https://echo360.org.

au/media/85fe6985-f1d6-4cf3-abc5-c6cd06670d6a/public

Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher. Retrieved from
https://ebookcentral.proquest.com

This textbook focuses on all aspects of teaching and is not limited to one topic or subject.
Clark and Pittaway analyses the different diversities in students that a teacher may face,
from cultural diversity to intellectual diversity. Clarke and Pittaway list different techniques
that a teacher can use to engage all students. However, their biggest recommendation is
research and trial and error. They suggest keeping record of what worked and did not work
for each student or class. They write that the “…diversity of students in our classrooms is
both a strength and our greatest. The challenge for each classroom teacher is to develop
intercultural understanding and culturally responsive teaching practice…” (Clarke and
Pittaway, 2014.p261). This can be a major commitment as not all schools are able to
efficiently cater to individualising learning. Clarke and Pittaway (2014) believe that there are
approaches that are successful in individualising instruction, this could be anything from
major structural changes and teacher-organised initiatives such as differentiated instruction.
Even the modern-day technology possesses exciting possibilities for individualised
instruction. Marsh’s Becoming a Teacher is a text book that will always be an effective
helping hand whether it be helping teachers understand how to engage diverse students to
working out how to make a learning program.

Erturk, E. (2015). Role Play as a Teaching Strategy. DOI 10.13140/RG.2.1.4287.9449. :

This paper reflects on research on how learning designs are used to create classrooms and
educational environments that are learner and activity centered. “Authentic learning
activities can better engage learners...” (Erturk, 2015). The main goal of the research was to
discover how to implement learning activities that would engage learners. Emer Erturk
states that this strategy, if used, should accompany normal lessons- it is not a replacement
of regular lessons material but an activity that can aid understanding and further engage
diverse students. It explores the idea of role play as a form of active learning, as well as an
effective teaching strategy. Emre Erturk explore role-play through drama, simulations,
games, and demonstrations of real-life situations related to any topic or subject. The article
describes the series of activities during the role play sessions, it also evaluates the efficiency
and effectiveness of this strategy. The reflection focuses not only on the pedagogical
perspective, but also in terms of its benefits as a useful technique for businesses. The paper
produces the findings from the research, along with practical recommendations for other
teachers interested in using this learning/teaching approach. Such activities would be
effective in teaching year 11 English ATAR when looking at play-writes and poetry, both of
which a better understood when read aloud and performed.

Hickey, P., & Ramirez, P. (2014). Lingua Anglia: Bridging Language and Learners: Engaging Culturally
and Linguistically Diverse Youth through Performance Poetry. The English Journal, 103(6), 74-76.
Retrieved from http://www.jstor.org/stable/24484386
 This research and study was conducted around Ramirez’s previous English classes. Ramirez
and Hickey focus on how to engage students while still following the standardised teaching
requirements. The article focuses mainly Ramirez teaching poetry in a way that engages
diverse students. Ramirez utilises performance poetry as a teaching aid to engage and invite
deeper understanding of techniques and skills taught in lessons. Ramirez and Hickey, (2014)
write that the most challenging part of studying poetry and using performance poetry is
finding works that are relevant to all students. They decided to go for poetry that focuses on
youth, while emphasising the value of experiences. They found that once they began
critically analysing the poetry there was a broader and more varied engagement with
students. Ramirez and Hickey found that once they delved into the analysis, students
became more engaged and began to draw on their own life experiences and how it relates
to the poetry. However, they discover when the poetry was performed student began to
notice techniques such as tone and effective use of metaphors. Ramirez also writes that “…
through the use of performance poetry I found a deeper understanding of the students
literary ability and academic potential…” (Hickey and Ramirez, 2014. P76).

Kugler, E. G. et al. (2012). Innovative voices in education: Engaging diverse communities. Retrieved
from https://ebookcentral.proquest.com

Diverse school environment offers an enriched learning and social environment. This text
reflects on how students and families of different backgrounds and experiences provide a
vibrant variety of perceptions, perspectives, and skills. Kugler believes that schools must
value and effectively connect with students and families of all backgrounds in order to create
a welcoming and engaging environment. This textbook highlights stories from teachers
around the world, who passionately share personal accounts of their successes, and
challenges they have faced with engaging diverse students. Each of the 17 chapters are
written by different authors with unique experiences, provide individual insights, strategies,
and new techniques that can be applied in any teaching situation/environment. The diversity
of the authors allows for a wider comparison of techniques, both effective and ineffective, of
ways to engage diverse students.

Rusiman, M. Mohamad, M. Che Him, N. Kamardan, M.G. Othaman, S. Shamshuddin, M.H. Samah, M.
& Aziz, N. (2017). The use of concrete material in teaching and learning mathematics. Journal of
Engineering and Applied Sciences. 12. 2170-2174. 10.3923/jeasci.2017.2170.2174.

This research conducted by the six authors is said to be a step to improve and enhance the
quality of education. The authors encourage teachers to become more aware of their own
practice and to be willing and prepared to adapt and change them where necessary. This
study paper explores the effectiveness of teaching aids in the teaching and learning process
of mathematics in primary schools. The study was conducted using eighty-six students from
Sekolah Kebangsaan Rawang. It consisted of eighty-three pupils year four, five and six and
three teachers who taught mathematics. Questionnaires were used to collect data
determine the effectiveness of teaching aids that were utilised. The result produce show
that mathematics teachers often use concrete materials as the main starting point in
teaching a new methodology to pupils. The research conducted can be applied to all aspects
of schooling, not only mathematics. However, because of the use of questionnaires as the
 means of data collection, the researchers were gaining limited information through use of
yes and no questions. Due to the sample size questionnaires we most likely used for time
efficiency.

Shepherd, C.M. & Alpert, M. (2013) Engaging diverse learners through new technologies. Pp53-56.
Retrieved from https://ieeexplore-ieee-
org.dbgw.lis.curtin.edu.au/document/6713653/references#references

Shepherd and Alpert’s paper focuses on using technology as a means to improve student
engagement and student retention. Shephard and Alpert particularly focus on the
connection between technology and diverse learners. Though much of the information and
suggested methods in this research paper are focused on students with autism, these same
teaching strategies can be effectively applied to a variety of diverse learners not just those
with learning disabilities. The data and information concerning students with autism reflects
how, through the use of technology, we can enable students to learn content in a variety of
formats, which will in turn help to prepare them for life after their schooling. By using
technology paired with traditional teaching methods teachers can become more
accommodating to students’ individual preferences, styles, and needs. For example: assistive
technologies utilise text-to-speech and voice recognition programs, as well as alternative
keyboards Shepherd and Alpert’s study paper indicates that students became more
interested and actively engaged in classes, and had a higher level of retention in a class that
combined technology and traditional teaching methods than students in traditional online or
onsite classes. There is still much to research and experiment with technology in modern
classrooms, but such a technique would not only be beneficial to students with autism, but
also with those diagnosed with deafness, blind students and also those with down's
syndrome and other disorders.