Extract of rational for section of learning strategies to support selected student.

Backwards planning and the incorporation of the strategies selected

The backwards planning process was designed deigned with the two outcomes taken from the Geography

curriculum one exploring content and the other building upon the inquiry skills (Refer to Appendix A)

this provided a basis for the alignment of the assessment pieces and then future exploration of the

teaching and learning activities. Backwards planning and differentiated instruction should align, as al

students require curriculum that lead to enduring understanding of big ideas. This differentiation occurs

through the induction of content having access to a large range of text. This includes a readers worship

model, independent research and choice for deskins. Differention by process providing a range of

alternative activities for students so that they can perform at different skill levels. This allows for a range

of different learning styles.

Model of learning and how it affects selection of strategies

The unit plan falls under the study of humanities and social science under the sub heading of Geography.

Within HASS the use of a socially integrated inquiry model has been selected due to the nature of this is

designed to provide students with authentic learning (Reynolds, 2014). Through this inquiry model

student are able to construct building upon their own cultural background knowledge, while assimilating

new information (Reynolds, 2014). Through this model student construct and test theory own knowledge

with a large emphasis on making connection between students and the community, developing a deep

understanding of the social and contemporary issues for students (Reynolds, 2014). For ELA learners this

aspect of authentic leaning is explicit and provides important links to community and engaging within the

unit (literacy in Australian).

Strategies used to support student

A variety of teaching strategies were selected within the learning unit to provide Tabia with support for

literacy within Geography for multimodal and digital text. Various Learning Strategies were used

throughout the unit plan in order to support students understanding of the task. Within Code breaking

practices in geography require specific skills and terminology, the breakdown of maps and historical

journals. The selected text The island contains various maps, timelines and artistic description of the text.

To support Tabia the use of code breaking skills a variety of Word walls, posters, visual supports, front

loading vocabulary, Personal glossary of terms with accompany images and Have a go books to use

while writing.

Further Strategies to support learning

The format of the lesson has a large focus on building students understanding through vocal and

kinesthetic learning, dramatic role plays an integral aspect within the unit (Winston, 2012). Drama plays

an effective method as a progressive pedagogy in order to address challenges of teaching language. The

notion of progress drama not seen as a rehearsal but rather a way to commutate ideas while engaging

learners emotionally, active, hands on and playful (Winston, 2012). Alongside this strategy was the use

audio tapes, as students explored the layered information text (Refer to appendix C). Alongside this is

the practical application of knowledge from differing cultural perspectives through the discussion of

indigenous perspectives and exploration of the natural envrionmnet which the students reside in

(Winston, 2012). This motivates students to make personal connection to the content they are learning

(Winston, 2012).