Catering For Diversity
'Modified work for student ability and learning diversities' - Karen Ellis, Mooroolbark College 2012.
To address diversity, I factor in the needs of students by implementing specific strategies to create an inclusive environment. These include:
Open ended questions
This strategy allows students of all abilities to approach a question, however the complexity of their response depends on their own ability level. I have used such a strategy in Visual Arts, where interpretations of an art work are based on individual opinions and justifications.
VIT-Professional Practice 5; Teachers create and maintain safe and challenging learning
environments
5.3- Be aware of and can use a range of strategies to establish a postive and inclusive learning environment where all students can learn and are challenged.
Blooms Taxonomy
I am aware of the 6 levels of questioning model to stimulate higher order thinking process to cater for different abilities (DECD 2008). I intend to use and adapt this matrix resource which incorporates Blooms Taxonomy and multiple intelligences in the future to address Ancient Egyptian Curriculum
(Pizzaro 1997).
VIT-Professional Knowledge 1; Teachers know how students learn and how to
teach them effectively
1.1- Have a sound knowledge of the current learning theories and pedagogical models from which they draw their practice.
Modifying Curriculum
As educators we know that students do not learn at the same rate or in the same way, therefore curriculum modifications are often required so
students can achieve goals.
VIT-Professional Practice 4; Teachers plan and assess for effective learning
4.1- Use their professional knowledge to establish clear, challenging and achievable learning goals for students as individuals and groups.
I have had the opportunity to teach students with disabilities and prefer a collaborative approach to support students who experience learning difficulties. I meet the needs of individuals across a range of abilities through:
- Extensive communication with Curriculum Support, parents and colleagues
- Reviewing Individual Learning Plans to inform teaching strategies
- Flexibility in assessment tasks
- Familiarity with government procedures and policies
VIT- Professional Knowledge 3; Teachers know their students
3.7- Appreciate the position of trust they are given by parents/guardians and the communitity and are aware of ways parent/teacher partnerships can be developed.
VIT- Professional Practice 5; Teachers create and maintain safe and
challenging learning environments
5.6- Work cooperatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students.
To facilitate learning for a student with Dyslexia who has low written literacy skills, I created achievable goals based on abilities (ABLES). I achieved this by modifying written tasks to just noting the key people that made up Ancient Egyptian society without being accommodated by the full explanation.
3.7- Appreciate the position of trust they are given by parents/guardians and the communitity and are aware of ways parent/teacher partnerships can be developed.
VIT- Professional Practice 5; Teachers create and maintain safe and
challenging learning environments
5.6- Work cooperatively and purposefully with colleagues and other professionals who share responsibility for the learning and welfare of their students.
To facilitate learning for a student with Dyslexia who has low written literacy skills, I created achievable goals based on abilities (ABLES). I achieved this by modifying written tasks to just noting the key people that made up Ancient Egyptian society without being accommodated by the full explanation.
The student with Dyslexia only wrote the key concepts in her
journal:
Pharaoh, Vizier, Nobles, Priests, Artisan’s, Scribes, Farmers
and Herders and Unskilled tradesman.
The defintion was not
included.
I taught a student with Autism and altered assessment tasks by limiting the workload into smaller manageable parts, permitting them to master a concept and complete an activity in Year 7 Art.
Instead of having 4 examples for each Design Element, I modified the assessment task for a student with Autism who struggled with the work load, where only one example was required to demonstrate a satisfactory understanding based on percieved capability.
'She was aware of students who were struggling and always offered assistance' - Staurt Maile, Parkwood Secondary College, 2011.
Individual Education Plans
I am familiar with individual learning plans and have extensively developed my knowledge and understanding on personalising the curriculum to suit individual learners. Flexibility and alternative assessment tasks are imperative for students with disability to achieve goals based on their own capabilities.
This is an example of an Individual Education Plan, highlighting the important objectives that I now consider when dealing with diversity in the classroom.
Inclusive Assessment
One of the key aspects I have learnt when teaching a diverse range of students, is to be flexible with assessment options and include alternatives for students to showcase their knowledge and understanding based on their abilites.
VIT- Professional Knowledge 3; Teachers know their students
3.2- Regard all students as capable of learning and demonstrate an understanding of, an commitment to, equity in their practice.
A resource I have obtained from Curriculum Support whilst on rounds provides assessment alternatives for teachers to ensure inclusivity of all learners. These strategies include:
Inclusive Assessment
One of the key aspects I have learnt when teaching a diverse range of students, is to be flexible with assessment options and include alternatives for students to showcase their knowledge and understanding based on their abilites.
VIT- Professional Knowledge 3; Teachers know their students
3.2- Regard all students as capable of learning and demonstrate an understanding of, an commitment to, equity in their practice.
A resource I have obtained from Curriculum Support whilst on rounds provides assessment alternatives for teachers to ensure inclusivity of all learners. These strategies include:
Resources
I am aware of the vast government resources and policies accessible for teachers to inform their own teaching practices and knowledge.
At University I was part of a Professional Development Session, where I was part of a collaborative team that educated fellow colleagues on diversity and practical classroom approaches to address learning needs.
As a team, we developed specific activities based on disciplinary areas that particularly encouraged social interaction, empathy and teamwork to create an inclusive environment.
These activities were incorporated into a resource booklet alongside information on:
These activities were incorporated into a resource booklet alongside information on:
- Cultural Diversity
- Visual Impairment
- Underachievers
- Interpersonal Development
- Cooperative Learning
VIT-Professional Practice 6; Teachers use a range of teaching practices and resources to engage students in effectivelearning
6.4- Use a range of teaching approaches which foster independent and cooperative learning, cater
for different learning needsand respond flexibly to the dynamics of the classroom.
POLT- Students needs, backgrounds, perspectives and interests are reflected in the learning program
3.1- Uses strategies that are flexible and responsive to the values, needs and interests of individual
students
3.3-Builds on students prior experiences, knowledge and skills