Differentiated Inquiry Learning

Unit title: Living and Non-Living Things, Lifecycles

Year Level: 3

The differentiated Inquiry unit incorporating a range of pedagogical strategies has been designed in
order to engage a range of diverse learners in Year 3. The unit is about living and nonliving things
and is linked to Australian Curriculum inquiry unit descriptor: Australian Curriculum, Assessment and
Reporting Authority [ACARA], (2016, ACSSU044)
Living things can be grouped on the basis of observable features and can be distinguished from non-
living things.

The unit will be facilitated at a public primary school in Melbournes Northern suburbs to a year 3
class that has 23 students, including 6 students with learning differences: 1 student with a physical
disability, 1 student with Autism, 1 student who is profoundly deaf, 1 student who has ADHD and is
medicated for the condition, 1 student who is a gifted EAL learner recently arrived from a non-
English speaking African country.

The school compromises of wide socio-economic and increasingly diverse cultural mix of students.
Classroom programs at the school are progressive and personalized, teachers consistently work
collaboratively in teams to plan rigorous curriculum which is based on student learning data and
observations. All classrooms have computer access and interactive whiteboards. School places
strong emphasis on building community participation and encourages a positive home/school
relationship.

Student learning profiles

Born with Cerebral Palsy-hemiplegia, a permanent physical condition that affects
Nikolina movement. Nikolinas left side of the body is mainly affected (arm, leg) and she walks
with a limp. At times Nikolina has difficulty eating and controlling her saliva.
Cerebral Nikolinas emotional wellbeing varies; she often feels anxious and exhibits anti-social
behaviours towards her peers especially when faced with new challenges (Cerebral
palsy Palsy Alliance, 2016), struggles with staying on task, is unable to concentrate and also
experiences motor planning difficulties. Nikolina knows what is required of her but
has difficulty understanding how to do it.

Diagnosed with autism spectrum disorder at the age of 3. Disorder characterised by

Tomislav repetitive behaviours, difficulty with social interactions and communicating with
others (Scientific American, 2015). Since diagnosis student has had early intervention
therapy (Cognitive Behaviour Therapy) that has assisted Tom in better expressing his
feelings and thoughts, as well as teaching him how to interact with other peers,
teachers, and parents. Student does not respond well to changes and easily has a
meltdown if something unexpected happens (change of timetable, teacher being

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 absent). When giving instruction in the classroom it is very important that each
Autism instruction is broken or written down into simple steps and the student is given extra
Spectrum time to complete his tasks. Student prefers to work alone.

Disorder
Diagnosed as profoundly death at the age of 2 .Zeljka has no functional hearing
Zeljka without amplification; she is not able to have conversations and has significant
(profoundly language delays, although she is able to use sign language and lip read. Most learning
is visual, she has an interpreter that acts as a communication bridge between her and
deaf) the teacher. Zeljka at times feels lonely, isolated, confused and frustrated that she is
not able to communicate with her peers and that she is the only deaf students in her
year level. Zeljka does well in Art and Inquiry.

Condition caused by extra genetic material found on the 21st chromosome. Celeste
experiences difficulties in grasping concepts as well as abilities to apply what has
Celeste been learned to new situations (Inclusion Works, 2000). Celeste shows lots of interest
in her peers, she is socially responsive and very sensitive. Delay in fine motor, gross
(down motor skills, speech delays due to limited tongue control. Needs assistance with
syndrome) consolidation new knowledge and skills hence the importance of reviewing learned
concepts to encourage retention. Has an aid that assists with all school related work.

Diagnosed with ADHD at the age of five, has been medicated since. Tim often
Tim interrupts the teacher and doesnt take turns to speak in the classroom, unable to
(ADHD) control his behaviour and emotions at times which in turn affects friendships with his
peers. Gets angry easily and is unable to control his impulses. It is important to teach
and model desirable behaviours. When giving instruction teacher needs to check for
understanding, break given task into smaller chunks and provide the student with a
countdown timer in order to stay on task and give student a time limit. Student
needs to be seated close to the teacher away from windows and doors to avoid
distractions. Student to be offered frequent breaks by stretching or squeezing a stress
ball. Advisable for him to work with a model student.

Arrived from South Africa 18 months ago, had no English language skills but has since
Ayman identified as gifted. As explained by Ashman & Elkins, (2005) students consistently
(gifted, EAL) demonstrating highly effective problem-solving behaviours, abstract thought in
mathematical areas, ability to integrate and synthesise ideas are identified as gifted.
Ayman is very eager to get approval from teachers, parents and other adults for his
outstanding work. However it has been observed that if he is not challenged enough
with given tasks he puts in very little effort in his work. Even though his English skills
are limited he consistently demonstrates high levels of progress in his writing, reading
and speaking, he has a quite unique way of forming and using language. Due to
Aymans consistent sporting achievements in running he is well known at the school.
At times Ayman appears bored with given tasks, it is obvious that he is always craving
intellectual stimulation.

2. Learning Context

Since the commencement of the school year teacher has set firm and quite reasonable expectations
for student behaviours (Intervention Central, 2016) this is especially important when taking into
account that this classroom has 6 diverse learners, rather than wasting time addressing off task
behaviours teacher is to be implementing differentiated methods of teaching . Students are familiar
that this classroom is a place of respect, resilience and learning. For the purpose of consistent

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behavioural expectations and avoiding confusion the teacher has also advised all other support staff
what the expectations are.

Guetzloe (2000), referred to a positive classroom as a place that meets physical, psychological, social
and educational needs of all students. A positive classroom will emphasize physical and
psychological safety for teachers and students-no ridicule or humiliation by any person. A well
trained, knowledgeable, charismatic teacher and support staff that are able to provide educational
needs for all students regardless of abilities and disabilities. In addition to teaching the curriculum
teacher is also to teach and model appropriate social skills, inclusiveness by linking each students
worlds to school, peers, family linkages and community events. Classroom rules are to be clearly
displayed, taught and consistently enforced. Delivery of curriculum is to be varied according to
students interests and abilities-thematic units that provide integrated learning experiences have
been shown to be very effective in regular education classes that have students with learning
differences. Instructional resources are to be relevant to students life, needs and to the classroom
as a whole. Students with diverse needs appreciate concrete manipulable materials that encourage
interactions with other students (Department of Education & Training, Victoria 2003). A critical
aspect of having an inclusive classroom is the recognition of the learning difficulties that students
face (Mooney, EPSTEIN, Red, & Nelson). Teacher is to adapt teaching styles and activities so that all
students can learn. Special needs students not only learn from their teachers but also whilst
participating in collaborative learning with mainstream students. Advantages of collaborative
learning is that students can work together in groups to complete tasks and projects, in addition
collaborative learning gives students with special needs the opportunity to converse with other
students and brainstorm together. When students are thinking aloud while giving responses and
discussing their solutions teacher is better able to assess student understanding and redirect groups
towards learning tasks if the happen to be off track (Bucalos & Lingo, 2005). To further emphasize
benefits of collaborative learning according to Stevens and Slavin (1995) students with special needs
are more likely to reach instructional level and have better learning outcomes when concepts are
being explained by peers. Hence the adaptation of collaborative learning is paramount in this Unit
Inquiry. In the instance of extremely difficult concepts teacher is to intervene and break up the task
into manageable sections.

Cognitive Learning strategies focus on developing or enhancing a particular skills (note taking,
summarising, underlining (Australian Education Review, 2005). Students with learning difficulties can
apply these learning cognitive strategies to simple memory tasks such as trying to remember
information, words, numbers or lists or even some more complex tasks that require comprehension
when reading. Metacognitive strategies focus on the self-management of learning. When students

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need to plan, implement and monitor their efforts based on conditional knowledge of when, where,
why, they are said to be utilising metacognitive strategies of learning (Australian Education Review,
2005). When giving a task to students to write a good essay it is expected of them to use their
cognitive strategies in brainstorming their ideas. Effective learners are able to use cognitive
strategies automatically regardless of task given, for example during problem solving, critical
thinking and summarising (LD School, 2016) they are able to reflect on their cognitive strategies
hence have metacognitive awareness (Education, 2009), this awareness will need to be
demonstrated by students thinking aloud and consciously monitoring and reflecting on what they
are learning and writing.

Prior to commencing computer assisted instruction in this classroom it is imperative to determine

what are students needs and abilities? In what areas do students need assistive technology? When
and where will the students use assistive technology? What applications are appropriate for their
learning and the ease of accessing the computer during lessons? All students in the classroom could
benefit from the use of word processing, spelling and grammar checks, thesaurus, graphic
organisers, spreadsheets, databases, publishing software, presentation software and tools for
organising information (Workshop Online Teaching Resource, 2016). Teacher can model the use of
technology by the use of interactive whiteboards, power point presentations as well as
demonstrating the use of iPads to students.

In order to assess student understanding and application of acquired knowledge throughout this
Inquiry unit criteria for given assessment tasks will vary according to student abilities. It is of
absolute importance to determine appropriate instructional match as well as keeping task variability
and task demand within appropriate levels whilst simultaneously regulating the pace of instruction
(Australian Council for Educational Research, 2006). John Hintze, Theodore Christ, Scott Methe,
(2006, p. 48) reported a potential benefit in pre assessing students readiness at the start of a unit, as
this in turn helps the teacher determine where each student is in relation to the inquiry unit, which
in turn helps guide the teacher in identifying initial student groupings and task assessments .

Students will be encouraged to think, test out ideas, make conjectures and adjust their thinking,
classroom culture will value questioning, deep thinking and making of mistakes (Pennant, 2013). All
students are to input and there will be no right or wrong answers, this will ensure that students of all
abilities are comfortable taking risks and learning from discussions. Students can demonstrate their
critical thinking skills by analysing, evaluating, explaining, comparing, testing their acquitted
knowledge and results from the Inquiry unit, in turn further developing their abilities regardless of
their ability/disability.

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Unit overview Biological Science

Outline: Students investigate the life cycles of living things, they develop an understanding of the
regularity and predictability of life cycles.
Rationale: This unit will encourage students to investigate the life cycles of living things, students
will be required to develop an understanding of the regularity and predictability of cycles, they will
do this by ordering their observations by grouping and classifying things as living or non-living,
students will come to recognise that classifications are not always easy to define or apply.

Week Content /Purpose Curriculum Objectives

Week 1 We are demonstrating what we Living things can be grouped on the basis
already know about living, non-living of observable features and can be distinguished
things and lifecycles. from non-living things (ACSSU044)

Week 2 We are learning to classify living and Living things can be grouped on the basis
non-living things of observable features and can be distinguished
from non-living things (ACSSU044)

Week 3 We are learning to predict, observe
and explain a lifecycles
Living things can be grouped on the basis
of observable features and can be distinguished
from non-living things (ACSSU044)
With guidance, identify questions
in familiar contexts that can be investigated
scientifically and make predictions based on prior
knowledge (ACSIS053)

Week 4 We are demonstrating what we have Living things can be grouped on the basis
learnt about living, non-living and of observable features and can be distinguished
lifecycles. from non-living things (ACSSU044)

Week 5 We are exploring stages of a plant Living things can be grouped on the basis
lifecycles. of observable features and can be distinguished
from non-living things (ACSSU044)

Week 6 We are learning to sequence the Living things can be grouped on the basis
lifecycles of a plant of observable features and can be distinguished
from non-living things (ACSSU044)

Week 7 We are learning to sequence the
lifecycle of an insect (complete
Metamorphosis life cycle). Identify
the different types of honey bees
(queen, drone and worker). Identify
and describe the duties and lifecycles
of honey bees.
Week 8 We are learning to sequence the
lifecycle of a mammal.
Living things can be grouped on the basis
of observable features and can be distinguished
from non-living things (ACSSU044)
Living things can be grouped on the basis
of observable features and can be distinguished
from non-living things (ACSSU044)

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 Faculty of Education

Name: Lejla Malic Lesson Plan Number:

Subject: Inquiry School: GPS
Topic: Life Cycles-Plants & Animals Grade: 3
Date: 00/00/0000 Duration: 60 minutes

Learning intention/goals
Students to be able to further their understanding of what lifecycles are and how lifecycles of
animals are similar/different to lifecycles of plants.

Success criteria
I will be successful if I can demonstrate understanding by explaining differences in lifecycles of
plants/animals

CURRICULUM dimensions incorporated into the lesson

Living things can be grouped on the basis of observable features and can be distinguished from non-
living things (ACSSU044).

Students prior knowledge

Students have been doing an Inquiry unit on living and non-living things. They have explored
lifecycles of various types of bees as well as planted a vegetable patch at school.

Assessment strategies
1. During the lesson Introduction assess student prior knowledge on the topic
2. During scaffolding assess student emerging knowledge and skills
3. Provide feedback to students during classroom discussion and encourage students to further
investigate facts
4. Check for understanding during activity time

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Procedure - Lesson sequence

Students will be shown an engaging video of plant and animal lifecycles.

Ask students what do we know about lifecycles? How can we relate lifecycles to our own lives?
Select random students to explain differences and similarities of plant and animal lifecycles.

Get students to work in groups of four (each group to have one student with a learning difficulty),
discuss differences and similarities of plant and animal lifecycles by doing online research with their
laptops, evaluate these by comparing similarities and differences with their own development.
Each group to present their findings to the class (6 groups in total).

Differentiated for 6 Diverse Learners:

Nikolina (Cerebral Palsy) - will be provided with a picture of a plant, animal, human and some
labelled stickers which she can stick under each picture in turn describing differences between each
lifecycle.

Tomislav (ASD)-provide student with a fill in the blanks worksheet that will have all relevant
information about lifecycles of a human, plant and animal, it is anticipated that after doing online
research he will be able to fill in the blanks and discuss with his group.

Zeljka (Profoundly deaf) no need to differentiate

Celeste (Developmental delay) - provide student with yes or no questions about facts relating to
living cycles of humans, animals and plants. Can use online research to access information.

Tim (ADHD) - prepare a triorama template for student on which he can demonstrate the differences
of the three lifecycle using internet research. In addition, provide student with a checklist which he
can tick off as he completes each required task.

Ayman Gifted (EAL) - extend student by asking him to research what affects the lifecycle of plants,
animals, humans (nutrition, lifestyle, habitat?

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 Faculty of Education

Name: Lejla Malic Lesson Plan Number:

Subject: Inquiry School: GPS
Topic: Life Cycles-Insects Grade: 3
Date: 00/00/0000 Duration: 60 minutes

Learning intention/goals

I will be successful if I can sequence and explain the lifecycle of an insect and identify three
types of bees and their main duties.

Success criteria
Students being able to demonstrate knowledge and awareness about different types of
bees.
Students being able to explain different roles each type of a honey bee has.

CURRICULUM dimensions incorporated into the lesson

Living things can be grouped on the basis of observable features and can be distinguished from non-
living things (ACSSU044).

Students prior knowledge

Students would have looked at the basic needs of living things in previous years of study,
they will understand the features of living things and that they need to grow. The life cycles
of living things would also have been examined earlier in the term when students were
given items that were once living (log), non-living, no longer living.

Assessment strategies
1. During the lesson Introduction assess student prior knowledge on the topic
2. During scaffolding assess student emerging knowledge and skills
3. Provide feedback to students during classroom discussion and encourage students to further
investigate facts

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 4. Check for understanding during activity time
Procedure - Lesson sequence

Procedure:
Move on by advising students that we will be doing a session about different types of honeybees and their
roles (PowerPoint). Go through briefly about each type of honey bee.
Engage: Student interest to be generated by watching a YouTube clip about honeybee lifecycles.
Explore: What do we know about honeybees? Does anyone have beehives in their backyard? Teacher to pick
random students and get them to present what they know about lifecycles in general, this is a chance for the
teacher to examine student thinking and determine if the students have established understanding, give
students time to think and to reflect on their understanding.
Explain: Allow students to articulate their prior knowledge and the new connections they made by watching
the video, assist students in expressing their observations and findings, introduce technical terms (nectar,
pollen, drone, worker bee etc.) and accept all reasonable responses.
Extend/Elaborate: Students will be given a worksheet in which they will be required to explain differences
between queen, drone and worker bees. They will be provided with some dead bees in containers-they can
view what a real bee looks like from close up.
Evaluate: Get students to express what they found most interesting about honeybees and what they learnt.
Advise students that they will need an exit ticket-a ticket to pack up after the lesson by being able to match a
cotton wool bud scent with a pretend bee hive in the classroom.

Resources needed
Access to internet for viewing of video, dead bees, bee worksheet.
Differentiated for 6 Diverse Learners:

Nikolina (cerebral palsy) - can demonstrate learning and understanding by writing up difference of
each bee on a power point presentation using bee diagrams from google images.

Tomislav ( ASD)-breaking down the task for Tomislav by first asking him to write down what
information he has learnt about the queen bee, let him examine the look of queen bee (dead one
will be provided in the glass jar), let Tomislav verbalise the information he knows about drone bees
and worker bees. Provide student with a countdown timer so he stays on task.

Zeljka (Profoundly deaf)- provide Zeljka with a glossary of all the key words that we have mentioned
this lesson, this way she can see the correct spelling in case she wasnt able to comprehend all the
key words during the lesson

Celeste (Developmental delay)- provide student with diagrams of three different bees and ask him
to colour and label each diagram, make sure the student is aware about the role of each type of
bee.

Tim (ADHD) -ask Tim to do a quick oral class presentation about the three different types of bees so
far and do a model of each bee using Styrofoam with relevant difference labelled on the 3d model.

Ayman Gifted (EAL) -no differentiation necessary, emphasise the importance of learning new key
words to student.

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 Faculty of Education

Name: Lejla Malic Lesson Plan Number:

Subject: Inquiry School: GPS
Topic: Life Cycles-Plants Grade: 3
Date: 00/00/0000 Duration: 60 minutes

Learning intention/goals
Students to consolidate and reflect on their learning about Life Cycles of plants, in particular to be
able to explain the germination process of a bean seed.

Success criteria
Students being able to demonstrate their understanding about lifecycles of plants, explain how
lifecycle of plants differ from lifecycle of animals (plants dont move around, make their own food or
produce oxygen).
Students being able to explain different stages of the bean seed lifecycle (seed, germination, leaf
growth, and flowering).

CURRICULUM dimensions incorporated into the lesson

Living things can be grouped on the basis of observable features and can be distinguished from non-
living things (ACSSU044).

Students prior knowledge

Students have been doing an Inquiry unit on living and non-living things. They have explored
lifecycles of various types of bees as well as planted a vegetable patch at school.

Assessment strategies
1. During the lesson Introduction assess student prior knowledge on the topic
2. During scaffolding assess student emerging knowledge and skills
3. Provide feedback to students during classroom discussion and encourage students to further
investigate facts

10
 4. Check for understanding during activity time
Procedure - Lesson sequence

Begin the lesson by revising with students what we have done so far in terms of lifecycles, living, non-
living things.
Engage: Student interest to be generated by looking at their glass jars and bean seed that is currently
going through a process of germination.
Explore: To discuss with the students what we know so far about lifecycles? What do we know about
bean seeds? Does anyone have beans growing in their backyard? Teacher to pick random students
and get them to present what they know about lifecycles in general, this is a chance for the teacher to
examine student thinking and determine if the students have established understanding, give
students time to think and to reflect on their understanding.
Explain: Allow students to articulate their prior knowledge and the new connections they made while
putting together their bean seed in a jar, assist students in expressing their observations and findings,
reintroduce technical terms (chlorophyll, photosynthesis, germination etc.) and accept all reasonable
responses.
Extend/Elaborate: Students to be given a worksheet Life Cycles-Plants, they will be required to draw
and label diagrams explaining the process of bean growth, they will also be required to match some
technical words with corresponding meaning
Evaluate: Ask students if they came across any technical terms whilst completing the worksheet,
have they learnt anything new? Was it difficult to draw a germination process of a bean seed without
first seeing it happen in their jars? Ask students what they would like to know next about lifecycles?

Resources needed
Glass jars to view our bean seeds, pencils, paper, and time lapse video of bean germination

Differentiation for 6 Diverse Learners

Nikolina (Cerebral Palsy) can demonstrate learning and understanding by being given a germinated
bean seed in a jar, she can write up labels about the process of bean growth and stick on the jar.

Tomislav (ASD)-breakdown the task by initially asking him to write down technical words and their
meaning followed by drawing diagrams and then explaining the process. Also provide checklist.

Zeljka (Profoundly deaf) show a time lapse video (with captions) of a bean seed germinating and
ask Zeljka to summarise her understanding.

Celeste (Developmental delay)-provide student with detailed diagram of each process of bean
germination and ask her to briefly summarise the process with her aid.

Tim (ADHD) -ask him to water all the germinated bean seeds in the classroom and then do a quick
oral class presentation about what he has observed has the bean seed germinated, does it have any
visible chlorophyll, how does he know if the bean seed has gone through photosynthesis etc

Ayman Gifted (EAL) ask student to investigate when the germinated bean seed is ready for planting
and what needs to be done in order for it to grow, emphasise to student the importance of using
technical vocabulary in expressing his findings.

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ASSESSMENT TASKS FOR 6 DIVERSE STUDENTS
DIAGNOSTIC
Pretest Assessment:
Students to demonstrate what
they already know about living,
non-living things and lifecycles
using a Venn diagram
Nikolina (Cerebral Palsy)
Nikolina can do this on Microsoft
word using a template and
writing up what she already
knows.
Tomislav (ASD)
To be given additional time and
break up the task by first writing
what he knows about living then
non-living and lifecycles.
Zeljka (Profoundly deaf)
Provide Zeljka with a diagram of
each lifecycle and prompt her to
explain what she knows about
each.
Celeste (Down Syndrome)
Celestes aid can assist by firstly
explaning to Celeste what each
term means : living, non-living,
life cycles then ask celeste what
she knows about each and write
this down on the venn diagram
Tim (ADHD) mention of a new
inquiry unit could be
overwhelming for Tim, to sit with
him and explicitly explain each
term, assess prior knowledge and
relate to what he might have
done in the earlier year, give
couple of examples.
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FORMATIVE
Students to use their laptops to
sort given items into living, non-
living, once living and not sure.
No differentiation
Reduce the number of items that
are given for classification, might
become overwhelming for
Tomislav, he still would be able to
demonstrate understanding even
with using fewer items to sort.
No differentiation
Celeste to attempt the task and if
aid notices too many incorrect
matches to perhaps explain the
concepts again by linking to prior
knowledge.
Might be too many items to sort,
could work with another student.
SUMMATIVE
Class discussion, explain
similarities and differences
between the three types of
lifecycles using an online
Mindmap
No differentiation
No differentiation
No differentiation
Under each heading of the three
types of lifecycles Celeste can
input three characteristics of
each: plant-needs water, sun,
CO2 etc to survive
Monitor Tim during the
assessment to ensure he is on
task, if need be explain again
what is expected of him.
 Ayman (gifted EAL) After grouping and matching
When explaining lifecycles items for the not sure category No differentiation
perhaps offer Ayman the option of items investigate if they are
to use South African native living, non-living or never living,
animals in his explanations and explain why.
get him to explain how the needs
of South African living things
differ to the living things in
Australia
Reference list

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2016). Foundation to year

10 curriculum: Retrieved from: http://www.australiancurriculum.edu.au/english/curriculum/f-10?layout=1#...

Ashman, A. & Elkins, J. (2005) Educating Children with Diverse Abilities. French Forest NSW,
Pearson/Prentice Hall.

Australian Council for Educational Research (2006). Literacy and Numeracy Diagnostic Tools
Evaluation. Retrieved from:
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1017&context=monitoring_learnin
g

Australian Education Review (2005). Balancing Approaches: Revisiting educational psychology

research on teaching students with learning difficulties. Retrieved from:
http://research.acer.edu.au/cgi/viewcontent.cgi?article=1005&context=aer

Bucalos, A. L., & Lingo, A. S. (2005). Filling the potholes in the road to inclusion: Successful
research-based strategies for intermediate and middle school students with mild
disabilities.TEACHING Exceptional Children Plus, 1(4).

Department of Education & Training Victoria, (2003). Inclusive Schools are Effective Schools.:
Retrieved from : http://www.education.vic.gov.au/Documents/about/research/inclusiveschool.pdf

Down syndrome (2000). Inclusion that works. Retrieved from: http://downsyndrome.ie/wp-

content/uploads/2012/08/primary-book.pdf

Guetzloe, E. (2000). Social skills training: Should we raze, remodel or rebuild? Behavioural Disorders,
24, 19-25.

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Hintze, J., Theodore, A., Methe, SC., (2006). Curriculum Based Assessment. Psychology in the School.
Vol. 43(1), 2006. Retrieved from: https://www.uwlax.edu/conted/wspa/pdf/2015-WSPA-spring-
Hintze-2006-Curriculum-Based-Assessment.pdf

Pennant, J., (2013). Developing a Classroom Culture That Supports a Problem-solving Approach to
Mathematics. Retrieved from: https://nrich.maths.org/10341

Reading Rockets (2015). What are Classroom Like for Students with Learning Disabilities? Retrieved
from: http://www.readingrockets.org/article/what-are-classrooms-students-learning-disabilities

Stevens, R. J., & Slavin, R. E. (1995). Effects of a cooperative learning approach in reading and
writing on academically handicapped and nonhandicapped students. Elementary School Journal,
95(3), 241-262.

Workshop Online Teaching Resource. (2016). Computer Based Assistive Technology. Retrieved from:
http://eworkshop.on.ca/edu/pdf/Mod28_assistive_technology.pdf

14
EDU5LD Post-placement Reflection

This reflection will focus on experiential learning acquired during my Early Years Placement in a Year
3 classroom. Classroom cohort consisted of 25 students, 5 whom were identified learning
differences: a student diagnosed with ADHD (medicated), a student that is an EAL learner, a student
gifted in Numeracy and two other students whom had difficulties with learning but had no
diagnosable conditions. My experiential learning in this classroom is to be connected with the
learning I gained throughout the subject EDU5LDP, in particular to discuss and reflect on the
implementation of differentiated learning/assessment.

Tomlinson (1999) uses the term differentiated classroom as a valuable concept to study ways of
catering individual differences. She defines a differentiated classroom as one where teachers
provide specific ways for each individual to learn as deeply as possible and as quickly as possible,
without assuming one students road map for learning is identical to anyone elses (p.2) in my
placement classroom this typically involved differentiating content, learning activities and the form
of assessment used with different students. As described by Marsh (2010) differentiating content
for my lessons involved varying the amount of details and difficulty level in taught concepts, using a
variety of instructional methods to motivate students and provide different levels of assessments.

For my student that is gifted in Numeracy, on several occasions I have come to realise that he wasnt
well catered for due to not being extended and as a result become bored and frustrated. While
introducing the concept of division to the classroom my gifted student was able to grasp the concept
immediately by stating that division is just the opposite of multiplication, in order to keep him
engaged in the lesson I have prepared some division worksheets where he was required to divide
three digit numbers with one digit number and solve several worded problems involving division
(differentiating process),this was in order for the student to continue developing higher-order
thinking skills and problem solving strategies that involve critical and creative thinking. Rather than
participating in my lesson I asked the student to continue on with the extra activities I have prepared
for him (differentiating learning environment). I suggested to his classroom teacher to totally

15
individualise his Numeracy program so that the student is constantly given enriching opportunities
rather than more of the same work .

Using visual aids during my lessons not only assists with keeping the student with ADHD on task but
works as a good method of hooking the rest of the classroom. My point is differentiating the
lesson for my ADHD student is a win-win situation, requires more effort and thought when it comes
to planning the lesson but benefits the entire classroom, eventually it would come second nature to
differentiate the lesson by the use of visuals regardless of which classroom I am teaching .
Differentiating instruction for the ADHD student typically involved just the Process and Product as
most ADHD students are able to achieve learning outcomes (Content) related to the curriculum.
Placing the ADHD student at the front of the room away from windows, doors and getting them to
work with well-behaved students assists them in staying organised, on task and being reminded
what appropriate rules and routines are (Campbell, 2016). In many ways teaching a classroom that
has an ADHD student actually benefits all, it trains the teacher to use simple and direct instructions
when explaining concepts, use of PowerPoint slides acts as a great visual while explaining verbally
what is required and having the slides printed for the ADHD student further places emphasis on key
points and important information. When the ADHD student was given a portfolio task that required
students to keep a science journal about the growth of a bean seed it was important to break down
the task into smaller parts, rather than explaining to the student what she needs to do for the next
six weeks I have provided the student with a weekly checklist which she needed to tick once she
completes each task. Whilst measuring her bean seed I encouraged her to use a rule and measure
progress, in addition I asked her to water all the bean seeds in the classroom, this would give her a
chance to move around as I know how difficult it is for her to sit and concentrate for long periods.

Having the pleasure of teaching an EAL student who arrived to Australia 18 months ago was a very
insightful experience, as per usual each lesson would begin by writing up a simple lesson objective
on the board We are learning about living, non-living things, any subject specific words were on
the interactive white board. To further assist the EAL learner, function words, adjectives, adverbs
and conjunctions were used during instruction time. Student was placed to work in a group with a
student that can speak the same language, if the EAL student had any questions or translations he
would be able to assist him. When assessing the students for understanding he is given the chance
to orally explain his reasoning, draw it or use manipulative objects.

There are two students in the classroom that are well below average standard in Literacy and
Numeracy, during writing tasks they are given laptops so they can automatically do spell checking
and grammar. Due to their low reading levels they use an online application which reads the text for

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them and they repeat and follow along, usually they are not asked to read out text in class due to
their poor fluency and decoding skills (to avoid embarrassment). I have noticed that when they are
given extra time to complete their task and given positive feedback with lots of encouragement they
are much more engaged and eager to show me what they have done.

One might gather that differentiating in multi ability classroom is common sense (ACSD, 2016). In
order for the differentiating be effective its of absolute importance that the classroom provides a
nurturing environment that encourages learning. Students need to be give clear learning goals and
teachers needs to consistently assess their students against those goals and plan for further
achievement (ACSD, 2016). Undertaking this subject and a four week placement in a multi ability
classroom I was able to apply my theoretical knowledge gained in this subject practically.

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Reference List

ACSD. (2016). Differentiated Classroom: Responding to the needs of all Learners. Retrieved from:
http://www.ascd.org/publications/books/108029/chapters/What-Is-a-Differentiated-
Classroom%C2%A2.aspx

Campbell. J.,(2016). Teaching students with ADHD-Online Resource Kit, Differentiation for ADHD
Students. Retrieved from: http://onlineresourcekit-adhd.blogspot.com.au/p/differentiating-
curriculum-teaching.html

Haynes J & Zacarian, D. (2010). Teaching English Language Learners Across the Content Areas.
Retrieved from: http://edge.ascd.org/blogpost/seven-strategies-for-differentiating-instruction-for-
english-learners

Marsh. C., (2010). Becoming a Teacher: Knowledge, Skills and Issues. French Forest, NSW. Pearson
Australia

Tomlinson, CA (1999). The Differentiated Classroom. ACSD, Alexandria, Virginia.

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