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Assignment 2: Differentiated Learning Experience

Name & Student Number: Vanessa Chaptini 2127026


Curriculum (Learning) Area of Lesson or Learning Task: HASS- Geography
Specific Topic of Lesson or Learning Task: Place and Liveability
Year Level/s: 6/7

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:


Learning Menu or Agenda
Choice Board
RAFT
Summative Assessment Task for Unit of Work
Lesson with Specific Adjustments for Students with Special Needs
Series of Tasks for Learning Centres or Stations
Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:


Readiness
Interest
Learning Profile Preferences

Context

The unit which this lesson fits into is a HASS geography unit on Place and Liveability. In
the lead up to this lesson student have learnt about different features of what makes a
place liveable such as water resources, transport, job opportunities, population etc. The
lesson where the RAFT is introduced is in the middle of the unit. This is because
students will need prior knowledge learnt to complete the tasks. The RAFT will be
considered as an assignment that will be worked on over several lessons. The RAFT
gives students the opportunity to conduct further research which in a sense allows it to
be an inquiry task.

Learning Objectives
As a result of engaging with the differentiated lesson or task, students will:
Plan, draft and publish imaginative, informative and persuasive texts, selecting aspects of
subject matter and particular language, visual, and audio features to convey information and
ideas (ACELY1725)

Factors that influence the decisions people make about where to live and their perceptions of
the liveability of places (ACHASSK188)

The influence of accessibility to services and facilities on the liveability of places


(ACHASSK189)

The influence of environmental quality on the liveability of places (ACHASSK190)


Understand:

Students will understand that geographical characteristics of places influence liveability.

Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

Information about what makes a place Create an informative and engaging text that
liveable i.e. access to clean water, shows their knowledge and understanding of
sanitation, transport, education and health place and liveability.
services

Essential Questions (These should help students engage with the big ideas or understandings)

How does peoples reliance on places and environments influence their perception of
them? (ACARA 2017)

What approaches can be used to improve the availability of resources and access to
services? (ACARA 2017)
Time Lesson Plan
Lesson Sequence Explanatory Notes
10 mins Begin the lesson by: R.A.F.T. Options:
1. Have students seated at their desks to 1. From the perspective of a town
being the lesson. Ask the questions: what planner, students will create a plan for a
did we do last lesson, to have students utopian city. It can include diagram or a
recap and reflect on what they remember model as well as write piece explaining
why it is the ultimate place to live.
about what makes a place liveable.
2. Students will take the role of being the
2. Explain the new assessment task which is city of Adelaide and giving it a voice.
too choose a row of the RAFT to complete Students are to create a speech from the
(see appendix 1). Have the RAFT on the point of view of Adelaide as to why it
interactive whiteboard. thinks its the best city to live in Australia.
Students will need to incorporate specific
3. Give students a few moments to decide features that makes Adelaide the best.
which row they are going to choose. Once Students will need to do further research
they have decided have them collect the on the features of Adelaide.
task slip for that row (see appendix 3).
3. Students will take on the role of a travel
agent who is creating an information
4. Ask students if they have any further brochure for a family moving to Tokyo.
questions about the task. Students will need to incorporate
information about the prime location to
30 mins During the Lesson: live, local schools, transport, job
opportunities, attraction etc. Students will
5. Organise students into each activity group need to do further research about moving
so they can share their ideas. Have to Tokyo.
students brainstorm ideas in their book
around what they will do. 4. Students will take on the role of a
Journalist, to create a news report on
Melbourne being in to top 10 Cities in the
6. During the lesson go around to each group
world to live in. This can be a short video
and clarify any questions/ see if any or if the students dont feel comfortable
students need help. This gives you a doing this it can script of a news report.
chance to explain further with students and Students will need to conduct research
see if they are on the right track. into why Melbourne is a liveable city.
10 mins
Finish the lesson by:
7. Have students return to their original seats,
and ask a few students to share what they
discussed and give students to opportunity
to share what they plan to do.

Lesson Closure/ Check for Understanding


To close the lesson, have students fill in the exit card which requires them to answer the question
of which RAFT option they have chosen to do and why, and further research they will need to
conduct (see appendix 2).
Appendix 1: RAFT

ROLE AUDIENCE FORMAT TOPIC

1 Town Planner Mayor Proposal- Diagram/Model Everything you need in a


and utopian city.

2 Adelaide Cities in Australia Monologue I am the best place to live


in Australia.

3 Travel Agent Families Information brochure Everything you need to


know when moving to
Tokyo.

4 Journalist TV Viewer News Report- Video or Melbourne is in the top 10


Script Cities to live.
Explanation:

Within this lesson plan differentiation has been addressed student diversity though
learner profile preferences. When teachers differentiate by learner preference it allows
them to provide a variety of experiences that can be positively influence students
(Turville 2008 p 34). Moreover, when differentiating for learner preference you are
addressing how students prefer to work (Jarvis 2017). I have created a range of tasks
that can be produced in various ways which students can choose based on how they
prefer to demonstrate their learning. Within my RAFT I have attempted create a range of
different tasks that all have similar learning outcomes. From using the RAFT has
enabled me to differentiate because they can provide learning preference choice for
students and can be written so that the choices are particularly engaging and targeted to
learning preferences (Turville 2008 p 35). When implementing a RAFT into lessons it
allows you to recognise that all students have different strengths in their learning, which
aids in developing meaningful learning (Turville 2008 p 24). Further within the lesson
groups will be formed for students to work together based on their chosen task. This
gives students the opportunity to discuss and brainstorm ideas and provide each other
with feedback (Sousa & Tomlinson 2011). Overall the aim of using a RAFT within this
lesson to give students a choice in their assessment task and ensure they have chosen
a task of interest when students work in an area of interest their motivation is increased
(Doubet & Hockett 2015).

Reference:
Doubet, K., & Hockett, J. A. (2015). Differentiation in Middle and High School: Strategies
to Engage All Learners. Alexandria, Virginia: ASCD

Jarvis, J. (2017). Module 5: Differentiation by Interest & Learner Profile . Lecture, Online

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student readiness.


In Differentiation and the brain: How neuroscience supports the learner-friendly
classroom (pp. 85-108). Bloomington, IN: Solution Tree Press Inc.

Turville, J,.(2008). Differentiating by Student Learning Preferences: Strategies and


Lesson Plans: Stratergies for Lesson Plans. Larchmont NY. Eye on Educations Inc.
Appendix 2:

EXIT CARD:

What RAFT options have you chosen and why?

What further research will you need to conduct?

EXIT CARD:

What RAFT options have you chosen and why?

What further research will you need to conduct?


Appendix 3: Task Slips for each RAFT Row

TASK 1:
You are a town planner that has come up with a utopian city. Create a model or
detailed diagram of your utopian city. You will also need to provide a written
explanation of why this is the ultimate place to live.
Some points to consider are population, transport, water resource, housing, school ect.
You will also need to conduct research of your own which is referenced.

TASK 2:
For this task you will need to write a monologue from the point of view of Adelaide.
Within the monologue you will need to consider features of Adelaide that make it the
best place in Australia to live. You will need to use strong and convincing language to
make Adelaides point of view strong.
You will also need to conduct research of your own which is referenced.

TASK 3:
You are a travel agent that needs to prepare an information brochure for families
wanting to move to Tokyo. Consider what a family will need to know about moving to a
new country. You will need to provide an information about the prime location to live,
local schools, transport, job opportunities, attraction etc.
You will also need to conduct research of your own which is referenced.

TASK 4:
You are a journalist that is creating a news report on Melbourne making the top ten
cities in the world to live. You will need to create a short video of the news report or a
script. You will need to provide information about why Melbourne made it in the top ten
cities.
You will also need to conduct research of your own which is referenced.