Ahn1, an Aboriginal student in year 3, has recently moved to a rural area and is the only student in the school

with a moderate intellectual

disability. In the previous school Ahn was in a special class and is struggling with the work in the regular class. Other students get frustrated

with Ahn and have begun to make disparaging comments. When they do this, Ahn tantrums and runs from the room. Ahns living with a single

parent, who does not speak English well, has ill health and is unemployed. Ahn often seems to be without lunch or resources. Ahn loves music

and is quite good at sport.

What are the most common issues regarding this student?

Ahn is a nine-year-old boy in grade 3 at a rural primary school. Ahn is of Aboriginal descent, and it is believed he has a moderate intellectual

disability. CDDH Victoria states that a moderate intellectual disability is defined as an IQ between 35 and 50 (Dr Jane Tracy, no date). Ahn is

likely to have limited social skills, a lack of motivation and self-confidence, limited metacognitive skills and will easily become irritated and will

retreat from activities (Yanoff, 2007). Overall, Ahn requires consistent support in the classroom setting.

Ahns interests lie in music and sport. According to the theory of Multiple Intelligences (Gardner, 1989), it is suggested that Ahns two

intelligences are bodily kinesthetic and musical, and that he is more inclined to engage and actively participate in activities that require the use

of these intelligences (Armstrong, 2009). Commented [TB1]: Evidence of research indicating

how Ss learns. Instructional approaches and strategies
should be structure to cater to Ss interests to benefit
Ahn experiences difficulty in developing and implementing positive social and communicative skills with his peers during classroom activities. their learning experiences.

Research shows that social skills are strong indicators of educational achievement (Wilkerson, Perzigian & Schurr, 2014). Therefore it is

important that Ahn develop these skills not only to assist in his academic success, but also to assist in the growth of positive relationships with

his peers, teachers, and other community members.

His indigenous background intimates that he will require attention on his reading, writing and language skills. His mothers lack of English

1 Pseudonym
suggests that Ahn has very little exposure to the English language outside of the school setting. Ashman suggests that Standard Australian

English, or SAE (2015, p. 33) is not the primary language of Indigenous people used on a daily basis, and that they prefer the use of spoken

word, art and dance (2015, p. 33) as traditional forms of communication. Commented [TB2]: Evidence of research indicating
how Ss learns as a result of their cultural background.
Teaching strategies should integrate relevancy for Ss
Ahn has little access to resources that could benefit his learning experiences. The rural location of the school can potentially dictate their to ensure classroom is culturally responsive, and
therefore academically beneficial for Ss.
access to both formal and informal in-service education and related professional development opportunities (Fields, 1993, p. 14). Teachers

are therefore a possible issue of concern in that they may not be able to fulfill the learning needs of Ahn because of the rural location.

Ahns mother is single and unemployed. Her socio-economic status has a direct influence on Ahns academic success (Fan, 2012). Ngwu posits

that because Ahn is without efficient resources or even lunch, he becomes hostile towards his peers, takes on a delinquent behaviour, and

performs poorly during his academic studies (2000). The mothers unemployment means that her access to resources is limited because of her

financial status.

Other concerns are his peers. Students have displayed frustration with Ahn, which can lead to rejection. Studies have shown that students

with disabilities experience greater rates of victimization (Rose & Gage, 2016, p. 1). Students need to show support to all their peers, despite

their forthcomings. Studies show that peer support has academic, as well as interpersonal and social, benefits for a range of students,

including those with disabilities (Loreman, Deppeler & Harvey, 2010, p. 179). To promote a supportive environment, the role falls on both the

teacher and the students.

Overall, Ahn is experiencing difficulties in his communicative, social, and organizational skills. It is presumed that his language skills are not at

the expected level, and therefore his literacy skills are affected also.
 How will I differentiate a lesson for my whole class with adjustments and assessments for my student?
WORD: Students in pairs - create a word wall of what they know about the 3 characters Charlotte, Templeton and Wilbur from the book Charlottes Web. Students record
findings on A3 poster.
Lesson steps
STEP 1: (T) provides (Ss) with a
definition and example of a word wall.
(T) Uses a real life example and an
example relevant to the text. (T) Allows
for class discussion to ensure (Ss)
comprehend activity purpose.
STEP 2: (T) places (Ss) into pairs in order
to maximize heterogeneity.
STEP 3: (Ss) in their pairs discuss what
they know about the three characters.
(Ss) collaborate their ideas and use their
writing skills to record their ideas and
knowledge on paper provided. (Ss)
initially draft up ideas in pencil.
STEP 4: (Ss) Seek approval from teacher
to commit to final product and decorate
word wall for visual display in
classroom.
STEP 5: (T) Gathers (Ss) in class
discussion to allow (Ss) to share their
ideas with the group.
SMART OUTCOME
Curriculum/Literacy based -
Within the 20 minutes
allocated to this activity, Ahn
would have shown his partner
at least two words for each
character for the word wall on
a mini whiteboard (provided
to Ahn to help with literacy
and writing skills) with the
assistance of his peer and
resources (such as a
dictionary to help with
spelling).
Adjustments Assessment
(T) Uses visuals such as writing on the board Frequency Count:
to explain the concept of a word wall to Ahn. Document the number of times
When using describing words, (T) uses facial Ahn uses the dictionary to check
expressions and body movements to link to the his spelling.
words to assist Ahns comprehension of words Document the number of words
(as one of strong intelligences is bodily Ahn writes on his board.
kinesthetic). (T) Makes real life examples to assist Document the positive/negative
Ahn in developing a further understanding with interactions with his partner.
efforts made to link to cultural background. Document Ahns use of the
(T) Pairs (Ss) to maximize heterogeneity and allow whiteboard and resources.
Ahn to work with (S) who will benefit his learning
experience.
(T) Allows Ahn and partner to work in a quiet Commented [TB3]: SMART goal is set specifically for
space of the room such as the wet area, or targeted Ss it is specific, measurable, achievable,
relevant and time-bound.
computer room if accessible to ensure Ahn
stays on task and so other (Ss) will not disrupt
him. (T) Provides Ahn with a time-out card
which Ahn is only to use if he is feeling frustrated
and overwhelmed during partner activity.
Ahn uses a mini whiteboard to write down a
word at a time to show his partner to ensure
correct spelling and understanding.
(T) Observes Ahns participation and acts
accordingly providing encouragement, ensuring
Ahn and peer are collaborating effectively, etc.
During class discussion (T) asks (Ss) at random to
contribute, and in doing so asks Ahn what words
he thought of. (T) Commends Ahn and provides
positive reinforcement if he responds. (T)
Provides encouragement regardless to motivate
active participation. Commented [TB4]: A variety of adjustments to cater
to Ss learning needs, demonstrating an understanding
of how the Ss learns.
 Commented [TB5]: An assessment rubric constructed
to fit the Ss learning goals. This demonstrates
How do I assess my students progress? knowledge of Ss learning, with implications of teaching
being that assessment is adjusted to fit to how the Ss
Excellent Nice Work OK Needs Improvement can demonstrate the knowledge they have gained in
the learning sequence.

A. Contribution to Student made excellent Student made satisfactory Student made little contribution, Student made little to no
word wall contribution, identified contribution, identified one word identified one word to each contribution to the word wall
two words for each for each character, providing some character of the word wall without
character, providing reason and justification of choice reason or justification
suitable reasons and
justification of choice
B. Interactions and Student displays positive Student displays acceptable Student displayed acceptable Student displayed negative
collaboration behaviour; actively behaviour; demonstrates ability to behaviour; limits interaction and behaviour that hindered learning
participates in activity interact and collaborate at a collaboration with peer experience; demonstrated little
and engages positively satisfactory level to no skills of collaboration
with peer
C. Use of resources Student uses resources Student uses resources adequately, Student uses resources, but is unable Student uses resources poorly
effectively and and is making progress to to use them effectively
consistently consistent use
 Students = Ss Levels of Revised Bloom Taxonomy Commented [TB6]: Matrix serves as evidence,
demonstrating understanding of how Ss learn. Matrix
REMEMBER UNDERSTAND APPLY ANALYSE EVALUATE CREATE provides a diverse range of learning activities that are
WORD: Ss in pairs - PEOPLE: Ss - in groups of WORD: Ss individually PEOPLE: Ss complete a SPACE & VISION/PEOPLE: SELF/WORD: Ss designed to cater to Ss intellectual strengths while
create a word wall of 4 - compare characters create an acrostic character analysis of their Ss watch the cartoon film individually plan and write ensuring they satisfy each level of learning as indicated
by Blooms Taxonomy.
what they know about Wilbur, Templeton and poem about their chosen character by version of Charlottes web a diary entry as one of the
the 3 characters Charlotte using the word favourite character identifying traits and and critically evaluate the 3 characters Wilbur, Commented [TB7]: Evidence of research being
Charlotte, Templeton walls they have created. from the book. The linking them to events in characters in film in Templeton or Charlotte. Ss applied to instructional approaches. Bloom Taxonomy
and Wilbur from the Ss present findings in the characters name will the text. Ss record findings comparison to how they are choose a key event from is applied to categorise how knowledge is gained and
book Charlottes Web. form of a 3 circle Venn be the acrostic. The on structured worksheet. described in the text. Ss the book and write what applied. Application of this taxonomy encourages
higher order thinking.
Ss record findings on A3 diagram. poem should focus on (EN2-7B) discuss in a think/pair/share happened and how it made
poster. (EN2-1A) the characters activity to evaluate the them feel (as the
(EN2-4A) qualities and traits. similarities and differences character). Diary entry
(EN2-2A, EN2-10C) in regards to how the 3 must include a decision
characters were portrayed. being made about the key
(EN2-8B) event that took place.
(EN2-11D, EN2-7B)
BODY: Ss as a class MUSIC: Using LOGIC AND MATHS: As LOGIC AND MUSIC: Ss in groups of 4 - BODY: Ss in pairs receive
explore the movement instruments, Ss explore a class, a survey is MATHS/MUSIC: are given 5 short songs and an excerpt from the
of the different animals and compare different conducted addressing Ss in pairs create a an excerpt from the text. Ss cartoon film. Ss use music
that reside on the farm instrument sounds that what instruments timeline that highlights discuss and critically apps (such as Garage Band)
THE EIGHT with Wilbur. Ss use relate to how the animals sound like what key events throughout the evaluate by ranking the to create new backing
INTELLIGENCES different music as are described in the text. animals. In pairs, Ss text. Ss use digital songs by appropriateness in instrumental music to Commented [TB8]: Evidence of research being
provided by teacher to Ss discuss how different construct a graph to resources to analyze what correlation to the scene accompany the scene. Ss applied to instructional approaches. The application of
assist in the movement instruments make illustrate the songs could be used to set described in the excerpt. Ss explain their choices in a MI theory to the development of teaching strategies
activity. different sounds and information gained the mood for a particular need to identify which song presentation. allows for Ss to demonstrate their understanding
through their strengths, allowing them to become
(DRAS2.1, MUS2.1) therefore say different from survey. Ss event on their timeline. they like for the excerpt and (EN2-10C, MUS2.2)
actively engaged in their learning because the activities
things. compare and interpret (EN2-10C, MUS2.2) why. caters to their interests.
(MUS2.2) their peers graphs. (EN2-10C, MUS2.2)
(MUS2.4)
SPACE & VISION: LOGIC & MATHS/SELF: Ss SPACE & VISION: WORD/SELF/BODY/SPACE SPACE AND VISION/SELF: SPACE & VISION/
Ss draw what they know individually complete a Ss make an informative & VISION: Ss individually Ss watch a short excerpt NATURALIST/PEOPLE: Ss
about spiders. Ss are comprehension activity in brochure about spiders. demonstrate their focusing on Charlottes in groups of 4 - plan and
instructed to draw a which they are provided Ss in pairs will research knowledge of spiders character. Ss critically design a new/efficient
spider in its habitat. Ss information about a particular spider gained from previous evaluate comparing living space for a spider like
share their drawing with spiders, and have to native to Australia lesson by completing a Charlottes character in the Charlotte. Ss need to
a partner and discuss complete a multiple- using digital and hands Who am I? task this film to the spiders investigate how a spider
what they know. A choice questionnaire in on resources and will can be take the form of previously researched. Ss lives, in addition to
conclusive classroom correspondence to the put their information charades, writing, individually do a matrix incorporating Charlottes
discuss takes place to worksheet. Ss need to into a brochure. drawing, or verbal (asking comparing the behaviour of personality into the new
allow Ss to discuss what explain what they have (ST2-11LW, EN2-2A) questions). spiders and evaluate why. home.
they learnt from talking learned and how during (ST2-11LW, EN2-2A) (EN2-7B) (ST2-11LW, VAS2.1)
to their peers. class discussion.
(ST2-11LW, EN2-1A) (ST2-11LW)
What are the benefits of a differentiated unit of work?

Differentiated instruction is significantly important within todays society. Because todays society is more diverse than ever before, pupils

with different needs are sitting in the same classroom (Morgan, 2014, p. 36). As a teacher, to ensure that each student is receiving equal

opportunities during their learning experiences, it is crucial to differentiate strategies and methods of instruction in the classroom. This model

is designed to respond to the needs of diverse learners. Not only does differentiated instruction cater to a variety of students that are more

prevalent in todays classroom, it is beneficial in the application of two particular theories that have remained paramount throughout current

research Multiple Intelligences Theory and The Zone of Proximal Development. By differentiating strategies of instruction, it allows students

to access knowledge through a different intelligence. Morgans work (2014) suggests that teachers tend to rely on linguistic and mathematical

intelligences, and therefore limits other students who are stronger in other intelligences. Differentiated instruction also allows for learners to

benefit at all levels (while) working at their appropriate level (Morgan, 2014), which is Vygotskys zone of proximal development (Vygotsky,

1978). Differentiating strategies and methods in the classroom allows for more students to be engaged in their academic success by including Commented [TB9]: Evidence of research supporting
differentiation strategies such as the integration of
Blooms Taxonomy and M.I. Research indicates that
them in the educational experience. Kapusnick and Hasleins work (2001) identifies how the brain reacts during learning experiences. The students learn differently and that differentiation allows
for T to foster Ss learning within their ZPD.
brain releases a hormone known as noradrenalin, and the release of this hormone impacts the learning experience. Frustration during the

experience can result in too much noradrenalin being released, which in turn births alienating and inappropriate behaviours of the learner. If

differentiated instruction is implemented appropriately, then students will less likely display this behaviour. This model is also effective as it

provides teachers with the tools to establish an accessible environment of opportunities for all students to succeed in (Subban, 2006;

Tomlinson, 2000). Commented [TB10]: Evidence of research

demonstrating that this model is effective in
differentiating to cater to diverse learning needs.