Professional Documents
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Differentiation Choices
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Lesson Context
This lesson is the second within an upper primary investigative history unit, focused on Ancient Societies. It is
connected to the broader strand of the Humanities and Social Sciences (HASS) curriculum, Investigating the Ancient
Past. The initial lesson involved students watching short documentary film snippets which I have compiled from the
National Geographics series on Ancient Civilisations. At this stage, there were 6 civilisations to consider for this unit.
The purpose of this lesson was to introduce students to the topic of Ancient Societies, giving them a brief background
into each society. This was followed by an informal discussion, where they asked brief questions, discussed what they
found interesting and explained what they already knew. Following this, information pertaining to ethical investigation
and multi-modal presentations was addressed. Towards the end of the lesson, exit cards were handed out these
were collected at the end of the period. The exit cards asked students to state the top four Ancient Societies (from the
documentary snippets) they were interested in learning about, as well as some additional information which assisted
me in creating the choice board for the investigation. This will tap into the students interests which contributes to a
students sense of competence, self-determination and engagement in the topic being covered (Tomlinson, et al.,
2003). There will be a few lessons, as well as homework nights, allocated to completing the investigative research
and producing a multi-modal presentation about their chosen Ancient Society. The amount of time given to students
may be altered if it becomes evident that they take longer (or shorter) than initially expected. The final lesson (or two)
will consist of students presenting their investigations and findings.
The class consists of 23 grade 7 students, of which 1 is from an Indigenous Australian background. This student will
be offered the opportunity to focus the unit around Aboriginal peoples history, as opposed to Asian or Mediterranean
history. The student will be given this opportunity as Harrison (2011) suggests that Indigenous Australian students
learn best when the learning intentions relate to their culture or heritage.
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Know
be able to (do)
Essential Questions
- How can history (negatively & positively) influence the outcome of the future?
- How have ancient societies differed and influenced modern society?
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Lesson Plan
Lesson Sequence
1. Introduction (5-10mins)
Once students have been gathered and have given you
their undivided attention, refocus on the topic of Ancient
Civilisations. Commence a discussions: who can
remember what Ancient means? What are civilisations
and societies? Name some examples of ancient
civilisations. Go through the lesson structure and what
we will cover today.
2. Explanation (10mins)
Explain to students that this will be an individual activity.
This time will be spent rediscovering the processes of
Ethical Research/Investigation and Multi-modal
presentations.
Students have learnt about these concepts earlier on in
the year, however the reiteration of process and
instruction is more advantageous than harmful. Be sure
to reiterate classroom rules, such as manners and
respect because you will have to assist some students.
Hand out Choice Board instructions (Refer Appendix 3).
Be sure to go through each possible pathway so no
interest group is left out. Explain to the students that
their collective choice (gauged by the initial exit card)
was the sole consideration for deciding the four ancient
civilisations which are to be investigated.
3. Discovery Investigation time (30-45mins)
The time limit for this section of the lesson may be
altered based on the concentration and engagement
presented by students. This will be the first time where
students can begin to research, read, watch, think about
and contemplate their chosen topic (multimodal). Assist
students when necessary and take the opportunity to
implement brief, effective teaching moments in order to
provide students with the best possible strategies and
pathways to completing this investigative project.
4. Conclusion (share/reflect) (10-15mins)
After giving students the opportunity to begin their
investigations, gather students back into their original
classroom group tables. Have each group summarise
key ideas pertaining to how they commenced their
research. This will assist in developing ideas and
techniques for students who struggled in this lesson.
Each group will be expected to explain their summarised
points to the class.
Have another discussion, raising the Essential Questions
(if any students have begun their journey to answering
either of them), as well as anything else that the students
had learnt or found interesting.
If you (the teacher) can see that enough work has been
Explanatory notes
I believe it is important to have a small run-through (discussion)
of my expectations, what we are about to learn as well as a
recap on what we have covered in previous lessons. It assists in
refocusing students, particularly after something like PE or lunch.
Be sure not to only ask the students with high-end readiness
(Abler, 2011).
The use of their choice makes the topic more relevant to them,
in turn engaging students in the learning process (Jarvis, 2013).
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Explanation:
Differentiation is an educational approach utilised by teachers as a proactive response to the differences that learners
bring to the classroom (Le Lant, 2016).These differences include aspects such as the students individual readiness
level, individual interests and individual learning profile. This lesson is an example of differentiating instruction by
student interest as topic selection derives from four different Ancient Societies which were chosen by the students
with the help of exit cards. Exit cards are often applied in differentiated classrooms due to literature suggesting that
the amount of information which can be retrieved from the utilisation of them is vast (Doubet, 2012).
Sousa & Tomlinson (2011, pp113-114) suggest that addressing student interests generates student engagement,
motivation, achievement and productivity, as well as promoting a positive connection between student and teacher, in
turn making learning a rewarding process.
References
ACARA. (2015). History Foundation to Year 10 Curriculum by rows. The Australian Curriculum v7.5. Retrieved from:
http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1#level7.
Alber, D. (2011). Are you tapping into prior knowledge often enough in your classroom? Edutopia. Retrieved from:
http://www.edutopia.org/blog/prior-knowledge-tapping-into-often-classroom-rebecca-alber.
Doubet, K. J. (2012). Formative assessment jump-starts a middle grades differentiation initiative: A school focuses on
formative assessment to support its efforts to differentiate instruction. Middle School Journal, 43(3), 32-38.
Harrison, N. (2011). Aboriginal ways of learning. In N. Harrison, Teaching and learning in Aboriginal education (2nd ed.,
pp. 39-56). Melbourne, Victoria: Oxford University Press.
Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of transformative education, 2(1), 28-46.
Hassett, D. D., & Curwood, J. S. (2009). Theories and practices of multimodal education: The instructional dynamics of
picture books and primary classrooms. The Reading Teacher, 63(4), 270-282.
Jarvis, J. M. (2013). Differentiating learning experiences for diverse students. In P. Hudson (Ed.), Learning to teach in the
primary school (pp.52-70). Port Melbourne, Vic.: Cambridge University Press.
Le Lant, C. (2016). Module 1: Feb 18-19 (Intensive Day). Lecture, 9:00 AM Thursday 18 February 2016 (EDUC 1.01).
Saville, K. (2011). Strategies for using repetition as a powerful teaching tool. Music Educators Journal, 98(1), 69-75.
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiating in response to student interest. In Differentiation and the brain:
How neuroscience supports the learner-friendly classroom (pp. 111-134). Bloomington, IN: Solution Tree Press Inc.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K.& Reynolds, T. (2003).
Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A
review of literature. Journal for the Education of the Gifted, 27(2-3), 119-145.
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Appendix 1
Exit Card to gauge to student interest (pre-assessment)
Please number your top 4 Ancient Societies you would like to investigate out of:
China, Rome, Greece, Egypt, India, Mesopotamia.
1 ___________________
2 ___________________
3 ___________________
4 ___________________
Please state the aspects you found most interesting in the short documentary snippets.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Please state the aspects of ancient civilisation you would personally like to investigate.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Appendix 2
Exit card to assess progress / understanding
State 2 new facts/ideas you have learnt today through your research:
1_________________________________________________________________
__________________________________________________________________
2_________________________________________________________________
__________________________________________________________________
How can history influence the outcome of the future?
___________________________________________________________________
___________________________________________________________________
How have ancient societies differed from modern society?
___________________________________________________________________
___________________________________________________________________
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Appendix 3
Choice Board
Students are to choose one of the civilisations below. Next, students will ethically investigate and research
the key questions in each table according to its civilisation. This will be followed by creating and
completing a multi-modal presentation in front of their peers.
ANCIENT GREECE
ANCIENT ROME
ANCIENT EGYPT
ANCIENT CHINA
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