', and how this would impact what I would teach about the novel. In addressing each chapter, I found it difficult to find new ways to recap knowledge, as most of it was needed recall of character names, settings and ideas. We utilised a structure of each chapter looking at, '3 things you have learnt, 2 things that happened to a character and 1 thing you wonder about the book'. I found that the last question, '1 thing you still wonder' created opportunities for students to ask questions about the book that were insightful, unique and thought provoking. In trying to recap ideas from the novel, I found this hard to differentiate each lesson as the ideas in the novel were complex and called for explicit teaching and discussion majority of the time.

THINKING CRITICALLY, HOW CAN YOU IMPROVE YOUR TEACHING WITH DIVERSE LEARNERS FOR YOUR NEXT EXPERIENCE?

I think I can improve my teaching through looking at the ways that I can extend all students, even those who struggle with the basic concepts we tackle in class. I believe that it is imperative to assist these students and scaffold them as needed, but I also think that when you master true differentiation in a classroom, you could also figure out a way to push these students beyond their previous limits. Sometimes, I noticed that students would utilise a 'helpless' attitude towards tasks and that in response, other staff would let them do the bare minimum or assist them the whole lesson. I found it interesting to assess this behaviour and notice that they would do this when faced with a new challenge. So, in moving forward, I would like to become diligent in being prepared for the ways in which I can encourage them past this helplessness and see students feel empowered to take on challenges, despite their learning needs.

WHAT GOALS DO YOU STILL HAVE FOR YOURSELF?

Goal 1: Front loading students – how to structure information being given to not disengage students. I would like a greater understanding of how much information is given to students at once, dependent on the variables present at the time. Sometimes I give multiple instructions at once and I have noticed a difference in confusion between year levels. (Works for some, doesn’t work for other year levels) – Knowing when this is appropriate and utilising instruction in a more effective way is something I would like to be more confident with.

In planning to achieve this, I would like to utilise more research and professional development to understand cognitive development more of my students, not just those with diverse learning needs. For example, in teaching year 7 students, I can practice giving one instruction first, then regrouping to give the next. This can structure and break up the learning more for students so that they do not feel overwhelmed.

Goal 2: Another aspect I would like to work on is knowing the structure and transition of task instruction. This comes from reflecting that in year 7, students loved open transitions between assessments, where they had broad choice and a minimal amount of structure in their task. In contrast, I noticed that the year 9's and year 10's needed to be presented with the task first, and then examples and instructions on how to achieve the task. Knowing these differences in cognitive processing in engagement will assist student learning and my effectiveness as a teacher.

PROFESSIONAL LEARNING PLAN

Throughout the course of this topic, I have been exposed to the intricacies and complexities of a differentiated and inclusive teaching practice. Whilst students are diverse, and it is inevitable that each student I encounter will be different. Therefore, it is important that I am aware that as a teacher, it is my professional responsibility to cater to all student learning.

Throughout my Professional Experiences and university experiences, I was introduced to the concept of differentiation, and used my time to develop various resources and learning materials to scaffold student learning, modify task sheets and rubrics, contact parents regarding assessment tasks, base assessment of recommendations in Negotiated Education Plans (NEPs) and arrange time for students to seek further help or consolation during school hours. In undertaking this topic of study,

however, I have begun to realise the true complexities of effective differentiation. Whilst I had identified the impacts of student diversity in relation to their learning, I was not aware that meaningful differentiation should provide equitable access to education by providing resources, instruction and support to help all students meet the same, clear learning objective (Tomlinson, 2010).

This topic has provided valuable insights into the processes of differentiation, and in order to effectively implement this knowledge, I will utilise various differentiation strategies including using formal and informal assessment to monitor the learning development of students, outlining clear learning objectives that are achievable for all learners and planning learning tasks through interest, readiness or learning profile, which are valuable entry points for student learning (Tomlinson, 2004).

In particular, I intend to use and implement the lesson plans and learning activities I created for this topic’s assessment in my teaching practice, which were framed by both my teaching areas English and History. As I engaged primarily in differentiation based on readiness and interest, I will use my understanding within these areas to frame differentiation in my professional practice.

BIBLIOGRAPHY

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Jarvis, J. (2013). ‘Inclusive classrooms and differentiation’ in Weatherby-Fell, N. (Ed). Learning to teach in the secondary school. Cambridge: Cambridge University Press.

Jarvis, J. (2013). ‘Differentiating learning experiences for diverse students’. In Hudson, P. (Ed.). Learning to teach in the primary school. Cambridge University Press, Port Melbourne: Victoria.

Mercer, L. 2010, 'Supporting students with learning difficulties', in Tangen, Donna, Engaging diverse learners, (2nd edn)., Pearson Education Australia, French's Forest, N.S.W., pp. 128-156.

Sousa, D. & Tomlinson, C. (2010). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Solution Tree Press. ProQuest eBooks

Tomlinson, C. (2004). ‘The how to’s of planning lessons differentiated by readiness’. How to differentiate instruction in mixed-ability classrooms (2nd Ed.) Association for Supervision and Curriculum Development. Alexandria: VA.

Tomlinson, C. & Imbeau, M. (2010). Leading and Managing a Differentiated Classroom. ProQuest Ebook Central. Accessed 23 June 2018.

Tomlinson, C. (2014). ‘Good Curriculum as a Basis for Differentiation’. Differentiated Classroom: Responding to the Needs of All Learners. <https://ebookcentral-proquest-com.ezproxy.flinders.edu.au> Accessed 25 June 2018.

Wiggins, F. & McTighe, J. (2005). ‘Crafting Understandings’. In Wiggins, G., & McTighe, J. Understanding by Design. Expanded 2nd Ed., Association for Supervision and Curriculum Development: Alexandria, Virginia.

Wiggins, G. & McTighe, J. (2011). ‘Essential questions and understandings’. In Wiggins, G. & McTighe, J. The understanding by design guide to creating high-quality units. Association for Supervision and Curriculum Development: Alexandria, Virginia