Differentiation

&
Inclusion
CHARLOTTE BENSTEAD, 2152127
3

DEFINITIONS

4-7 

SCHOOL DIVERSITY AND

INCLUSION PROFILE

8- 11

PERSONAL REFLECTIONS

12

REFERENCES
 Definitions

Inclusion within the classroom is where a teacher values diversity through

identifying and removing barriers (Ainscow, 2009). As an educator, it is important
to understand the processes and practices put in place to ensure every child is
included within the classroom (Ainscow & Miles, 2009; Jarvis, 2019a). Presence,

"All Children can participation, progression and a sense of belonging are four principles that
must be present, for each individual student, to ensure inclusion within the
classroom (Ainscow & Miles, 2009). These principles are further outlined in figure
1. As educators, it is important to be aware and act on policies put in place to

learn" Foreman,
ensure inclusion within our classrooms. The Disability Standards for Education
(2005), outlines the rights for children with disabilities. Where within these
standards it is stated that children with a disability have the “right to seek
admission and enrol on the same basis as prospective students without a

2017, p.6
disability, including the right to reasonable adjustments” (Disability Standards
for Education, 2005). For educators, this underlines that students with
disabilities will be encountered within the classroom and therefore, it is our
responsibility, to ensure these students are included throughout all aspects of
the curriculum. If you would like to read the full Disability Standards for
Education document click here

Differentiation stems from the notation of inclusion,

as to include every individual we must differentiate
by providing different pathways to meet or develop
shared objectives within every individual
(Tomlinson, 2001). Differentiation is understood,
implemented and described through three pillars:
philosophy, principles and practices (figure 2). Much
like the building depicted in figure 2, effective
differentiation cannot occur without all three pillars
present. The foundation of these three pillars is a
high-quality curriculum for all learners (Jarvis,
2019b; Tomlinson, 2003). The development of such
curricula should include clear learning objectives
which outline what the students will understand,
know, and be able (to do) (Wiggins & McTighe, 2011). 

figure 1, created by Charlotte Benstead. Developed from Ainscow & Miles elements of inclusion (2009).

In conjunction with a well-planned and structured curriculum, teachers must embed ongoing assessment, flexible grouping
and a variety of teaching strategies to consistently evaluate learning and teaching plans (Jarvis, 2019a; Jarvis, 2019b; Sousa &
Tomlinson, 2010; Tomlinson, 2014). By doing so, educators can provide students with the opportunity to progress within
Vygostky’s proposed Zone of Proximal Development (ZPD), where a task is neither too easy or too hard and as a result, the
individual student will remain engaged (Tomlinson, 2003; Vygostky, 1978). In simple terms, differentiation is mindful teaching,
where teachers draw upon philosophy, principles and practices to support the success of every individual student through
acknowledging and acting on student differences in readiness for a given task, interest and learner profile (Tomlinson & Moon,
2013; Jarvis, 2019b).

figure 3, Differentation Summary (Tomlison & Javis, 2009)

figure 2, Three Pillars of Effective Differentation, (Tomlinson, 2003)
 SCHOOL DIVERSITY AND
INCLUSION PROFILE

LY F INICA L
School Facts
School sector:
FAMI
non-government
STATUS
school type: secondary The data below was taken from the
MySchool's website. This pie chart
shows the distribution of
year range: 7-12
socioeconomic backgrounds within
the school. Where the comparison
Location: Inner Regional is 25% in each quarter.

School staff
bottom quater
6.1%

teaching staff: 84
middle quaters
top quater 21.2%
36.4%

Full-time equivalent
teaching staff: 74.0

non-teaching staff: 49

Full-time equivalent non- middle quaters

36.4%

teaching staff: 31.9

Enrolment s
According to the Myschool data, there were
Boys
900 enrolled students in 2018. Where 444
Girls
50.7%
49.3% were boys and 456 were girls. There were
898.6 full-time equivalent enrolments. 0%
Indigenous students and 1% language
background other than English.
SCHOOL DIVERSITY AND
INCLUSION PROFILE

The data on the previous page refer to statistical information about the school I attended my finial year placement at. For
confidentiality, the name of this school will not be named, instead referred to My Placement School (MPS).  MPS is an
independent 7-12 Lutheran school, situated outside of Adelaide. As well as the differences observed within the data (finial
differences, little to none English as a second language barriers, evenly distribution of girls and boys, small ratio between
teachers and students- therefore smaller class sizes), the following common differences among students were observed:

Wide range of readiness levels Behaviour, engagement, learning, attendance and completion of work are all areas
Student interests which can be influenced due to diversity within the classroom. Where if a student is
learner profiles  having trouble engaging with their learning, they will often distract those around
Wide range of motivation levels them, thus impacting their individual learning and the learning of the whole class
Dyslexia (Tomlinson, 2010). The education setting of today is much more complex than those in
Dysgraphia previous generations, therefore all staff must be willing to adapt to the diversities
Students completing VET courses present within the classroom to teach effectively (Poed, 2015). A direct impact of these
Auditory processing disorder diverse needs within the classroom, for educators, is the need to be informed and
Hearing impairment knowledgeable through the three pillars of differentiation (Tomlinson, 2003). Teachers
Finical hardships must maintain positive relationships with students and provide constant
Anxiety understanding and support to each student in their care (Jarvis, 2013).

How Teachers and Other Staff Typically Respond to These Differences:

MPS had a very pastoral care and relationship focused culture. Student differences and strategies to approach these
differences were often discussed, professionally, during staff meetings. The school had a house system, where during these
staff house meetings each staff member would talk about the well-being and/or concerns of any student within their
homegroup. The professionalism throughout the school allowed this information to be communicated to appropriate parties,
through in-person communication, emails, or the school's data site (PC schools).  As well as this constant communication, MPS
also had an adaptive education unit and learning support staff for students with special needs (figure 4). MPS also offers
support to gifted students through outlining teacher responsibilities and providing a STRECH program (figure 5).

Figure 4: MPS Adaptive education program, obtained from 2019 Handbook Figure 5: MPS approach to gifted and talented students

MPS also offers a range of special programs to support student diversity, some include:

STRECH program 
The Torment of Minds
Advanced maths classes
A variety of Music ensembles
Maths support during Thursday lunch times
Student buddies
A varied curriculum
Student leadership opportunities 
Public speaking
debating
Magazine production
book club
chess
photography club
share-market game
exchange programs- to China and Germany
ministry team
Passion Mediation (Yr 12)
Habitat for Humanity
Interschool and Knockout sport
recycling
 *obtained from the school's website

APPROACH TO
EDUCATION

MISSION STATEMENT
*obtained from the school's website

AND VALUES
SCHOOL DIVERSITY AND
INCLUSION PROFILE

The approach to education,  mission statement and the values (previous page), were obtained from the school’s
website and are also present in the 2019 teacher’s handbook.  

The mission statement and approach to education both share an individual student focus and a strong sense of
inclusion. The approach to education quote outlines MPS’ focus on developing academia as well as student well-
being. This begins to highlight the school’s understanding of the diversity of needs within contemporary education.
Although the word “differentiation” is not mentioned here, it is clear by the statements “every child is different and
too is their learning journey” and “promotes individual excellence”, that if the school was true to their philosophy,
then differentiation is a given. The values can be viewed as the school’s personal capabilities, in which they hope to
install into every student. These values, much like capabilities and overarching understanding objectives are broad,
thus ensuring that they are transferable across subjects and real-life contexts (Wiggins & McTighe, 2011). These
values create an inclusive environment, where all students can achieve what is valuable within the school
environment and therefore allow students to develop Ainscow and Miles’ elements of inclusion (2008).

I personally believe that MPS does uphold their mission statement, approach to education, and reinforce their
values. The following points are why I believe this is true and how MPS develops relationships between parents,
teachers and students:

A restorative justice approach to education

Celebrations and displays of student achievements within school values, academia, sporting and extra
curriculum activities within whole school assemblies and morning staff briefings.
Transparent communication with parents via their online school box page (Charis), emails and phone calls
Positive language surrounding student behaviour and differences among the staff
Staff buddy system, thus creating strong relationships among staff

During the staff mathematics meetings, discussions of ongoing assessment was a focal point. As professionals, we
drew on other’s practices and brought forward ideas of how to better implement diagnostic testings within
mathematics. By ensuring that effective ongoing assessment is implemented within the classroom, teachers can
constantly gauge student understandings and misconceptions, and therefore are able to make professional
judgements in relation to their own practice and students’ learning and understandings (Moon, 2005; Wiliam, 2011).

The wide opportunities and support provided by the school through adaptive education, extra curriculum
activities, VET courses, curriculum, and gifted and talented programs directly reflect the school’s philosophy of
individual students. These opportunities acknowledge and cater to the broad range of students that teachers
face within the school (Moon, 2005).

It is school policy to provide comments for every summative assessment item, however, it was common for
teachers to provide feedback for formative assessment pieces as well. In a differentiated classroom, feedback is
imperative as it is through feedback that a student can reduce the gap from where they are to where they aim to
be (Hattie, 2012). 

As mentioned earlier (page 5), the house pastoral care system was constantly used to discuss and support
students who were identified as requiring extra support within and outside the classroom. From the adaptive
education board, a strong emphasis on mindsets was implemented throughout the school. Where teachers were
required to assess these mindsets at the end of term one and were encouraged to have discussions with their
classes about mindsets with the aid of the mindset poster displayed in every classroom. Dweck’s (2012), theory of
mindsets encourages students to steer away from believing intelligence or achievement is fixed, instead
encourages students to see that learning is a process which requires a degree of challenge. Naturally, having
such conversations helps develop a differentiation culture where students can embrace appropriate challenge in
learning and therefore are able to remain engaged as their learning is within their ZPD (Vygotsky, 1978).

Overall, through my observations, the classroom environments at MPS indicated that inclusion and differentiation
does occur. However, sometimes I found this only to be true with students who identified to have special
educational needs. Due to the broad concept of differentiation, differentiation is relevant to all learners in all
classrooms, and not only those identified with special educational needs (Jarvis, 2010).  Through my observations, I
also found that differentiation was something which varied among different teachers, this highlighting that
although it is a focal point at MPS, it is something where constant whole school professional development is
required.
Personal Reflections
*Please find all figures and links
mentioned within this section on the
next 3 pages. Refer to the following
table for figures related to each
section discussed with my personal
reflections:
Lesson objectives, planning and warm-
up activities:
The development of these objectives
and curriculum were developed by
considering what students need to
know, understand and do for the unit
of work and then broken down into
each lesson (Wiggins & McTighe,2011).
These clear objectives allowed
engagement, authentic and relevant
learning within my classes (Tomlinson,
2014; Wiggins & McTighe, 2011). Along
outlining the lesson objectives, I
routinely started my lessons with
warmup activities. This allowed further
structure and set the scene for the
lesson, thus supporting students to be
present and therefore, as
consequence, be equipped to
participate and progress within the
lesson (Ainscow & Miles, 2008). I believe
having clear learning objectives and
routine was a strong point within my
lessons.
Getting to know the students and their
interests:
I used an exit cards (figures 20-22) and
conversation to get to know the
students’ interests. This gave me some
insights to interests I could draw upon
when giving examples and tasks to
students, as well as ways in which I
could engage with students. By doing
so I was able to foster relationships
and thus fostering high achievement,
joy in learning, productivity and
achievement (Sousa & Tomlinson,
2018).  Within my year 9 mathematics
class I developed a measurement
investigation, in which students were
given some choice and freedom in
which solid they could investigate. The
provision of choice embedded within
this activity fostered ‘a sense of
belonging’, where as a result, I found
students to be more engaged in
comparison to textbook work (Ainscow
& Miles, 2008; Csikszentmihalyi, 2003).
Assessment and feedback:
The ongoing assessment allowed a
gauge of student understandings and a
reflection of my practice (Moon, 2005). I
was also able to provide students with
feedback in relation to these
assessments.  Literature states that
direct feedback models a growth
mindset, where learning is viewed as a
process which requires challenge and
effort to progress (Dweck, 2012; Sousa &
Tomlinson, 2011). I found this to be true,
as I observed improvements (figure 16)
and a rise of engagement after giving
feedback. Preassessment enabled me to
gauge student readiness levels, which
was imperative for effective planning as
it allowed me to differentiate to ensure
the objectives were accessible to all
students (Tomlinson, 2001). Ensuring
time for assessment was a strong point
for me, however, I would like to improve
how quickly I give feedback to students
and the design of assessment. Where,
specifically, I would like to work with
purposeful multiple choice diagnostic
testing, where each answer identifies
what misconception a student may
have (Wiliam, 2011).
Flexible groupings and achievable tasks:
From these assessments, I was able to
determine what appropriate challenge
each student required. For example,
from the hydrocarbon exit card (figure
11), I was able to create a differentiated
sheet for isomers (figure 25), allowing
students to work within their ZPD. I also
used the trigonometry exit cards (figure
9), to help determine groups for the
trigonometry game played in class
(figure 24). Refer to figure 27, to see a
checklist I used to assess readiness for
these two activities. I heavily used
ongoing assessment, through exit
cards, viewing student work and
quizzes to determine an appropriate
level of challenge. Figure 26 is an
example of an open middle task I gave
to a student who was ready for a
challenge. Although, I did use some
group work and differentiation through
readiness, in the future, I hope to be
able to incorporate this into my lessons
more frequently. This would be
achievable in harmony with my goal to
use diagnostic testing.
Help and hindrance:
The image below is a list of some things
which help or hinder differentiation.
I found collaboration with other staff to
be a key help within my differentiation
journey. Where, for my year 9 maths
class, I was struggling to differentiate as
once a week I taught a combined class.
The head of maths gave me an easy
strategy to help differentiate, figure 23
gives a quick snapshot of this task.
From this task, I developed a similar
task where students used problem
solving within groups to solve
trigonometry questions. These two card
activities differentiated by choice (as
students could select different cards)
and by readiness (as I grouped them to
ensure they had an appropriate level of
challenge) (figure 24).
On reflection of my practice, giving time
to students was one of my biggest
hurdles for differentiation. Where some
students could take up all my attention
the whole lesson if I was not careful. A
goal of mine would be to implement
more classroom management
strategies to combat this, some include:
Having students write their name on
the whiteboard when they need help
Having resources for students to self-
help
using popsicles or random name
generator to build class discussion
(Wiliam, 2011).
Through my journey of differentiation, I
have ultimately learnt and experienced
that relationships are the foundation of
differentiation and inclusion. The
strategies I implemented help build
these relationships and I hope to
continue to learning through
experience, literature and collaboration
with the educational community.
figure 6: example of clear learning objectives used in my year 9 maths class figure 7: example of clear learning objectives used in my year 11 maths class

figure 8: example of clear learning objectives used in my year 10 maths class figure 9: example of an exit card used in both my year 9 and 10 maths
class (this is a year 9's response)

PROFESSIONAL
REFLECTIONS FIGURES

figure 10: example of an exit card used in year 11 chemistry figure 11: example of an exit card used in year 11 chemistry (student
(student response) response)

figure 12: example of a quiz set on Charis, for year 11 chemistry figure 13: example of a Desmos activity, tracking student answers, used in year 10
(topic: Alcohols) mathematics (names have been randomised)
 figure 15: example of student responses on stile, thus giving insight to readiness.
Where there is a misconception of how to write electron configurations. (Year 10
figure 14: example a Desmos activity, tracking student answers, used in year 9 mathematics science).

figure 16: feedback on year 11 maths investigation and feedback on final figure 17: example pre-assessment: Year 10 science Stile quiz (one
submission student's response)

PROFESSIONAL
REFLECTIONS FIGURES

figure 19: example of pre-assessment on measurement, given to students on Charis (Year 9

figure 18: example of a pre-assessment on algebraic substitution, given to maths)
students on Charis (Year 10 maths)

figure 20: Instructions for year 11 general mathamtics, exit card. figure 21: examples of student responses to year 11 general mathematics exit card, getting to
kno student intrest (last point)
 figure 22: example of year 10 student response to exit card given in figure 23: snapshot of trigonometry picture and writing activity used in
first lesson year 9 mathematics

figure 24: cards used for a trigonometry game used in year 9, 10 and 11 general figure 25: example of a differentiated task sheet given to year 11
mathematics (which group can solve these the fastest). chemistry (topic: Isomers)

PROFESSIONAL REFLECTIONS
FIGURES AND LINKS

figure 26: An open middle extension question given to students with high readiness (year 10
figure 27: checklists used to determine readiness based on exit cards (typed up for this
mathematics) and an email response from a student
assignment, originals were unclear handwritten notes).

LINKS:
Unit Plan (Year 11 Chemistry)

A trip to Mars (Year 9 maths)

figure 28: An example of some warm-up activities that i displayed on the PowerPoint
figure 29: links to unit plan (chemistry), Year 9 mars investigation (maths)
as students entered the room (year 10 maths in this example)
References
Ainscow, M. & Miles, S. (2008). Making education for all inclusive: Where next? Prospects, 37(1). 15-34.

Ainscow, M. (2013). Making sense of inclusive education. Trinity Education Papers, 2(2), 2-11

Australian Curriculum Assessment and Reporting Authority. (2019). [school name omitted] MySchool
Website, Retrieved from [school name omitted]

Csikszentmihalyi, M. (2013). Creativity: Flow and the psychology of discovery and invention. New York:
Harper Perennial.

"Disability Standards For Education 2005 | Department Of Education And Training".Education.gov.au. N.p.,
2019. Web. 6 July 2019

Dweck, C. (2012). Chapter 1: The mindsets. In Mindset: how can you fulfil your potential (pp. 11-27).
London: Constable & Robinson.

Foreman, P. (2017). Introducing inclusion in education. In P. Foreman & M. Arthur-Kelly, Inclusion in

Action (5th ed.) (pp. 2-46). South Melbourne, VIC: Cengage Learning Australia.

Hattie, J. (2012). Flow of the lesson: The place of feedback. In Visible learning for teachers: Maximising
impact on learning (pp. 115-137). London: Routledge

Jarvis, J. M. (2013). Differentiating learning experiences for diverse students. In P. Hudson (Ed.), Learning
to teach in the primary school (pp. 52-70). Port Melbourne: Cambridge University Press.

Jarvis, J. M. (2019a). EDUC4720 – Lecture 1: Differentiation for Diverse Learners (Part 1). Bedford Park,
South Australia: Flinders University.

Jarvis, J. M. (2019b). EDUC4720 – Lecture 1: Foundations of Inclusion & Differentiation (Part 2). Bedford
Park, South Australia: Flinders University.

Moon, T. R. (2005). The role of assessment in differentiation. Theory into Practice, 44(3), 226-233

Poed, S. (2015). 'The Australian educational landscape', in Ashman, Adrian F (ed.), Education for inclusion
and diversity, 5 edn, Pearson , Malaysia, pp. 35-63.

Sousa, D. A., & Tomlinson, C. A. (2010). Differentiating in Response to Student Learning

Profile Differentiation and the brain: how neuroscience supports the learner-friendly classroom (pp. 137-
165). United States of America: Solution Tree.

Sousa, D., Tomlinson. C.A., (2018) ‘Differentiating in response to student interest’ Differentiation and the
brain: How neuroscience support the learner-friendly classroom, Bloomington: Solution Tree Press

Tomlinson, C. A. (2001). Chapter 8: The How To’s of planning lessons differentiated by readiness. In How to
Differentiate Instruction in Mixed-Ability Classrooms, (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.

Tomlinson, C. A. (2001). Chapter 8: The How To’s of planning lessons differentiated by readiness. In How to
Differentiate Instruction in Mixed-Ability Classrooms, (2nd ed., pp. 45-51). Upper Saddle River, NJ: Pearson.

Tomlinson, C. A. (2003). Deciding to teach them all. In Educational Leadership, 61(2) (pp. 6-11).

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.).
Heatherton, Vic.: Hawker Brownlow Education.

Tomlinson, C., & Moon, T. (2013). Pre-assessment: Knowing Where Students Are as a Unit Begins. In C.
Tomlinson & T. Moon, Assessment and Student Success in a Differentiated Classroom (pp. 27 – 56).

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge:
Harvard University Press.

Wiggins, G. & McTighe, J. (2011). Module F: Essential questions and understandings. In The understanding
by design guide to creating high-quality units (pp. 70-88). Alexandria, VA: ASCD.

Wiliam, D. (2011). Eliciting evidence of student achievement. In Embedded formative assessment (pp. 71-
105). Bloomington, IN: Solution Tree Press.