Standard 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.

The evidence provided is of a maths rotation lesson plan surrounding the concept of long multiplication. It caters to a diverse year 5/6 class of 24 students, some having Aboriginal and Torres Strait Islander backgrounds (ATSI), a diagnosis of ASD, ADHD, and many having trauma backgrounds. As per Bronfenbrenner (Margetts & Woolfolk 2019), it is fundamental that these factors along with others are considered greatly so that I can understand the whole child to the best of my ability and what they are bringing in their funds of knowledge. Having this insight informs my teaching pedagogy to ensure that each student is made to feel a strong sense of belonging and inclusivity, starting with building positive relationships. The students engaged in maths rotations routinely twice a week from morning until recess and the activities changed fortnightly. Each of the four rotations reinforced the mathematical core concept that was of focus at the time, in this case, it was long multiplication. To support Bronfenbrenner’s theory, the nature of each activity varied and allowed students to work individually towards their learning goal as well as collaboratively in pairs and in small groups fitting within their Zone of Proximal Development (ZPD) (Verenikina 2008). As per Vygotsky, I ensured that in my small group rotation (whereby students worked with the teacher), I supported each child’s ZPD and scaffolded their learning utilising varied manipulatives to suit each group. Students engaged in this learning via different modes, in this week’s rotations, this appeared using ICT resources, collaborative discussion, concrete tools, and manipulatives that cater to all learning styles and needs throughout each rotation (artefact 2).

Given the diversity of the class, this lesson plans for differentiation by considering four levelled maths groups based on ability as well as four differentiated learning activities adapted to suit the needs of all students. The levelled maths groups were created through diagnostic and formative assessment strategies such as exit cards and online quizzes delegated as one rotation’s activity. The results informed the placement of students to plan effective learning experiences that scaffolded the learning appropriately throughout the unit (Verenikina 2008). An artefact of this can be seen below (artefact 2). Each rotation only goes for a short time of twelve minutes, this was effective as students could give each activity their best before risking becoming disengaged from meaningful learning, this worked well for this specific class. Additionally, some students (particularly those who have ASD) benefitted greatly from having a set routine. This is supported in the lesson by creating a visual PowerPoint presentation that is timed with music to sound when the time is up, giving students 1 minute to stop what they are doing and to move to the next learning activity displayed on the board. This strategy promotes a communication-rich classroom and a positive learning environment as all members of the class understand the learning and behavioural expectations for the lesson to run effectively (McDonald 2019).

References:

Margetts, K & Woolfolk, A 2019, ‘Educational psychology’, 5th edition, Pearson Australia, Melbourne, pp. 97-99, 321.

McDonald, T 2019, ‘Frameworks to view student behaviour, in Classroom management: engaging students in learning’, 3rd edition, Oxford University Press, pp. 60–94.

Verenikina, I 2008,‘Scaffolding and Learning: Its role in nurturing new learners’, Faculty of Education, University of Wollongong Australia.

Standard 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities This page is part of the collection 'Professional Experience 3 - 12 AITSL Standards'.

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