Assignment 3*

*Version 1 for students completing Professional Experience

this semester

EDUC4720/EDUC4721
Differentiation for Diverse Learners
EDUC9406
Differentiation & Inclusive Educational Practices

NON-SEMESTER 1, 2017

Due Date: Friday 16 June

Aaron Collier
COLL0395
2107374
 1. Differentiation, Inclusion, and their Roles in the Disability Standards for Education

Every Australian classroom houses a group of students with diverse background knowledge, skills,
interests and preferences, prior experiences, and aspirations - Jarvis, 2015

The Australian Curriculum is built on the twin values of equity and excellence (MYCEETYA, 2008). The
Curriculum dictates the content we teach, and provides the standards of achievement our students
work toward each year. To deliver on such standards and give students the best chance to succeed,
high-quality education must be built around inclusion and differentiation, and that means different
things for different students.

Inclusion sees students as individuals supported and valued in the community. Inclusion is a set of
processes concerned with identifying and removing barriers (Booth and Ainscow, 2002). There are
four uniting elements defining inclusion, and these are: presence, participation, progress (or
achievement), and a sense of belonging (Ainscow and Miles, 2008). These elements ensure that
arrangements are made so that all students may access the same high-quality learning experiences
in an environment inclusive of them.

Differentiation is a holistic approach to the entirety of a teachers role, built on the foundations of an
inclusive philosophy and guiding principles (Jarvis, 2013). It considers students as individuals, each
with their own characteristics and needs (Jarvis, 2013). Differentiation aims is to promote access to
high-quality curriculum, and enable all students, inclusive of their diversity, to make progress in
common learning objectives (Jarvis, 2015).

Inclusion and differentiation are crucial to the successful implementation of the Disability Standards
for Education. The Commonwealth Disability Discrimination Act seeks to eliminate, as far as
possible, discrimination against people with disabilities (Disability Standards for Education, 2005).
These standards are to ensure that disabilities are acknowledged and accepted within the school
environment, and students with a disability are treated fairly to ensure they receive equal
opportunities to achieve. Inclusion and differentiation are critical to ensure that discrimination has
no place within the school environment, and that students with a disability are just as able to achieve
to their fullest potential as any other student.
 2. School Diversity and Inclusion Profile

My experience was with a large southern metropolitan school, committed to providing Reception
Year 7 students with an engaging, challenging and rewarding education. It comprises of both single
and composite classes, the majority being in one of two open space learning environments. As of
2016, the school consisted of approximately 460 students, with 36 students identified under the
Students with Disabilities policy, 17 Aboriginal Enrolments, and 18 NESB students. It is classified
Category 3 on the DECD Index of Educational Disadvantage, and in 2014 had an ACARA ICSEA score of
995. Approximately 23% of the school population are eligible for School Cards. The school values of
respect, responsibility, communication, friendship and excellent underpin the schools priorities,
policies and procedures.

I was situated in 6/7 class of 30 students, consisting of an even gender split. Seven of those students
were year 6, the remainder year 7. Students in the class come from a range of cultural backgrounds;
one Indigenous student, and several others come from backgrounds where English is not the first
language of parents. Four students in the class are diagnosed with Autism Spectrum Disorder, one of
which is also medicated for Attention Deficit Disorder. Many students come from troubled homes
and/ or separated parents, with several coming from a background of trauma and/ or abuse. The
class contained 2 chronic non-attenders.

The result was a wide array of diverse learners within the classroom. Academically, the differences
present were vast. In English, there were some students still developing basic punctuation skills and
starting to explore compound sentences, whilst others could effectively utilise complex punctuation
such as semi colons. Mathematically, the bulk of the class is at or behind the standard expected for
their age, and four students require extending. About a dozen students are excused from class
regularly to attend QuickSmart Intervention lessons.

To extend students Mathematically, the teacher to simply set work of a higher level of difficulty once
they had completed the set work. Failing that, the students were promoted to help mentor peers. I
noticed that one of these students was content in working at a level above the others, rather than at
an appropriate level of challenge and would complete minimal work once that level was attained. In
English, the tasks set were open ended so that all students could work at the level comfortable to
them.

There were several students that came from backgrounds of lower socio-economic status. This was
the cause for one of the chronic absentees. For absent students, copies of any tasks missed were
collated and made available to them upon their next arrival. Grants and payment plans are readily
available for students unable to join the class on excursions, to ensure students do not miss out on
opportunities.

Linguistically, all students in the class are capable of English fluency cultural barriers, too, were
minimal within the classroom. Thus, these differences were considered not to impact on learning or
the classroom environment.

Trauma was also a determining factor when planning in the class, as several students regularly left
classes for meetings with the school counsellor or chaplain.
The environment of inclusion and welcoming was very much apparent. All students were made to
feel valuable. My mentor made a very deliberate and conscious effort to put relationship before role
in the classroom, and a genuine sense of belonging was present. The school values were embodied
by all staff, and modelled well. The school value of friendship was ever present throughout the
school, with all students encouraged to extend themselves to one another around the school. A safe
and enjoyable environment was provided for all, with an array of different lunch time activities made
available daily for those students that found themselves without company.

The school had an abundance of School Support Officers (SSOs), and their commonplace resulted in
little to no negative stigma associated with students working with SSOs, meaning social acceptance
was not an issue. This was especially important as certain students within the class requiring support
would rather be socially successful, and would deny themselves teacher support when offered.

This abundance was sometimes taken for granted, and at times SSOs were not used in the beneficial
manner in the classroom they could have been. I often witnessed SSOs under the direction of other
teachers using their time present in the classroom to perform house-keeping activities such as
assembling displays, rather than provide academic aid to the students who would benefit from them.
I also noticed that not all Teacher/ SSO roles were managed effectively, and communication between
them was little to non-existent; this lead to inefficient support in the classroom (Rutherford, 2013).

I also noticed one SSO fall into Rutherfords potential for harming through constant proximity
(Rutherford, 2013). This SSO disturbed students in both their learning and social interaction, as the
SSO was a greater distraction than they were aid. I would often notice that this SSO had led students
off task, using their influence to socially pass the time rather than beneficially to the class or student.

That said there were also particular SSOs that were crucial to the learning environment provided at
certain times. These SSOs were very much aware of the professional working relationship they had
with the class teacher, and were easily identified as both effective and inclusive, and a benefit to all
students (Rutherford, 2013). They made an effort to seek out the Teacher and promote effective
communication so that they were able to work cohesively in the class.
 3. Professional Reflections

Throughout my placement, I made a conscious effort to differentiate and make adaptations to the best of my ability. I
held myself accountable for providing a positive learning environment for every student, and made every effort to
ensure all students were welcomed and included.

Prior to my involvement, students were given spelling words on Monday and tested on Friday. Each day they would
write out the spelling words, and then write dictionary meanings, or use those words in sentences. Spelling results
were consistent; you could predict the range of correctly spelt words each student would achieve based on prior
results.

I decided to change this. I extended the time allowed to learn words, and created a choice board providing an array
of activities students could complete, rather than the previous linear and unengaging procedure to make the practice
of spelling a flexible learning opportunity (Jarvis, 2013). This choice board is below.

After the first spelling test with the choice board, I saw an increase in the number of words spelt correctly by
individuals that were previously low scorers. I opened the spelling experience to pupil feedback, and listened when
they requested certain activities were also included. This next iteration is as follows:
This choice board, at the request of my mentor, gained the actual spelling words, and took on board students
suggestions. The spelling lists at the side were cut out, and stuck in both their spelling and homework books. This
removed student error when initially copying down the words.

Both of these spelling choice boards were designed to accept responsibility for maximum progression of each learner
(as underlined in the philosophy pillar of differentiation), and provide students with an appropriate level of challenge,
whilst sustaining a flexible standard of completion (Jarvis, 2013). The array of activities values diversity, regarding it as
normal (as underlined in the philosophy pillar) (Jarvis, 2013). It gave students the option to complete the tasks theyd
prefer, promoting a worthwhile and flexible learning experience that challenges all students (Jarvis, 2013). This
choice promotes engagement and motivation to complete tasks as it addresses student interest, an underlying
principle of differentiation (Jarvis, 2013).

This approach to spelling proved successful in encouraging students to challenge themselves, and resulted in an
improvement in the overall marks of assessed spelling. My mentor was impressed with the positive change, and has
since adopted it herself. I found that the array of choice and flexibility helped mitigate the effect a lack of resilience
had in students. Rather than give up, students would transfer focus to another area of the choice board and return
later when they felt capable. This promoted engagement in their spelling and as a by-product, promoted learning of
the spelling words, achieving its intention.

My mentor did not have a method for communicating learning intentions, so I adopted W.A.L.T (We Are Learning To),
W.I.L.F (What Im Looking For), and T.I.B (This Is Because) to provide students with transparent learning objectives.
This way, students were very much aware of the focus of the lesson, and understood why we were taking the time to
learn it. This, combined with clear communication and explanation of the task at hand, enabled students to
successfully answer where am I going? (Hattie, 2012). I tried to ensure this clear and concise communication was as
long only as it needed to be, focussing on a qualitative rather than a quantitative approach (William, 2011).

During a poetry lesson exploring figurative language through our surroundings, the class ventured outside to describe
the schoolyard as they saw it. During this phase of the lesson, I deliberately took a step back from the guiding role,
and assumed the position of facilitator to effectively monitor and work with students as a partner in learning, not a
director (Jarvis, 2010). I facilitated open discussion with students, encouraging independent learning through the
created environment. This approach was taken to encompass and engage students in a positive manner (Williams,
2017).

Later in the unit, students looked at poetic structure and its affects. We looked at a particular poem that utilises a
three-line stanza repeatedly until the end, where only one line is used. The aim of the lesson was to explore why the
last line stood alone, and the affect that particular structure had on the reader. Knowing this, I was able to work
backwards to create a series of questions to three different tiers of readiness, to differentiate up effectively and raise
the standard for all students (Jarvis, 2010). The three sets of questions, with accompanying student responses, were
as follows:
Students also came up with a question they would like to see answered, and some gave thoughts to their own
answer. The questions acted as a suitable pathway for all students to achieve the learning outcome of the lesson;
that structure is used to make the reader feel a certain way. Both the poem and the questions provoked genuine and
relevant inquiry which resulted in a lively discussion and deep thought, sparking meaningful connections between
students and the learning goal, a sign of high quality curriculum (Wiggins et al, 2011).

I made it a priority to provide all students with meaningful and transparent feedback, always in relation to Sadlers
gap. I provided feedback through effective communication to ensure that students knew not only where they
currently stood in relation to the achievement goal, but how they could traverse their learning journey to where they
were heading (Sadler, 1989, in Hattie, 2012).The feedback was always given with Hatties question of where am I
going? in mind, and would provide students with the answer to the questions of how am I going to get there?, and
where to next? (Hattie, 2012). An example is below.
To continue my educational development with diverse learners I will strive for life-long learning. I need to continue to
explore and experiment various activities, and not shy away from feedback from others. Feedback is among the
most powerful influences on achievement (Hattie, 2012), and I wish to strive to achieve the consistent delivery of
high quality curriculum. I am eager to further develop my understanding and skills in differentiation as a step toward
inclusion also, and provide an environment that unequivocally welcomes all. I will continue to see the class not as a
group, but rather a collection of individuals, each with their own unique learning journey ahead of them (QEP
VideoCoursesForTeachers, 2011). I will also design future units iteratively, stopping to ask myself, as Tomlinson
would, what do you want each student to come away with as a result of this activity? (Tomlinson, 2014). This will
ensure that the content I create and deliver achieves the goals it intends to. I will endeavour to refine my practice to
achieve the goal of life-long learning.
 References

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34. DOI: 10.1007/s11125-008-9055-0

Booth, Tony, and Mel Ainscow. Index For Inclusion: Developing Learning And Participation In Schools.
Centre for Studies on Inclusive Education, 2002. Web. 16 June 2017.

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External School Report Review for Pimpala Primary School. (2015) (1st ed.). Adelaide. Retrieved from
http://www.pimpalaps.sa.edu.au/pdfs/reporting/esr_report_2015.pdf

Hattie, J 2012, 'Flow of the lesson: the place of feedback', in Hattie, John, Visible learning for
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Jarvis, J 2013, 'Differentiating learning experiences for diverse students', in Hudson, Peter (ed.),
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