SWINBUNE UNIVERSITY OF TECHNOLOGY

Practicum C
Assignment 2: Folio
Melisa Edwards

Practicum C: Assignment 2 Folio

Contents
1.

Unit Plan............................................................................................................................................. 2

2.

Weekly Plan........................................................................................................................................ 5
2.1

Weekly Plan: Content Descriptors...............................................................................................6

3.

Lesson Plan........................................................................................................................................ 7

4.

Critical Reflection.............................................................................................................................. 12

5.

4.1

Planning..................................................................................................................................... 12

4.2

Developmental Theory and Student-centred Pedagogical Approaches.....................................12

4.3

Social Learning and Behaviourist Approaches...........................................................................13

4.4

Catering to Diversity and Inclusivity...........................................................................................14

4.5

Assessment............................................................................................................................... 14

References....................................................................................................................................... 16

Practicum C: Assignment 2 Folio

1. Unit Plan
Unit title: English: Narratives, Fairy Tales and other stories from around the world
Topic: Fairy Tales

Year level: 2

Duration of unit: 4 weeks

Subject(s): English

Intended outcomes:
- Language:
o Language variation and change (ACELA1460)
o Language for interaction (ACELA1461, ACELA1462)
o Text structure and organisation (ACELA1463, ACELA1465, ACELA1466)
o Expressing and developing ideas (ACELA1469, ACELA1470)
- Literature:
o Literature in context (ACELT1587)
o Responding to literature (ACELT1589)
o Examining literature (ACELT1591)
o Creating literature (ACELT1593)
- Literacy:
o Interacting with others (ACELY1666, ACELY1789)
o Interpreting, analysing, evaluating (ACELY1670, ACELY1671, ACELY1672, ACELY1673)
General Capabilities: Literacy, Intercultural understanding, ethical understanding, critical and creative
thinking.
Big ideas and essential questions
Big ideas:
Essential Questions:
- Key language features of a narrative:
- What are the basic story elements and what
o Main event
do they represent?
- Explain what information within the text
o Sequencing
describes the character, and develop a
o Character development
character profile using this information.
o Setting the scene
What is the setting of the story?
- Plan, draft and create a narrative.
What descriptive words help frame where
- Analyse a peers narrative:
the story is located, the series of events and
o Develop a character profile.
information about the characters?
o Compare and contrast your
- Make predictions based on right there and
interpretation of the story with the
in your head strategies.
authors intent of the story.
- Make predictions about how the character
will behave under different circumstances.
Student expectations
Students should know
Students should be able to
- Students will be able to identify the key
Thinking Skills: Compare and contrast the themes
features of a Fairy Tale including characters, within the story with other traditional stories and
their characteristics and the basic text format their own experiences.
of a narrative.
- Students will be able to identify information
Research skills: Students will be able to
in the text to make predications and develop demonstrate their ability to use and interpret
a character profile.
information within the text to form predictions and
- Students will be able to create their own
character profiles using the right there and in my
story organised into a beginning, middle and head strategies.
end.

Practicum C: Assignment 2 Folio

-

Student's will continue to develop their skills

and ability to create complete sentences
using the appropriate grammar and
punctuation.
Students will have improved word
recognition, decoding and encoding skills.

Self-management: Student's will be required to

participate in whole class, small groups and
independent work throughout this unit and will be
required to self-regulate and self-pace when working
independently, while the teacher works intensively
with other groups (rotation).

Assessment
Pre-assessment task description:
Students will complete a KWL chart to inform future teaching opportunities and to support an authentic
learning experience aligned to student's interests and address any current knowledge gaps.
Formative assessment:
Throughout this unit, students will be assessed in a
variety of forms to cater to the different learning and
assessment styles of student's.
- Anecdotal notes/Observations: will be
used to assess the student's and their ability
to participate in group and class discussions,
their ability to understand and interpret
information from the text using the right
there and in your head strategies and
through their ability to answer and explain
their thinking and reasoning behind their
answers to the teacher (informal
discussions).
- Checklists: will be used to assess student's
ability to understand and use the key
language features of a narrative as they
create their own story focussing on their
ability to construct sentences and use
grammar and punctuation correctly.

Summative assessment:
At the completion of this unit, students stories will
be collected and marked against the marking rubric.
Emphasis will be on the students ability to adhere to
the language features of a narrative and their use of
grammar and punctuation.
This assessment will be incorporated within the
student's portfolio and will be used to form a deeper
understanding of the student's true understanding at
the end of the 14 week narrative learning program.

Resources
KWL Chart: http://teacher.scholastic.com/lessonplans/graphicorg/pdfs/kwl.pdf (Scholastic, 2009).
Stories:
- Beauty and the Beast eBook: http://www.storynory.com/2008/04/28/beauty-and-the-beast-2/
(French)(Green, 2007a).
- Little Red Riding Hood eBook: http://www.storynory.com/2007/06/03/little-red-riding-hood-2/ (various
European countries) (Green, 2007b).
- **The Three little pigs eBook: http://www.kizclub.com/storytime/threepigs/pig1.html (English)
(Kidzclub, n.d.-b).
- **The three Billy Goats Gruff eBook: http://www.kizclub.com/storytime/billygoat/first.htmlv
(Norwegian)(Kidzclub, n.d.-a).
Templates:
- Narrative writing prompts: http://www.worksheetplace.com/mf/Narrative-Writing-Prompts.pdf
(Russel, 2008c).
- Narrative writing checklist: http://www.worksheetplace.com/mf/Narrative-Writing-Worksheet-l.pdf
(Russel, 2008b).
- Narrative planning organiser: http://www.worksheetplace.com/mf/Narrative-Writing-Worksheet-j.pdf
(Russel, 2008a).
Marking Rubric: http://daveict.com/literacy/writing-resources/narrative/(Gonzaga, 2010).
Differentiation:
The teacher and other support staff will support and guide the mildly autistic students.

Practicum C: Assignment 2 Folio

**indicates stories appropriate for struggling students
Sequence of learning experiences
Engage:
Students will work in groups to explore their existing knowledge of narrative language features and will
present this information to the class.
These posters will be displayed to further engage student's and emphasise their personal learning journey
and goals as they work through the unit.
Note: The preferred learning style of the class is kinaesthetic and facilitation of group collaboration and
class presentations has been used to improve student engagement as they express, share and present
ideas collaboratively.
Explore:
Students will be exposed to a variety of narratives and will be required to analyse and deconstruct the
information within the texts to make predictions, develop character profiles and explain the setting of the
story.
As the class dynamic is very cultural, a variety of culturally diverse narratives has been selected to explore
and further engage students and support an authentic learning experience.
Explain:
Students will communicate their depth of knowledge through the multiple class and group collaborations.
Students will develop their own narrative and character profiles where they will be able to demonstrate their
understanding and knowledge of narrative language features.
Plan, draft and compose a narrative:
- *Struggling students: retell a familiar narrative (guided by the teacher).
- **Extensional students: develop a narrative using more complete and complex sentences
(independent work mentor other students).
Elaborate:
Once students have edited and completed their narrative they will work in groups to describe and elaborate
on their peers stories. Student's will develop character profiles and explain the setting of the story.
Students will then re-collaborate with the author to discuss the similarities and differences between the
authors intent of the story, the characters and setting and how other students interpreted the story.
Evaluate:
As student's work towards developing their own narrative they will receive guidance and feedback from the
teacher. Once students have completed their story it will be marked against the marking rubric, formal
feedback given and future learning opportunities identified to close and knowledge gaps.
Overview
Before practicum:
After practicum:
This unit commenced when I started my practicum
Students will continue to explore additional
and I was responsible for the planning, teaching and narratives (traditional, stories with the same setting
assessments of student's during this period of time.
and same author different story).
Students have not explored narratives but are aware
and familiar with the key features of other text types
and their purpose. Students understand how the
choice of words used within the story influences the
reader to respond to the text in a particular way; can
recognise the key elements of texts and are able to
develop simple sentences independently.

Knowledge gaps identified in the summative

assessment at the end of week 4 will be used to
inform future learning opportunities and ensure all
knowledge gaps have been addressed prior to the
completion of the larger 14 week narrative learning
program.

Practicum C: Assignment 2 Folio

2. Weekly Plan
Date: 27th April 2015
Weekly
Timetable
Before school

Term: 2
Tuesday

Wednesday

Thursday

Friday

Morning Welcome/Roll Call

Timetable/calendar/class rules
Morning fitness

Morning Welcome/Roll Call

Timetable/calendar/class rules
Morning fitness

Morning Welcome/Roll Call

Timetable/calendar/class rules
Morning fitness

Morning Welcome/Roll Call

Timetable/calendar/class rules
Morning fitness

Morning Welcome/Roll Call

Timetable/calendar/class rules
Morning fitness

Language (Spelling)

SESSION 2
9.40 10.40am

Literacy*

SESSION 4
12.00
12.30pm
Lunch
12:30-1:10pm
SESSION 5
1.10 2.10pm
SESSION 6
2.10 3.10pm

School: Swan Valley Anglican Community School

Monday

SESSION 1
8.40 9.40am

Recess
10:40-11:00am
SESSION 3
11.00am
12.00pm

Year level: 2

Assembly/Chapel/
Social Learning

Language (Phonics)

Literacy*

LOTE (DOTT) S
Literacy and Language
(Guided Reading
Fitzroy)* S

Number and Algebra*

Oral Language

Number and Algebra*

LOTE (DOTT)
Literacy* S

Literacy*

Number and Algebra*

Number and Algebra*

Literacy*

Duty Area 1

Duty Area 1

ART S
(DOTT)

MUSIC S
(DOTT)

Literacy and Language

(Guided Reading
Fitzroy)* S

Literacy and Language

(Guided Reading
Fitzroy)* S

Literacy and Language

(Guided Reading
Fitzroy)* S

Literacy and Language

(Guided Reading
Fitzroy and Spelling Test)*

Duty Kindy Yellow

Duty Kindy-Red

Personal, Social and

Community Health

Literature (Handwriting)

Historical Knowledge and

Understanding

PE (DOTT)
YR 2 Planning Meeting

Language (Spelling Test)

Number and Algebra*

MUSIC (DOTT)

Investigating Technology

Science Inquiry Skills and

Science Understanding

Personal, Social and

Community Health
(Buddies)

Kelly - Personal, Social and

Community Health
After school
*Week 1- Teach selected literacy and math sessions and take small groups for the guided reading sessions.
- These lessons require differentiation to support and cater to the specific needs of student's.
S
Support staff

Practicum C: Assignment 2 Folio

2.1 Weekly Plan: Content Descriptors

Weekly Overview
Subject

Strand
Language

English
Mathematics
History
Science
The Art
HDPE
Languages (Italian)
Digital Technologies
General Capabilities

Content Descriptor
ACELA1460, ACELA1461, ACELA1462, ACELA1463, ACELA1465, ACELA1466, ACELA1469,
ACELA1470
ACELY1666, ACELY1789, ACELY1670, ACELY1671, ACELY1672, ACELY1673
ACELT1587, ACELT1589, ACELT1591, ACELT1593
ACMNA026, ACMNA027, ACMNA029, ACMNA0330, ACMNA0335, ACMNA0336

Literacy
Literature
Number and Algebra
Historical Knowledge and
ACHHK044, ACHHK045
Understanding
History Skills
ACHHS047, ACHHS048, ACHHS049, ACHHS054
Science Inquiry Skills
ACSIS037, ACSIS038, ACSIS041, ACSIS042
Science Understanding
ACSSU0331, ACSSU032
Visual Arts: Knowledge and Skills
ACAVAM107, ACAVAM108
Music
ACAMUM082
Personal, Social and Community
ACPPS017, ACPPS018, ACPPS019, ASPPS020, ASPPS022, ASPPS023, ASPPS024
Health
Movement and Physical Activity
ACPMP025, ACPMP027, ACPMP032
Communicating
ACLITC001, ACLITC003, ACLITC003, ACLITC005, ACLITC012
Understanding
ACLITU013, ACLITU016
Knowledge and Understanding
ACTDIK001, ACTDIK002
Processes and Production Skills
ACTDIP0005, ACTDIP006
Intercultural understanding, ethical understanding, critical and creative thinking, personal and social capabilities.

Practicum C: Assignment 2 Folio

3. Lesson Plan
Lesson title:
Topic:

Links to the
Australian
Curriculum:

Narratives
Date:
Year level: 2
English: Literacy and Language, understanding texts
Duration of lesson: 60 minutes
Learning areas
Strands & sub-strands
Content descriptors
ACELA1460
Language
ACELA1461, ACELA1462
- Language variation and change
ACELA1463, ACELA1465, ACELA1466
- Language for interaction
English
ACELA1469, ACELA1470
- Text structure and organisation
- Expressing and developing ideas
Literature
ACELT1587
- Literature in context
General Capabilities:
ACELT1589
- Responding to literature
- Literacy
ACELT1591
- Examining literature
- Intercultural understanding
ACELT1593
- Creating literature
- Ethical Understanding
Literacy
- Critical and Creative Thinking
ACELY1666, ACELY1789
- Interacting with others
ACELY1670, ACELY1671, ACELY1672, ACELY1673
- Interpreting, analysing, evaluating

Lesson rationale:
Students will build on their current understanding of narrative language features to plan, draft and compose their own narrative. To appeal to students
kinesthetic preferred learning style a collaborative activity has been included within the lesson to consolidate their understanding of narrative language features.
Students background knowledge:
Students have previously been exposed to a variety of
culturally diverse narratives and are aware of the key
language features used to construct a narrative.
Students have explored the key language features of
narratives, identified and deconstructed literate and
inferred information from the text, have developed
character profiles, responses to the text and have made
predictions.

Teacher focus:
Classroom Management: Maintain student engagement with the incorporation of whole class, group
and independent work. Include visual aids where possible (brainstorms) to cater to the autistic
students needs.
Voice: Project voice, speak clearly and slowly.
- This strategy helps some of the special/struggling students.
Body: Open body language to promote open class discussions.

Practicum C: Assignment 2 Folio

Learning objectives:

Learning environment and resources:

Students will continue to plan, draft and compose their

narratives; ensuring they use the appropriate language
features, grammar and punctuation.

This lesson will take place within the classroom. Students will have the opportunity to move around
the classroom as they work in their groups.

Students will enhance their ability to analyse and

interpret information through the small group activity
which will be consolidated with peer-on-peer feedback.

Resources:
-

Students will develop a greater understanding of multiple

perspectives as they work in groups, interpret and
analyse a story and participate in group collaborations as
they discuss their interpretation of the story with the
authors to explain the intent of which the story was
written.
-

Access to student computers

Student Templates:
o Narrative writing prompts: http://www.worksheetplace.com/mf/Narrative-WritingPrompts.pdf (Russel, 2008c).
o Narrative writing checklist: http://www.worksheetplace.com/mf/Narrative-WritingWorksheet-l.pdf (Russel, 2008b).
o Narrative planning organiser: http://www.worksheetplace.com/mf/Narrative-WritingWorksheet-j.pdf (Russel, 2008a).
.
Marking Rubric : http://daveict.com/literacy/writing-resources/narrative/ (Gonzaga, 2010).

During this lesson there is one Educational Assistant and they will work with and support the 3 mildly
autistic students (all with IEPs).
*Behaviourally these students are at the same level as their peers; academically they are slightly
below average compared to their peers.

Practicum C: Assignment 2 Folio

Assessment strategies:
Diagnostic Assessment: The students have previously completed a KWL chart, which has been used to inform the unit plan and align the learning programs
outcomes with the student expectations and interest.
Formative Assessments (Anecdotal notes): Observations will be used to assess the student's, their ability to participate in group and class discussions, their
ability to understand and interpret information from the text using the right there and in your head strategies and through their ability to answer and explain
their thinking and reasoning behind their answers to the teacher through informal discussions.
Formative Assessments: Checklists* will also be used to assess students ability to understand and use the key language features as they create their own story,
complete sentences and demonstrate their ability to use grammar and punctuation correctly.
Summative Assessments: At the completion of this unit, students stories will be collected and marked against the marking rubric. Emphasis will be on the
students ability to adhere to the language features of a narrative and their use of grammar and punctuation.
* utilizes the same marking rubric as the summative assessment, but is used to monitor students progress and ensure they are addressing the criterion prior to
submitting their final work (prompt students to address key areas).
Stage of lesson
Stage 1
Introduction

Approx
.
time
15 mins

Pre-service teachers actions

Student actions/tasks

Recap previous lesson: Language features of a

narrative (structure, purpose, character
profile/development and scene).

Students will take part in the class discussion and will ask questions if
necessary.

Class discussion and brainstorm:

- What were the key features identified in
yesterdays story? (Three Little Pigs eBook)
o Discuss the appearance of the
characters.
o What was the goal of the pigs?
o Were their goals the same? Explain.
o What other story is this similar to?
Explain.

Practicum C: Assignment 2 Folio

Stage 2
Body of lesson

30 mins

Re-introduce narrative writing task:

- Re-iterate the importance of using the template
to plan their narrative.

Students will take part in the class discussion and will ask questions if
necessary.

Students to continue to work on edit and finish their

narrative.
- Teacher to check.

Students will continue to complete their narrative, edit their story and
will have it checked by the teacher prior to moving onto the group
activity.

Group activity:
- Swap one narrative within your group and as a
group develop a character profile for the story.
- After completing the character profile discuss
with the author:
o How is your interpretation similar or
different to how the author intended it to
be interpreted?

Students to take part in the group activity:

- Develop a character profile and discuss.

*Struggling students:
- Retell a familiar narrative (guided/support staff)
- ~1 page story
**Extensional students:
- Develop more complete and complex
sentences (independent work)
- Mentor other students
- ~2 page story

Practicum C: Assignment 2 Folio

Stage 3:
Conclusion

15 mins

Class discussion:
- What did you learn from the group activity?
- How was your interpretation similar or different
to the authors intent?
- Why do you think your interpretation was
different?
o Cultural differences
o Past experiences
o Intercultural understanding
Closing: Final comments
- Pack away and prepare for next lesson.

Students to take part in the class discussion and explain their findings
from the group activity.

Students will pack away and prepare for the next lesson.

Evaluation and self-reflection of the lesson:

Planning for and preparing the Educational Assistant with an overview of the lesson and what I would like them to focus on with the autistic student's worked
well. Great collaboration and a good discussion identifying different strategies to try and incorporate in future lessons.
The sequence of events within the lesson worked well and it helped to maintain student engagement with the mix of class discussions, group work and
independent writing activities. I was able to monitor the students progress and mark most of their draft narratives. Some are still completing their stories but all
of the students are using the narrative template effectively which is showing in their writing and how they have structured their narrative.
Continue to become familiar with the student's IEPs.
Follow up:
Recap the language features of a narrative and the concept of multiple perspectives and why some peoples interpretation may be similar or different to others.
Explain how past experiences shape someone interpretation and experiences.
Student's to complete self-reflection and revisit KWL chart.
Mentor teacher comments:
The lesson ran according to time, met your intended outcomes and was
fluent.
You have taken on previous feedback which is showing in the student's
heightened engagement. The mix of group and independent work, worked
well.
The class discussion worked well with students at their desk, but do you
think it would have been better on the mat? Thoughts?

Pre-service teacher comments:

Overall, I feel the lesson went well. I was able to prevent student's becoming
distracted or overly noisy during the group activities with short class discussions
which helped refocus their attention to the task.
The mix of whole class, group and independent work, improved their overall
engagement throughout the lesson. I can see how this strategy has changed their
level of engagement from yesterdays lesson where there were fewer
opportunities to work in groups. I think incorporating a mat session could be used
in future lessons to help maintain student engagement.

Practicum C: Assignment 2 Folio

Calling for volunteers to explain how they interpreted a peers story worked
well and prompted a collaborative class discussion where cultural
differences were explored in a safe and secure environment.
Well done.

The autistic students are improving and are verbally demonstrating their depth of
knowledge of the key language features of a narrative. Their written work is still
progressing, however there attempts to use the narrative planning template is at
the same level as some of the other weaker student's. They have definitely shown
progression throughout this unit so far.

Practicum C: Assignment 2 Folio

4. Critical Reflection
4.1 Planning
Throughout all of the planning stages of this unit, the weekly plan and individual lessons;
extensive time was spent understanding the diverse needs of student's, their preferred learning
styles, understanding their current depth of knowledge, cultural and linguistic backgrounds and
the special requirements for the three mildly autistic students (one not formally diagnosed yet
and still undergoing testing) through formal discussions with the teacher, the support staff and
the practicum co-ordinator to gain an understanding of the individual education plans in place,
the schools behaviour management strategies and school policies as supported in the
classroom (Australian Institute for Teaching and School Leadership, 2011). Reflective practices
were guided by Australian Institute for Teaching and School Leadership (2011) and occurred
throughout the unit and at the completion of each lesson to inform teaching practices within
that lesson and the larger unit plan to facilitate a smooth transition between activities and
concepts to maintain student engagement and ensure the needs of all student's was being met
(Australian Institute for Teaching and School Leadership, 2011). Developing a strong working
relationship with the teacher and support staff resulted in a unit plan that was able to cater to
the needs of all students whilst effectively utilising the assistance of the support staff within the
lesson.

4.2 Developmental Theory and Student-centred Pedagogical Approaches

Throughout this unit a student-centred teaching pedagogy and developmentalist
perspective was adopted. A developmentalist theory approach supports the development of a
student-centred curriculum, responds to the student's interests and emphasises the importance
of incorporating direct and indirect teaching and learning experiences (Ashman, 2012;
Duchesne, 2013). The student's interests were identifies using the pre-assessment KWL chart,
which was used to inform teaching practices. This theory also supports the need to differentiate

Practicum C: Assignment 2 Folio

learning experiences to cater to the diverse needs of student's as each developmental domain
influences the childs progress throughout the other developmental domains (Greenwood, Hart,
Walker, & Risley, 1994; Schumm & Arguelles, 2006). Recognition of this has resulted in the
incorporation of small group, partner share and class discussions to support the social
development of the autistic student's (Kearns & Austin, 2007; Schwartz, 2001). Typically,
autistic student's experience difficulties with engaging in social interactions and the guided
collaborations have helped support the social development of these students (Department of
Education and Training, 2015). One of the autistic students experienced withdrawal like
symptoms when the ambient noise within the classroom becomes too high. This information
was used to monitor the classes noise level and to arrange student's into smaller groups for
their collaboration activities to maintain an overall acceptable ambient noise level within the
classroom.

4.3 Social Learning and Behaviourist Approaches

In acknowledgement of the autistic student's needs it was important to understand Albert
Banduras social learning theory which elucidates the effect of student behaviours as a
response to particular stimuli (Bandura, 1977; Lonergan, McDonnell, Monaghan, & Whitehead,
2012). Recognition of the student's behaviour responses occurred through detailed discussions
with the teacher, support staff and was outlined in the individual education plans. Implementing
a behaviourism approach within the class assisted in classroom behaviour management and
improved student engagement and motivation throughout the lesson and unit (Autism Speaks
Inc., 2012; Lonergan et al., 2012). Students were continually motivated throughout the unit as
they worked towards publishing their final copy of their narrative using the computers. Using
the computers to publish their final work was used as a reward for students. While the autistic
students were continually motivated through embedded reward systems outlined in their
individual educational plan.

Practicum C: Assignment 2 Folio

4.4 Catering to Diversity and Inclusivity

The lessons have been planned and structured to include flexibility to support an inclusive
learning environment where all students have been able to experience some level of success;
hence supporting struggling student's with scaffolded and guided learning experiences while
extensional students have been challenged with more complex independent work (Duchesne,
2013). To create an inclusive environment entails the facilitation of equal opportunities rather
than equality. Equality refers to the delivery of information in the same format to all students,
while equal opportunities requires the modification of the delivery of information to ensure all
students have the opportunity to succeed and participate (Griffin, 2008). Equal opportunities
have been planned for and included to support the needs of the struggling and autistic
student's through the incorporation of visual stimuli including visual timetables, lesson activity
sequencing and where possible visual prompts including brainstorms, word walls and posters
to support their visual learning and preferred learning styles (ACARA, 2013). To support an
authentic learning experience for culturally diverse students a variety of narratives from
different social and cultural backgrounds have been included in the unit. Scarino (2008)
explains how the incorporation of culturally diverse learning materials can be used to promote
authentic learning experiences and increase the development of cultural understanding within
the class (Lee, 1992; Scarino, 2008). This has been used to explore multiple perspectives and
discuss why different people have interpreted information differently, based on their prior
experiences and social and cultural backgrounds (Kesler, n.d.).

4.5 Assessment
A variety of assessment opportunities have been planned for and included within the unit to
ensure that a holistic evaluation of the student's depth of knowledge is understood; allowing
them to demonstrate their true ability and knowledge (Earl, 2003; Laing & Kamhi, 2003). Some
student's; particular the weaker and autistic students have often performed poorly in formal test
like situation where they are unable to complete the test in the set timeframe. These students

Practicum C: Assignment 2 Folio

require additional time compared to their peer to process, interpret and understand the
question and to develop an answer (Bennett, 2011). Assessment of these students occurred in
combination with ongoing formative assessments to explore their true depth of understanding
and ability to understand and use the key language features in action with particular focus
placed on their progress throughout the unit (Stiggins, 2001). Formative assessments
throughout the unit were used to modify the unit plan to ensure that students would meet the
intended learning outcomes in the set timeframe. This information was used to identify the
need for additional time to be spent on the prediction part of the unit as student's found it
difficult to make predictions using the information within the text to inform and develop realistic
predictions.

Practicum C: Assignment 2 Folio

5. References
Ashman, A. (2012). Education for inclusion and diversity (4th ed.). Frenchs Forest, NSW: Pearson
Australia.
Australian Curriculum and Assessment and Reporting Authority. (2013). Sudent Diversity.
http://www.acara.edu.au/curriculum/student_diversity/student_diversity.html
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for
Teachers. Victoria, Australia: Retrieved from http://www.aitsl.edu.au/docs/default-source/apstresources/australian_professional_standard_for_teachers_final.pdf.
Autism Speaks Inc. (2012). Educating students with autism.
https://www.autismspeaks.org/sites/default/files/sctk_educating_students_with_autism.pdf
Bandura, A. (1977). Self-efficacy: Toward a Unified Theory of Behavioral Change. Psychological Review,
84, 191-215.
Bennett, R. E. (2011). Formative assessment: a critical review. Assessment in Education: Principles Policy
and Practice, 18(1), 5-25.
Department of Education and Training. (2015). Students with disabilites. Queensland: Retrieved from
http://education.qld.gov.au/staff/learning/diversity/diverse/swd.html.
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. L. (2013). Educational psychology for learning and
teaching (4th edn.). South Melbourne, VIC: Cengage Learning Australia.
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