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Assignment 3
Diversity and Inclusion Portfolio
Kieran Wandel
2168789
EDUC4720 Kieran Wandel 2168789
How common student differences in this setting might impact on learning and the classroom
environment.
The differences in this school setting are broad and it is evident
that there was a variety of student backgrounds present within
the average classroom. One year nine classes in particular was
very mixed with a number of EALD students, students of both
lower and higher learning abilities and needs, and a number of
disengaged students. While all the students were wonderful to
work with individually the class culture resulted in negative
impacts on the learning overall and it was generally due to the
range of differences in learning abilities that resulted in some
students opting out of their education, causing disruptions or not challenging themselves. One year ten
classes observed and taught on this placement had a very high level of engagement and had a culture of
success. The students in the class were similarly matched with their abilities; however there were still
students who required support for various barriers like ASD, and reading and writing difficulties. While the
year ten class was different to the year nine cohort, it was apparent over all the classes that the
implementation of a variety of strategies for learning and engagement were required due to the
differences of student backgrounds.
were often taken out of certain classes to work with the EALD support teacher who provided support to
their learning with the topics being taught. The classes also received a variety of well-structured
differentiation integrated into their assessments which were put in place by the teaching faculty, and
supported by their class teacher. Students also have the ability to engage with a student wellbeing officer
or school councillor if they are having issues with learning, or
social emotional difficulties. The councillor can also provide a
student with a take-5 card which allows them to leave the class
for a ‘cool down’ time. There is also a large emphasis on the
IGNITE program for gifted students and the dedicated
performing arts program for talented students. The
combination of these programs allows for a differentiated
learning approach which meets students’ differences at varying
levels. To support a whole school approach to learning
difficulties the school utilises the Daymap alert system which indicates to staff which students have IEPs or
NEPs and strategies of how to differentiate for, or support that student in their classes. If a teacher
required additional support then they could approach the school learning support officer for assistance on
how to differentiate for a student in their class.
What philosophy and approach to student diversity and inclusion is reflected in the school’s mission or
vision statement, policies, or other published information.
The school’s vision statement found in the 2019 context statement indicates that the school wants to foster
a “Collective commitment to the learning, achievement and well-being of every student to enable them to
develop, acquire and enhance their capabilities for lifelong learning including creative and critical thinking,
independence and effective citizenship”. This demonstrates its commitment to the inclusive education of
every student that is at the school. As part of the school values it indicates that teachers and student
should work collaboratively in safe, supportive, engaging and constructive environments which are
provided by teachers through a differentiated curriculum designed to meet the needs of all students.
Teachers are also required to create flexible learning spaces which facilitate a differentiated learning
environment.
How the philosophy embodied in the mission and vision statement is specifically enacted in practice at
this school
The school enacts its vision statement by encouraging teachers to come together and discuss
differentiation and how they can improve the students. Teachers are provided opportunities for
professional development so that they can better improve their understandings of how their students can
learn. Teachers are also provided with support staff that are able to assist them with implementing
differentiation within the classroom. Every week the faculties come together to continue developing
differentiated unit plans, lesson resources and unit assignments so that teachers are able to get new ideas
on how to assist their students. This continual development amongst the staff is strong in most faculties,
but it is extremely successful amongst the English faculty who are always looking for ways to improve each
time they teach a topic.
To what extent do the classroom and other school practices you observed throughout your professional
experience align with the philosophy, principles and practices of differentiation and inclusion we have
studied this semester.
The alignment of philosophy, principles and practices of differentiation and inclusion are varied between
school and the university teachings. At the school there are a number of different interpretations of what
differentiation is and how it should be implemented. There are a number of teachers under the impression
that it’s about making the learning easier for a student so that they are able to achieve. Some also believe
EDUC4720 Kieran Wandel 2168789
that students need individual or modified tasks that end up differing from the original task or assessment to
a moderate extent. I feel as though the school can improve further with differentiation over all faculties
because while the English faculty were developing differentiated learning material, the HaSS faculty were
very behind in its thinking of differentiation as a teaching philosophy. I believe this will change in the near
future though as a new faculty coordinator comes in.
Professional Reflections:
What differentiated strategies did you try to implement during your professional teaching experience?
Did you have a chance to implement one or more of your assignments?
Throughout the placement I implemented a variety of differentiated teaching strategies within all the
classes that I taught. Some of the differentiated strategies that I utilised were:
Scaffolds for higher learning “Teaching Up” Inquiry learning task based on interests and
readiness
Differentiated rubrics Scaffolded assignment templates
Ultimately I had intentions of trying a larger variety of differentiation but time proved to be the factor with
placement as I could not get resources prepared in time for certain tasks to really be implemented to a high
degree. The differentiated strategies that were implemented worked very well and the students really
enjoyed them. I did not get to implement assignments that were designed by me but I did get to implement
differentiated assignments that had been designed by the English faculty to be used for each English topic. I
did however get to implement various levels of scaffolding to assist student learning where the
differentiated assignment still did not assist the needs of all students. Further to this I also helped develop
the next assignment which will be implemented later in term 3 of this year.
What worked well? What factors (personal or environmental) helped you to differentiate effectively?
All of the differentiated strategies worked well as I chose not to implement half planned strategies. The one
that I received the most direct positive comments about from student was the entry and exit cards. The
feedback from students was almost immediate after implemented in class and most students in this class
commented that it allowed them to ask questions that they were not otherwise confident to ask in front of
their peers and to give feedback on their learning and readiness to proceed. The exit cards were
established in a way that allowed them to ask questions regarding the tasks, the content, and give feedback
on the way thing were being taught to them at that point in the topic. It also allowed students to give a
rating from 1 to 10 of how confident they were with the task and their understanding. These exit cards
were then followed up ready for the next lessons and questions would be answered as a class to clear up
confusion or determine how to proceed. The biggest factor that helped me differentiate for the students
was that I constantly checked up on their progress, and built a relationship for learning and taking on their
interests. By constantly talking to students 1 on 1 I was able to learn their strengths, weaknesses and
interests. I was also able to better tailor my teaching methodology based on the student’s immediate
feedback. One of my classes was already used to in-depth differentiation and knew the benefits of
interacting with the tasks, and how to seek assistance if they needed it.
their needs and interests. These students saw education as a waste of their time and took no interest in
even attempting the tasks and preferred to be disruptive towards the class environment or their immediate
peers. These students often drew in students who were engaged or those that had learning difficulties. The
classrooms were also very restrictive in terms of layout and it was often very difficult to change basic things
such as positioning of tables, and getting students to engage with a television that is positioned poorly in
the classroom.
Thinking critically, how can you improve your teaching practice with diverse learners for your next
experience? What goals do you still have for yourself?
The biggest area for improvement for my teaching practice with diverse learners is to broaden my
understanding of specific differentiation strategies so that I can differentiate more efficiently for students.
While I possess an detailed understanding of differentiation as a teaching philosophy, and have knowledge
of teaching strategies which assist with differentiation, I feel as though I still have much more to learn.
Ultimately my goals for my early teaching career would be to learn more strategies and keep practicing
these skills. My major goal would be to lead a successfully differentiated and inclusive classroom from
beginning to end in a school year and be able to achieve high results for my students.
EDUC4720 Kieran Wandel 2168789
References:
Aberfoyle Park High School (2019) School Context Statement. Available from:
http://intra.aphs.sa.edu.au/web/sites/default/files/2019%20School%20Context%20Statement.pdf
Ainscow, M. (2013). Making sense of inclusive education. Trinity Education Papers, 2(2), 2–11
Australian Government (2015). National Aboriginal & Torres Strait Islander Education Strategy 2015
Barbara R. Blackburn author. (2017). Rigor and Differentiation in the Classroom : Tools and Strategies. New
York : Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Oxon: Routledge.
Hattie, J., & Hattie, J. (2014). Analysing your students’ style of learning. In Visible learning and the science of
how we learn (pp. 176–186). Milton Park, Abingdon, Oxon: Routledge
Jarvis, J. (2015) Inclusive classrooms and differentiation in learning to teach in the secondary school.
Cambridge: Cambridge University Press. Pp. 154-172
Reid, A (2017) Public Education in South Australia. Adelaide: Public Education Advisory Committee.
Sousa, D. A., & Tomlinson, C. A. (2018). Differentiation and the brain : How neuroscience supports the
learner-friendly classroom (use brain-based learning and neuroeducation to differentiate instruction).
Bloomington: ASCD, pp.7-18.
Tomlinson, C. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. 3rd ed.
Alexandria: ASCD, pp.1-12.
Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the needs of all learners. Alexandria, VA: Association for
Supervision and Curriculum Development.
Tomlinson, C. A., & Eidson, C. C. (2002). Differentiation in Practice : A Resource Guide for Differentiating
Curriculum, Grades 5-9. Alexandria: Association for Supervision & Curriculum Development.