social, cultural and learning differences. In order to ensure that all the students access the curriculum to its full potential, and therefore are engaged with the maximum amount of high standardised teaching and learning experiences, it is crucial that the classroom teacher devises a broad range of differentiated instructional teaching strategies. Below is a list of strategies the teacher includes throughout this unit during specific learning experiences. However, not all of these strategies will need to be incorporated in every learning experience.
Inclusive Strategies
Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by the teacher making adjustments to the delivery of teaching and learning experiences, and without changing the way the assessment is judged or marked. The teacher makes required adjustments to their teaching and learning experiences and assessment tasks to enable each student can demonstrate their knowledge, skills or competencies.
Adjustments to teaching, learning and assessment have been differentiated by considering the following:
1. Timing the teacher allows sufficient time for students of all ability levels to complete tasks. 2. Scheduling The teacher allows formative assessment to occur to access student progress before planning summative assessment task- allows teacher to differentiate task for certain student s needs and achievement levels.
Class Profile for 5G Year 5 class of 27 students in a Catholic primary school. 5 students with developmental delay in Literacy 1 child with ADHD 1 child identified as gifted (participating in G.A.T.E Ways program). 2 children with English as a Second Language, one whom is a recently arrived refugee 15 boys, 12 girls 2 Indigenous students- 1 student with hearing impairment 1 parent regularly helps in the classroom, and you would like to encourage more parents/caregivers to become involved 1 Literacy/numeracy Support Assistance for two hours, three times each week. 3. Setting the teacher allows students to work in a variety of learning settings throughout the unit (groups, pairs, independently). The teacher also allows the students to sit in their desk groups when working on their summative assessment task. 4. Presentation the teacher makes sure all worksheets and the assessment task sheet is designed according to students reading and writing ability. 5. Response the teacher gives the students the opportunity to conduct peer-assessment before commencing the assessment task allows the students to respond to constructive criticism as well as take responsibility for their own learning.
As well as these 5 considerations, specific things will need to be implemented not only throughout this unit but in the daily classroom routine, such as:
Red cat device & speakers strategically situated around the classroom. This is to assist the student with hearing impairment An open communication between students, teacher and parents. This will benefit all the students and in particular the 2 ESL learners and the student with ADHD.
Gifted Students
As stated, students who are gifted and talented have a right to rigorous, relevant and engaging learning activities drawn from a challenging curriculum that addresses their individual learning needs. (Student Diversity, ACARA. 2013). The classroom teacher provides opportunities for the student identified as gifted to work with the learning area content in more depth by providing extension work that accesses the higher order cognitive skills of their critical and creative thinking capability.