PowerPoint presentation audio speech:

Hello, my name is Matthew Kelly and today my colleague Annie Deller and I are going to
inform you about managing the differentiated classroom.
In classrooms across Australia there exist numerous challenges, including large student
numbers, limited teaching time and diverse student needs which all present challenges for
todays teachers. For this reason, the one size fits all outlook is no longer acceptable or a
true component of Australian classrooms. For this reason, to be an effective educator
requires a special set of skills (Viadero, 2004).
While every class and individual student is likely to be different, the art of teaching is
effectively responding to this diversity in the interest of promoting positive student outcomes.
This can be achieved by understanding that differentiation relates to every phase of learning
and that students all possess different talents, errors, interests and dispositions (Hattie,
2012, p.109). Differentiated instruction is a teaching philosophy based on the premise that
teachers should adapt lessons to accommodate for student differences (Tomlinson, 2003).
When considering the Australian Curriculum Year 3 Mathematics Sample assessment
(focused on exploring 3D objects, angles and symmetry) and the formulated combined class
profile that investigated what the students already know, their interests and individual
preferred learning styles, differentiation and formative assessment strategies should be
implemented to encourage student success.
When profiling students, is was evident that a number of learners dislike, lack confidence
and have a lack of motivation when it comes to Maths. Also, evident from the profile was
that the majority of students are average or under achieving in this subject area.
As part of this sample Assessment requires students to develop then be assessed on a
number of Mathematical concepts, the first step in this process it to consider what the
learner already knows and where does the learner need to be in order to be successful at
learning these new concepts. Some effective strategies for establishing prior knowledge
include KWL charts, think-ink-pair-share activities and creation of concept maps
(Differentiation & LR Information for SAS Teachers, 2015). Once the teacher has established
what the students already know, further differentiation strategies could be implemented to
assist the implementation of this Year 3 Mathematics Sample assessment.

One learning strategy that could be utilized during the learning phase is the use of
Mathematical games. Mathematical games are versatile tool for learning and range from
online and digital formats to hands on concrete objects.
When it comes to incorporating games for differentiation, one key feature is that they can be
adapted to suit the learning by modifying the delivery mode, difficulty level or concept. What
is more, mathematical games are accessible resources that can easily be adapted or used
in a variety of learning environments (Way, 2011).
As the class profile shows, the majority of students are underperforming in maths and
express negative attitudes towards this subject. In this situation, a games based approach is
a great way of building conceptual understanding as well as increasing student motivation
and engagement. In addition, as a small number of students show an above average maths
ability, mathematical games are also effective for extending student knowledge.
During the learning phase when teaching lessons on 3D objects, angles or symmetry, games
could be utilized to provide opportunities for students to construct knowledge by utilizing
these resources and technologies. Again by using games when trying to implement the
learning phase of this assessment sample would allow the teacher an effective way of
modifying the content to suit the individual student.
As most students enjoy playing games and positively embrace technology, by allowing
students to interact and learn using relevant games will not only increase student motivation,
but also hopefully instil in students the attitude that maths can be fun, shifting their negative
attitudes towards this learning area.
Another differential strategy that could be implemented during the learning phase is by
considering how the learning is structured and what class structures can be modified. During
the learning phase, by planning and implementing tiered lessons allows students to focus on
the learning process at their own level. This differentiation strategy can be focused on a
particular concept while allowing several pathways for students to gain understanding based
on their interests, readiness, or learning profiles (Tomlinson, 1999). Furthermore, positive
group experiences have been shown to contribute positively to student learning, retention of
new maths concepts and overall student success (Eberly Center, 2015).
Considering the lesson based around 3D shapes, using this approach, to gain an
understanding of students prior knowledge and learning needs related to this concept the
teacher might first of all ensure students had appropriate knowledge of 2d shapes.

The teacher must ensure the students have the background knowledge necessary to be
successful in learning this concept and then determine appropriate student groups or tiers
depending on their prior knowledge and understanding (Tomlinson, 1999). Students then
may have the opportunity to move through the tiers as their understanding develops.
By considering what type of activity best suits the learning of each concept and utilizing a
range of groupings including whole class, small groups and individual activities will help
accommodate for individual learning styles of students. In addition, by utilizing a range of
learning spaces where various groupings interact will also encourage engagement and allow
for peer cooperation.
Another alternative strategy and approach when grouping students, is to pair or group
learners with a mixture of high and low level students. This approach can benefit all learners
by encouraging peer mentoring and encourage the higher level students to communicate
their understanding to the lower students increasing their cognition and deeper
understanding of the learning content.
Another differentiation strategy proved effective for students struggling during the learning
phase is intensive one-on-one assistance. As some students struggle to make connections
on their own, some may benefit from step by step procedures explained. This can be
implemented by the teacher, teacher aide or if appropriate the student's peers (Ewing,
2015). This additional assistance allows the tutor to model positive behaviour and assist with
developing learning skills like editing, process planning and time management skills
(Differentiation & LR Information for SAS Teachers, 2015).
When implementing lessons throughout this assessment sample, in some cases, students
may have issues understanding concepts or task instructions. When implementing one on
one assistance, allows the tutor to keep the directions clear and concise. This strategy also
allows the teacher to make important decisions at crucial moments in a students learning
(Ewing, 2015). In addition, as students may have difficulty monitoring their own progress,
when giving intensive assistance allows the tutor to give immediate feedback helping
students to reflect on their own work. (Differentiation & LR Information for SAS Teachers,
2015). Furthermore, by giving intensive assistance to students can ensure students are
active, motivated participants who are supported throughout their learning and create a
learning environment which supports good teacher and student interactions. (Ewing, 2015)
Differentiated assessment allows teachers and educators to track students knowledge and
understanding throughout different phases of their learning. (Chapman & King, 2011).

Teachers collect data before, during and after instruction to gain a deeper understanding of
student achievement. (Chapman & King, 2011).
Performance Assessment is a great strategy that teachers can adopt within their classroom.
Performance Assessment can be very versatile as it accommodates for assessment that
caters for students with different learning styles (Best & Winslow, 2015). Instead of being
assessed on the theory of what students have learnt, performance assessment tasks focus
on students demonstrating the skills they have gained from learning under teacher
observation (Best & Winslow, 2015). This can mean that students have to perform or
demonstrate something in front of the teacher. In relation to a Maths assessment, teachers
could have students create a three-dimensional shape with building blocks. This allows
students to create the shape without having to list its features or complete tests.
Formative Assessment can be used before, during and after the learning to assist teachers
develop an accurate understanding of student learning. Formative assessment before the
learning involves teachers gaining understanding of students prior knowledge and skills on
the topic and then generating curiosity and anticipation (Sadler, 1989). Gaining students
knowledge and on two-dimensional shapes and what features they possess is a great
assessment tool before the learning. Formative assessment during the learning helps
teachers keep students on track and allows the teacher to determine student understanding
(Sadler, 1989). Always checking back on students and what they have just learnt is an easy
way to keep track of the learner. Asking direct questions is useful. Formative assessment
after the learning is a useful tool to help the teacher assess student learning about the topic.
Creating a student portfolio can help teachers see and understanding students knowledge
and understanding about the topic (Sadler, 1989). It allows teachers to plan future lessons
and direct extra help to those who need it.
Peer evaluations are a useful differentiated assessment tool within the classroom. Peer
evaluations and assessments help students take responsibly for their learning and receive a
sense of entitlement along with it (Cestine, Levine & Lane, 2008). This differentiation
strategy allows the teacher to access the understanding and learning of each student in the
way they evaluate and assess other students work (Cestine, Levine & Lane, 2008). Peer
evaluation and assessment can help students become more aware of their learning journey
and how they can improve and achieve their goals (Cestine, Levine & Lane, 2008). In
relation to a Mathematics lesson based on three-dimensional shapes, peer evaluation and
assessment can help students gain understanding from their peers and help spark curiosity.
Students can use this time to interact with each other and find out the methods and working
out from another perspective.

Differentiation is most successful when teachers believe that all students have the capacity
to succeed at learning and recognize that diverse thinking can be a valued resource
(Weynand, 2015). By knowing your students and how they learn and being adaptive to
these learning preferences will ensure successful outcomes for all students and contribute to
effective teaching practices.
References
Differentiation & LR Information for SAS Teachers, (2015). Differentiation Techniques for
Special Needs Students. Retrieved from
https://sites.google.com/site/lrtsas/differentiation/differentiation-techniques-for-specialeducation
Eberly Center, (2015). Teaching excellence & educational innovation. What are the benefits
of group work? Retrieved from.
https://www.cmu.edu/teaching/designteach/design/instructionalstrategies/groupprojects/bene
fits.html
Ewing, B. (2015). The identification of teaching interactions used in one-to-one teaching of
number in the early years of schooling. Retrieved from file:///C:/Users/Matt
%20Kelly/AppData/Local/Microsoft/Windows/INetCache/IE/9B5NG7XV/92327.pdf
Hattie, J. (2012). Visible learning for teachers. Oxon: Routledge
Koschmeded, C. (2012). What is Differentiated Instruction? Retrieved from.
https://www.youtube.com/watch?v=YAWKxpCv1Fw
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all
learners. Alexandria, VA: Association for Supervision and Curriculum Development. Wahl, M.
(1997). Math for humans.
Tomlinson, C.A. (2003). How to Differentiate Instruction in Mixed-Ability Classrooms.
Alexandria, VA: Association for Supervision and Curriculum Development.
Viadero, D. 2004. Teaching Mathematics Requires Special Set of Skills. Retrieved from.
http://www.edweek.org/ew/articles/2004/10/13/07mathteach.h24.html
Way, J. (2011). Learning Mathematics Through Games. UK: University of Cambridge.
Retrieved from http://nrich.maths.org/2489

Weynand, L. (2015). Differentiating math Instruction. Retrieved from. file:///C:/Users/Matt

%20Kelly/AppData/Local/Microsoft/Windows/INetCache/IE/KNQ66BOT/09_nctm_differentiat
ing_instruction_talk1.pdf Solutions, 2015)