Approaches for diverse learners

- Can use examples from acara

- Only signposting
- Can either flag at the beginning, or during a lesson explicitly state how doing so –
two or three strategies
- Students can do separate tasks catered to their learning needs and abilities
(adjustments to the lesson)
- Giving feedback is a good way to meet their needs
- Teaching for diversity for a strength – not a problem
- *Universal design for learning*
- Think pair shares are good

Concept map
- Make it clear to the viewer that there is a clear relationship between the concepts
- Literacy and numeracy sub elements are linked to each other – find the ways in
which they are related – word order and speaking linked to patterns (numeracy)
- Use separate colours for literacy and numeracy
- Two literacy two numeracy sub elements – how are they related?
o Show I know what they mean and how they are related
- Don’t need “numeracy” “literacy” bubbles – colours are enough organisation – just
need the sub elements
- Don’t have to relate it to the disciplinary concept – all focusing on the sub elements
of literacy and numeracy relate to each other
- Don’t complicate it

ICT
- Marked on ICT with the inclusion into the sequence and how to communicate
through the video
- Feedback conversations are important
- Use ICT to support active student engagement

General notes
- Be clear with the learner and teacher interactions
o What are the students and teachers doing in each lesson?
- Be creative in student action in community
- Ensure that it is appropriate for the year level

Numeracy sub-elements
- Interpreting statistical information
- Recognising and using patterns and relationships
- Using spatial reasoning

Literacy sub-elements
- Visual knowledge
- Text knowledge
- Word knowledge
Unison