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EDFD221: Assignment 3

Catering for individual stuents needs


Group assignment, 2016

Background Information (Hypothetical avatar)


Name: Jack Daw
Gender: Male
Cultural Background: Sudanese / Australian
Health: Good
Special Needs: Grief, anxiety and depression (Due to the death of his father)
Attention: Poor
Memory: Average
Language: Average
Motor functions: Average
Social cognition: Below average

Colour code for Standards:


Text highlighted in Blue:
Standard 1.1 Demonstrated knowldge and understanding of physical, socila and intellectual development and
characteristics of studens and how these may affect learning (Aitsal, 2017).

Text highlighted in Green:


Stanadrard 1.3 Demonstrate knowldge of teaching strategies that are responsive to the learning strengths and
needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (Aitsl,2017).

Text highlighted in Pink:


Standard 1.5. Demonstrate knowldge and understanding of strategies for differentitating teaching to meet the
specific learning needs of students of students across the full range of abailities (Aitsl,2017)
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

MATRIX
Communication Social Interactions Restricted Interest & Sensory Procesing Information
Repetitive Behaviour processing &
learnign styles
Characteristics Jack shows a quiet Jack has a close group Jack shows a strong Overall, Jack has a Jack is considered bi-
and timid personality of friends who he has interest in strong sense of lingual as well as being
when it comes to distanced himself Mathematics and motor skills and an EAL student due to
class participation from since the death Physical Education. understanding his the fact he speaks a
and group activities. of his father. Jack’s Within both of these own ability. This has different language at
His lack of interactions within subjects, Jack shows been demonstrated home.
communication in the classroom in positive behaviour through his
class discussions puts Term 4 2015 and clear enjoyment of playing In previous years it
his at a slight decreased and he organisation when footy with his friends has been noted that
disadvantage when it began to isolate planning tasks. Jack is at lunchtime. Jack finds himself
comes to expressing himself more. Jack very organised and using his home
his own thoughts and has shown he has likes routine within language when he
opinions. enjoyed working and the class. He will gets frustrated.
Jack needs to be playing in a group so often jump ahead of
encouraged to ask this change in schedule and has Jack processes the
questions throughout behaviour has difficulty sticking to task and activities
class tasks, to ensure resulted in self- teacher’s time order. fine though the
he understands the exclusion. execution of the task
content being is where Jack
assessed. struggles.

Jack’s preferred
learning style for
maths is group work
and Literacy
individual.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

Implications Jack struggles to Jack’s quiet Jack is an organised Despite not being Struggling with
communicate his personality puts him student, despite his academic related the literacy can impact
emotions with others at a disadvantage drive to move importance of having more than one
in a collaborative when it comes to forward with tasks culture of friendship learning domain thus
way.Jack comes socialising with other before fully will really help bring the more he
across as shy and students, especially in completing them. As Jack out of his regresses in reading
conserved when the playground. Jack a result of this, Jack is depression and and writing, the more
placed in both large is often seen often left with half anxiety. he will confidently
and intimate groups. wondering around by completed or rushed perform in other
himself at lunch time, work which results in The depression is areas such as
or up stairs reading in him sitting around impact all areas of humanities.
the Library. Jack whilst other students Jack’s life so it is
struggles to speak his are still completing extremely vital that Keeping Jack on track is
own opinion in class their work. the core class group a key goal for this
discussions and group Jack also puts his own and friends provide a learning plan, trying to
activities, which limits learning at a sense oasis away prevent him from
his social interaction disadvantage here as from home issues falling further and
with other students he rushes to further behind.
as well as with the complete tasks,
teacher. therefore does not
absorb the full
content.
Strategies Ensuring 1 on 1 Allow for Jack to Ensure the daily Jack needs to feel It is important that
conversations are invite friends to his timetable is visual to engaged and show the teacher is aware
conducted to flow ‘Jack-space’. Also, all students enthusiasm to assist of Jack’s academic
communication include mum in the throughout the day his learning. level compared to his
between student and planning period in including scheduled Motivation and organisation and dive
students order to incorporate time duration for praise is encouraged to learning. Jack does
achievements. ‘play-dates’ or each activity. This will so Jack feels not show enthusiasm
Positive outside school hours help assist Jack when successful in his in his learning,
reinforcement of activities with school he is completing his work. Rewards however, once he is
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

behaviour and friends tasks as it is especially in his given direct


participation in class something he can Mathematics instructions, he can
activities to motivate refer to activities will build on attend his work in a
and encourage independently. On off Jack’s confidence to fruitful manner.
positive learning. days where Jack does feel motivated and Ensure tasks are given
not want to stick to engaged within the at a level where he can
scheduled timing, subject once again. still challenge himself,
have some extension in order to keep him
activities created so occupied and work up
he has something to until the scheduled
work on whilst other time for the specific
students are activity.
continuing with their
work.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

INDIVIDUAL LEARNING PLAN


Date Devised: January 2016 Review Date: July 2016

Student: Jack Daw Year Level: Grade 5 D.O.B. 24/03/2004 Age: 11 yrs 10 months

Program Support Group Members consulted in devising this plan:


Class Teacher: Mr Charlie Wright
Parents: Mrs Mary Daw
Principal Rep(PSG Chair): Ms Jenny Daniels
Consultants to the PSG: Wellbeing Co-ordinator Anne Butler, Senior-Years Co-ordinator Liam Handle

Entry Skills (What the student has achieved)

● Has learnt English within five years of being in Australia with no previous exposure
● Developed a love for mathematics
● Loves AFL particularly the Richmond Tigers and playing with the other boys and girls in the yard
● A really confident personality in the class who is happy to volunteer for a task or read aloud

Challenges/ Areas for Improvement (as a result of his father’s death)


● Lack of home support
● Major family responsibility including looking after siblings, resulting in missing out of school and being tired whilst at school
● Lacking in confidence
● Withdrawing himself from socialising with friends as well as the class’ weekly Friday afternoon ‘fun’ activity
● Losing interest in mathematics

Learning Priorities (Future Learning)


● Introducing Jack into the Arts as a potential option to express his feelings
● Developing a strength in literacy
● Maths extension group with relevant problem-solving activities
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

Current Level of Achievement


Jack is currently in Grade 5, maintaining an above average level for Mathematics. However, he needs to improve his literacy skills. Jack lacks in
reading comprehension and some areas of spelling. Jack is engaged in Physical Education and performs well in this area. From his skils, Jack
was showing great determination and proved that he could work well in team sports. Jack responds well to praise and seems to be more
responsive and engaged in his learning when he feels he is able to complete it with encouragement from the teacher.

Social Emotional Learning


Prior to Jack losing his Father and experiencing grief, Jack showed positive traits of gaining strong friendships with peers and demonstrated
eager behaviour to constantly learn within the classroom and engage in team sports. However, since the passing of his Father, Jack constantly
appears to be uninterested in his favourite thriving subject: Mathematics and his motivation in Physical Education has also deteriorated. Jack
has also distanced himself from his peers and appears to be disinterested to other peers.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

INDIVIDUAL LEARNING PLAN


STUDENT NAME: Jack Daw Devised: 03 / 01 / 2016

Semester Short Term Strategies/Methods Mode of Delivery Mode of Assessment Evaluation


Goals Goals (HOW) (WHO / WHEN)
(Long Term) (WHAT) 24/06/2016
1. Teacher 1.1 Providing Have a table with This space is for Jack to re- The classroom teacher will examine 1 2 3
creates resources that stationery, books, an focus and gather himself. It is the progress of Jack’s wellbeing by
small groups can be used to iPad and maths games not his desk but his place for recording noticeable changes within
related to help Jack amend for Jack to use when solo time. his behaviour.
learning his social he is feeling excluded,
styles wellbeing. stressed, struggling or He can visit the table after
throughout just needs a break. breaks, during sessions and
different throughout quiet reading
class Allow Jack to invite a times.
activities. friend to his table.
1.2 Bring Jack Jack has lost his Aim to do maths once a day Summative and Formative 123
back to what he motivation and and ask Jack to explain how assessments will be used within the
loved in the enjoyment of maths he completed the task to a small group activities to keep track of
classroom, which he thrived on. peer or to the class within Jack’s ongoing progress of
particularly The aim is to group discussion. Mathematics. During each session
undertaking emphasise the tasks the group leader (aide, teacher or
mathematics and to provide any Place maths games in the parent helper) will have a checklist
activities. support he will ‘Jack-space’ for him to play grid to write the date and comments
require. In order to with a friend or by himself, about the group’s progress within the
encourage Jack to aiming for Jack to have fun session. At the end of each week Jack
participate within the whilst learning maths. will be verbally informed of the
maths lessons, extra achievements he has achieved and
encouragement and anything he needs to improve and
support will be work on.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

provided to him.
Prior to each Maths topic the class
will complete a pre-assessment test
and at the conclusion of the topic
they will complete the same test
again to examine the differences (if
any) such as improvements. This
mark will be used on each students
school report.
1.3 Have Jack in In literacy rotation Jack will be able to work with Summative and Formative 123
the literacy group have Jack in the the teacher, aide and or assessments will be used within the
group with the group which always parent helper to ensure he is small group activities to keep track of
teacher or completes a task with receiving the extra support he Jack’s ongoing progress of Literacy.
parent helper to the teacher. requires in literacy. He will During each session the group leader
guide him within also be able to work with (aide, teacher or parent helper) will
the class task Have an aide or peers if he desires to enhance have a checklist grid to write the date
parent-helper assist his communication skills and and comments about the group’s
Jack with individual friendship connections. By progress within the session. At the
tailored tasks. working with peers, Jack will end of each week Jack will be verbally
be able to gain stronger informed of the achievements he has
connections with his class and achieved and anything he needs to
have a more in depth improve and work on.
understanding of the class
tasks.
2. Art- Develop a new Arrange a weekly The aim of the session is for The art therapist will use summative 1 2 3
therapy: reflection appointment for Jack Jack to have his own assessment strategies to examine
reader’s strategy that Jack to attend with the art reflection time to express his Jack’s progress of expressing and
theatre, can use to therapist. Jack will be emotions and feelings exploring his emotions through the
drawing overcome minor able to work with the through the use of art (Case & use of art.
feelings. issues within his therapist to explore his Dalley, 2012).
life and express emotions through the
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

them using art. use of art. It is evident


that children are able
to express their
feelings and emotions
much easier through
art than orally or
written (Case & Dalley,
2012).
KEY: 1 = Little or No Progress 2 = Satisfactory Progress 3 = Excellent Progress/Goal Achieved

Below is a list of learning priorities that may be included in the Individual Learning Plan:
Daily Living Skills Social Skills Behaviour
Motor Skills Communication Literacy Numeracy
Evaluation (Comments pertaining to the students’ performance/ learning against the set goals).
Jack’s achievements as of 24/06/2016
-Jack has deepened his understanding of literacy as a result of participating within small groups with the classroom teacher, aide or parent
helper.
-Jack has shown an excellent understanding of the terms mathematical topics with an outstanding improvement within his weekly summative
assessments and overall formative assessments.
-He has improved his ability to work with other students in the classroom and discuss class work with them.
-The use of art therapy has assisted Jack to express his feelings and emotions through the use of art.
-He has grown confidence in participating in class discussions when asked, however still struggles to contribute if not prompted by the classroom
teacher.
-Jack has developed friendships with the students on his table and happily participates in games at recess and lunchtime with them.
-Jack is showing engagement in Physical Education activities. This is shown in the playground and within Physical Education classes.
- Jack has branched out through his passion of Sports by joining the School’s Soccer team. This has allowed him to interact with other students
with similar passions and allow him to feel engaged in a ‘grouped’ community.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

- Jack is showing a positive energy energy when coming into class each morning. His drive of organisation and motivation has also increased
resulting in positive attitudes towards his learning.
Number of days absent: Jack has been absent 9 days of this semester.
EDFD221: Assignment 3
Catering for individual stuents needs
Group assignment, 2016

Reference List

Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Routledge.

Art Therapy for Children, Kids. (n.d.). Retrieved from http://www.arttherapyblog.com/c/child-art-therapy/#.V0JcOcdYmRs

Case, C, & Dalley, T. (2002). Working with Children in Art Therapy. Hoboken: Taylor and Francis.

Schreiber, L., & Valle, B. (n.d.). Social Constructivist Teaching Strategies in the Small Group Classroom. Small Group Research, 44(4), 395-411.

Vygotsky, L. S., & Kozulin, A. (1989). Thought and language. Cambridge, MA: MIT Press. doi:10.1037/11193-002.

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