Plan for Differentiation

Classroom Management:

Student 10

Student 11

Student 12

Student 13

Student 14

Student 15

Student 16

Student 17

Student 18
Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

Student 9
General Supports

EX – Extension
LS – Learning Support
LS LS LS LS EX LS LS LS EX EX LS EX EX
Children repeat
X X X X X X X
instruction for clarity
Keep instructions short
X X X X X X X X X X X
and simple
Chunking/ segmenting
activities into smaller X X X X X X X X X X X X X
parts
Similar/ mixed ability
grouping of students
when appropriate
Extra working time X X X X X X X
Extra scaffolding of
X X X X X X X X
activities
Immediate feedback on
work/ success
Negotiate amount of work
X X X X X X X
to be completed
One on one support
X X X X X X X
(teacher/ teacher aide)
Peer/ buddy tutoring XX X X XX XX X X XX XX X XX XX
Provide area for respite,
relaxation, or individual
work
Flexible seating (lap desks,
sitting on the ground in
front of the IWB)
Seating position
(accessible)
Scribing X X
Open-ended questions
X X X X X X X
and instructions
Fast finisher activities X X X X X X X
Provide teacher/ teacher
X X X X X X X
aide assistance to extend
Re-word instructions X X X X X X X X X
SEP support X X X X X X X X X
Use of concrete materials
Classroom Management Strategies – Individual Supports

Student 1 Provide verbal and non-verbal feedback and reassurance, may be out of seat to answer questions.

Student 2 Can get distracted if not busy, provide extension activity or use as a peer helper/ buddy for other students.

Student 3 Easily distracted and off-task, will fidget with anything on his desk with some active listening, will need to prompt to keep on task and use one-on-one support to check for understanding.

Student 4 May need the instructions for the task repeated up close, will be on task when prompted.

Student 5 Easily distracted and off-task, will draw and talk with Student 15 when bored. Use redirection and one-on-one to check for understanding.

Student 6 May be out of seat and will need redirection to keep on task. Will question instructions and will need explicit, short, and clear instructions for task with check ins required to keep on task.

Student 7 Easily distracted when not busy, provide an extension activity.

Student 8 Quiet and independent learner, will need to use questioning and monitor work to check for understanding.

Student 9 Distracted easily by Student 6, may need to be separated or use a lap desk if distracted. Use negotiating to keep on task and will ask irrelevant questions to the task, use the THINK poster to keep task focused.

Student 10 Quiet learner, will not ask many questions so will need to provide one-on-one support and redirect to the learning if required.

See support staff, first call to Principal every time. Responds to quiet firm decisions, consistency is KEY. Gets one bathroom break per session of 5 minutes only. Constant reminders of not disrupting learning. Behaviour

goals are not to disrupt, sitting mostly still and quiet, attempting to write the first line on the board, give two options only, make responsible for own behaviour, “you mess it up, you pick it up”. Firm but polite is best, raised
Student 11
voices etc set him off. Has been violent in the past but not at our school. Constantly lies but doesn’t realise he is doing it. Can’t remember or won’t admit to behaviours at times. Uses tears to get out of trouble, claims

violence at home all the time. Big brother in year 6.

Student 12 Can get chatty with Student 7 and off-task if not busy, will need extension activities to keep on task.

Student 13 Quiet and independent learner, will need to use questioning to monitor work and check for understanding.

Student 14 Can get chatty with Student 15 and 16 if not busy or engaged in the task (finds most things too easy). Will need to use extension activities to keep on task.

New, missing Mum, now living with Dad, previously extremely low attendance, visits Kobe outside of school, has low content knowledge but will improve quickly with practice. Needs reassurance with learning from teacher
Student 15
before going ahead with tasks.

Student 16 Distracted easily by Student 9, uses delay tactics to keep from doing work for as long as possible. May need to encourage to move to a lap desk if distracted and will need one-on-one support with tasks.

Student 17 Can get chatty with group if not busy, will need extension activity to keep engaged.

Student 18 Can get chatty with Student 13 if not busy, will need extension activity to keep engaged.