Assignment 3
Diversity and Inclusion Portfolio
The following page has been created for Assignment 3 of EDUC4721 Differentiation for Diverse Learners, 2016 by Tegan Fleming.
Differentiation and Inclusion
Differentiation is an educational approach to planning, teaching and managing the classroom that takes into consideration individual students characteristics and needs (Jarvis, 2013). It allows access to high quality curriculum and allows all students to make progress in common learning objectives. As an educator it is important to consider that not all students will understand and interpret the content the same way (Tomlinson, 2009). Based upon my own experiences, professional communication and Tomlinson's (2009) research, I can respectfully assume that every student is unique and will have diverse levels of readiness and educational needs (Moon, 2005). Through the use of differentiation in the classroom, students will have the opportunity to learn within a lesson that is tailored to meet their interests and learning needs, allowing them the opportunity to succeed. The following flow chart outlines the key elements of effective differentiation including mindset, the general principles of differentiation, students readiness, interest and learning profile.
Inclusion has been defined by Booth and Ainscow (2002) as 'a set of processes concerned with identifying and removing barriers for groups and individuals who are at risk of being marginalised or excluded.' Jarvis (2013), acknowledges that there are numerous factors and barriers that may cause an individual or group to feel excluded in the school community. This could include cultural reasoning, gender, sexual orientation, mental health concerns, illness, disability and behavioural issues (Jarvis, 2013). As educators, it is important to understand that inclusion relates to the whole school community and does not single out students with disabilities or learning difficulties. All educators including school support staff along with parents, families and visitors are all key participants in the role of inclusive practices (Jarvis, 2013). Differentiation can also be considered as a component of inclusion, specifically in relation to the classroom practices (Tomlinson, 2001). Differentiating instruction and tasks to accommodate the diverse ways that students learn allows equal opportunity to participate and succeed in their education.
As Ainscow and Miles (2009) discuss, Inclusion does not end at the classroom door; it involves all aspects including academically, extra curricular, socialising and building future networks. In an inclusive environment, every student should feel valued and have a sense of belonging including through their participation and progress within the classroom activities and discussions. Through an inclusive and differentiated classroom, students are given the opportunity to become aware of their own learning and assists them in equipping skills that may help them differentiate for themselves within the future. In order to effectively differentiate and provide relevant feedback for the individual to grow, it is essential to acknowledge student differences, educational needs and interests. The Disability Standards of Education (2005) formulated under the Commonwealth Disability Discrimination Act 1992, encompasses inclusion as it focuses upon the individual student's access and participation in education. The standards encourages educators to use inclusive practices and differentiated teaching strategies to assist students learning and achievement within the classroom. A main objective of the Disability Standards of Education (2005) is to ensure that person's with a disability have equal rights within the area of education and training as the wider community.
As Ainscow and Miles (2009) discuss, Inclusion does not end at the classroom door; it involves all aspects including academically, extra curricular, socialising and building future networks. In an inclusive environment, every student should feel valued and have a sense of belonging including through their participation and progress within the classroom activities and discussions. Through an inclusive and differentiated classroom, students are given the opportunity to become aware of their own learning and assists them in equipping skills that may help them differentiate for themselves within the future. In order to effectively differentiate and provide relevant feedback for the individual to grow, it is essential to acknowledge student differences, educational needs and interests. The Disability Standards of Education (2005) formulated under the Commonwealth Disability Discrimination Act 1992, encompasses inclusion as it focuses upon the individual student's access and participation in education. The standards encourages educators to use inclusive practices and differentiated teaching strategies to assist students learning and achievement within the classroom. A main objective of the Disability Standards of Education (2005) is to ensure that person's with a disability have equal rights within the area of education and training as the wider community.
Deepa,. (2015). Inclusion. Retrieved from http://www.twominuteparenting.com/can-inclusion-really-work-for-children-with-special-needs/
School Diversity and Inclusion Profile
The government primary school of discussion is situated in the South-Eastern Fleurieu Peninsula. The Reception to Year 7 school values community, respect, honesty, confidence, pride and happiness through offering a number of programs that students can be involved in socially, academically, dramatically and athletically. 'How high can our fish fly' is the school's vision based upon a story of a local hero who rescued all a board the capsized 'Flying Fish' boat in 1860. This vision is to remind the community to do their best in all endeavours. The Index of Disadvantage Category 5 School offers all subjects within the Australian Curriculum Version 8.1and is made up of approximately 370 students throughout 14 classrooms. Of this population, 14 identify as Indigenous Australian students, 10% of students with disabilities and 2% with English as an Additional Language or Dialect (EALD). 34% of families are eligible for School Card assistance and 1 % of students are under the Guardianship of the minister. Every year the school participates in an Aboriginal Cultural Exchange Program that is strongly supported by teaching staff, community and leadership located in the APY lands in Central Australia.
A core value of the school is community that involves inclusivity of all students and families. Although there is no Special Education Unit onsite there is a special education team of 10 staff who rotate through rosters to provide access to all students needing their one on one care. The 'Shack' is located within the counsellor's office between the Reception/Year One classrooms and caters for all students with physical, verbal, learning and behavioural difficulties. This safe learning zone allows students to come and go for lessons and also serves full time students that need assistance for the day. The counsellor works closely alongside the primary classrooms especially for students who are from traumatic backgrounds. To assist in grieving and recovery processes students are offered weekly art sessions. School staff identifies gifted and talented students, students with learning difficulties and disabilities who require learning support through various sources of information. This includes, information from the individual or parents and caregivers, academic results from previous year, teacher and/or school and individual psychological reports.
From my observations, discussions held with school staff and participation in staff meetings and Professional Development days, I found the classrooms to work closely alongside one another to ensure success for each student. Students who require additional support are not singled out and are included into the classroom environment and are supported by all teaching and support staff along with their peers. All staff are encouraged from leadership to create a classroom that they personally believe will be successful for their students and themselves. This can be seen through the programs used such as NOTOSH, to the layout of a nontraditional classroom i.e. no chairs, no tables etc. I found that inclusion was promoted by leadership and was a whole school approach that promoted student achievement. The school counsellor also plays a large role in leadership and supports staff and the school community to ensure all individual needs are met. To ensure all students are having a healthy start to the day, the school counsellor runs a breakfast club for all families that require financial assistance.
A core value of the school is community that involves inclusivity of all students and families. Although there is no Special Education Unit onsite there is a special education team of 10 staff who rotate through rosters to provide access to all students needing their one on one care. The 'Shack' is located within the counsellor's office between the Reception/Year One classrooms and caters for all students with physical, verbal, learning and behavioural difficulties. This safe learning zone allows students to come and go for lessons and also serves full time students that need assistance for the day. The counsellor works closely alongside the primary classrooms especially for students who are from traumatic backgrounds. To assist in grieving and recovery processes students are offered weekly art sessions. School staff identifies gifted and talented students, students with learning difficulties and disabilities who require learning support through various sources of information. This includes, information from the individual or parents and caregivers, academic results from previous year, teacher and/or school and individual psychological reports.
From my observations, discussions held with school staff and participation in staff meetings and Professional Development days, I found the classrooms to work closely alongside one another to ensure success for each student. Students who require additional support are not singled out and are included into the classroom environment and are supported by all teaching and support staff along with their peers. All staff are encouraged from leadership to create a classroom that they personally believe will be successful for their students and themselves. This can be seen through the programs used such as NOTOSH, to the layout of a nontraditional classroom i.e. no chairs, no tables etc. I found that inclusion was promoted by leadership and was a whole school approach that promoted student achievement. The school counsellor also plays a large role in leadership and supports staff and the school community to ensure all individual needs are met. To ensure all students are having a healthy start to the day, the school counsellor runs a breakfast club for all families that require financial assistance.
Observations and Improvements
Over the eight weeks within the Junior Primary area I observed the importance of having a strong and caring counsellor that understands students and who works closely alongside each class, teacher and support staff member. The counsellor would regularly pop into the classroom to ensure staff and students were traveling well and would assist when needed. All support staff were very welcoming and has formed close relationships with each student they work with. To ensure inclusivity the use of grouping for tasks such as Mini Lit, allows the year 1's to work together as a small group to complete the level and does not involve individual students being taken from the class. On a daily basis I observed students with physical needs having tasks and space differentiated to meet their needs, I however did not witness a lot of differentiating through the use of learning menu's and rafts etc. Through discussion with school staff and observations I found that some staff lacked the confidence in this skill area and that a training session or group discussion may be helpful to assist teachers in developing the skills to successfully implement differentiated tasks for their students. I found the area of differentiation to be one of my biggest challenges whilst on placement, as like a small number of staff, I am still developing my understanding and strategies to differentiate. As inclusion does not stop at the classroom door, it was positive to see that the school truly values inclusion and respect for the community and welcomes open communication to all families. The KidsMatter program is also strongly voiced by parents who attend training sessions with the staff to ensure students mental health needs are taken care of, also connecting with their value of happiness.
Professional Reflection - Reception/Year One
For my final year practicum I was placed within a Reception/Year One classroom of 26 students with over 50% male all ranging from 4 to 6 years old. There are two classroom teachers, one working Monday to Thursday and an Indigenous Australian teacher on Fridays. The class works closely alongside the 2 other Reception/Year One classes including during Math rotations. The following is a class outline:
- Four of the six year one students attend mini lit lessons and are currently working at below average
- Five students have Negotiated Education Plans (NEPS)
- Two students receive Occupational Therapy
- Five students receive assistance for speech
- One student with Global Developmental Delay (GDD)
- One student under referral for speech impairment and Autism Spectrum Disorder (ASD)
- Three students from traumatic backgrounds work closely alongside the counsellor and participate in trauma art
- A very large and diverse mix of ability and student readiness levels especially in the areas of reading and writing.
Implemented Differentiation Strategies
Within the first three weeks of practicum I was given complete control of the classroom, including redesigning of the layout and creating the timetables. Through discussion with my university liaison and mentor, I made the decision to change the seating arrangement for group floor work. It was decided to change the direction the class sat and placed a shape on the floor that students were to sit within, allowing myself to have more control of the classroom and build upon my behaviour management skills.
Due to the large gap in reading and writing ability within the class, I chose to differentiate based upon student readiness levels and interest. It was crucial that I took into consideration that a handful of students could not write or recognise their name whilst others could independently write a paragraph. A range of flexible grouping strategies were used throughout the last three weeks of practicum and included the following:
Another strategy used for differentiating by interest included frequently allowing students to choose the subject of their writing pieces through the use of art. Students were given simple pictures that they needed to complete, for example a tail, head and feet of a monster/dinosaur or a castle. To ensure students were creating an art piece that could then be transferred into a story, I placed rules for the students. An example of this is during the art piece of the castle, I told students they had to add a character (who), setting (where/when) and draw the character playing their favourite game/hobby. Students responded with fish bowls of mermaids, dinosaur cities, cowboys, aliens and much more. The art pieces were very successful in this classroom and were a simple way to differentiate by interest and introduce to the basics of narratives.
Hattie (2012) states that 'feedback is among one of the most powerful influences on achievement' (p. 134), therefore I continually used opportunities to give clear and concise feedback to the students within the English, Math and History lessons. Each handwriting lesson I ensured to ask each student to identify their best efforts and an individual learning goal based on the lessons work and gave opportunities for students to demonstrate their growth in learning. To also assist students learning and ensure I met all students needs within the class, I made further adjustments in teaching strategies and tasks. I introduced the use of whiteboards in writing for a small group of students with lower ability level for reading and writing, I would prompt the student, write the sentence for them onto the whiteboard, allow them to read it back to myself and then ask them to copy into their workbooks. I found this process to work very well and as it was a small group of students it did not consume any extra time. Students working at a very low ability level in reading and writing due to speech impairments and GDD were given the opportunity to write the sentence independently. If unable to complete, depending on the day, students were then able to trace dot writing in their workbooks. Although writing with dots was a lengthy process, these students were successfully achieving the same about of work as their peers. At the completion of weekend recounts, students were always given the opportunity to share work with their peers, ensuring that students from varied ability levels were highlighted and clear feedback was passed on to all.
To ensure all students were working within an inclusive and comfortable learning environment I trialed ideas with the class instead of individual students. An example of this was for our student with GDD who is still learning basic social skills and understanding personal space, continuing to play and distract other students in seating time through hair touching and crawling around the room. To support the classes learning I asked everyone to sit on their hands, this worked extremely well for all students and kept disruptions during group discussion to a minimum.
Whilst I was creating my differentiated assignments for University I was unaware of the topics my mentor wanted the class to focus on, therefore I used the information gathered from my observations and created an assignment on weather and an author study. Unfortunately the class was not heading in this direction and so I could not trial my assignments in a classroom setting. I am eager to trial these in my future classroom(s) to ensure they are successful. To develop my understanding of differentiation I focused upon pre-assessment, formative and summative. An example began through observation of pre-assessment task for Math when students were asked to draw and/or write what they knew about measurement. I then took this information to create the rotation lessons. To conclude the overall measurement unit students were asked to create a movable object that can be measured, allowing students to use the correct language and demonstrate their learning and understanding of the topic.
Due to the large gap in reading and writing ability within the class, I chose to differentiate based upon student readiness levels and interest. It was crucial that I took into consideration that a handful of students could not write or recognise their name whilst others could independently write a paragraph. A range of flexible grouping strategies were used throughout the last three weeks of practicum and included the following:
- Heterogenous grouping was used during Math and Literacy rotations to allow students either independently complete activity based upon their level of readiness or develop team building and communication skills through group activities. To ensure the reception/year one classes are working alongside one another and covering similar topics, the three classroom teachers created a rotation system for Math focusing upon measurement. The rotation's allowed the teacher to teach the same lesson three times with different students. This process was very interesting and allowed myself to always critically reflect on my teaching strategies. After talking with my co-workers and getting to know the students, I chose to use heterogeneous grouping to complete the activities. This was successful within all three classes and all rotations and demonstrated students using team building skills to solve the problems posed to them. During the Math unit I chose to differentiate my vocabulary to ensure students made connections with the words and understood the correct language i.e. fatter, wider.
- During rotation systems for Design and Technology, heterogeneous grouping was used as it allowed the students with a higher level of readiness for the task to then assist their peers. The rotation system worked very well as it was easier to manage the group size and each time a different student was able to demonstrate their skills to their peers. An example of this is when I divided the group into two even mixed ability groups, group 1 completed a step-by-step creation of a cube whilst group 2 continued a health lesson and created their safe place using Lego. For the second lesson the students then switched activities allowing students to demonstrate Lego and creative skills instead of fine motor skills.
- For reading group rotations I chose to use homogeneous grouping as students could work collaboratively and independently (depending upon task) based on similar levels of readiness and reading ability. I chose to keep the lower ability group with the Student Support Officer (SSO) every session instead of rotating them between activities as they required extra assistance in reading, writing and speaking and would benefit greatly from the one on one support. To encourage student participation, I ensured all activities interested them and were enjoyable to complete, i.e. reading making a bird and then constructing a bird out of paper.
- Class instruction and explicit teaching was used when teaching new content and introducing a learning activity or task.
- During partner work students were grouped heterogeneously to ensure students stay engaged with the task and accommodate all students whether high or low ability levels.
- At the end of each explicit teaching of a task, students were given the opportunity to further their understanding of the activity by completing an extra example as a smaller group on the mat. Individualised instruction allowed myself to continually note how students were progressing with the task.
Another strategy used for differentiating by interest included frequently allowing students to choose the subject of their writing pieces through the use of art. Students were given simple pictures that they needed to complete, for example a tail, head and feet of a monster/dinosaur or a castle. To ensure students were creating an art piece that could then be transferred into a story, I placed rules for the students. An example of this is during the art piece of the castle, I told students they had to add a character (who), setting (where/when) and draw the character playing their favourite game/hobby. Students responded with fish bowls of mermaids, dinosaur cities, cowboys, aliens and much more. The art pieces were very successful in this classroom and were a simple way to differentiate by interest and introduce to the basics of narratives.
Hattie (2012) states that 'feedback is among one of the most powerful influences on achievement' (p. 134), therefore I continually used opportunities to give clear and concise feedback to the students within the English, Math and History lessons. Each handwriting lesson I ensured to ask each student to identify their best efforts and an individual learning goal based on the lessons work and gave opportunities for students to demonstrate their growth in learning. To also assist students learning and ensure I met all students needs within the class, I made further adjustments in teaching strategies and tasks. I introduced the use of whiteboards in writing for a small group of students with lower ability level for reading and writing, I would prompt the student, write the sentence for them onto the whiteboard, allow them to read it back to myself and then ask them to copy into their workbooks. I found this process to work very well and as it was a small group of students it did not consume any extra time. Students working at a very low ability level in reading and writing due to speech impairments and GDD were given the opportunity to write the sentence independently. If unable to complete, depending on the day, students were then able to trace dot writing in their workbooks. Although writing with dots was a lengthy process, these students were successfully achieving the same about of work as their peers. At the completion of weekend recounts, students were always given the opportunity to share work with their peers, ensuring that students from varied ability levels were highlighted and clear feedback was passed on to all.
To ensure all students were working within an inclusive and comfortable learning environment I trialed ideas with the class instead of individual students. An example of this was for our student with GDD who is still learning basic social skills and understanding personal space, continuing to play and distract other students in seating time through hair touching and crawling around the room. To support the classes learning I asked everyone to sit on their hands, this worked extremely well for all students and kept disruptions during group discussion to a minimum.
Whilst I was creating my differentiated assignments for University I was unaware of the topics my mentor wanted the class to focus on, therefore I used the information gathered from my observations and created an assignment on weather and an author study. Unfortunately the class was not heading in this direction and so I could not trial my assignments in a classroom setting. I am eager to trial these in my future classroom(s) to ensure they are successful. To develop my understanding of differentiation I focused upon pre-assessment, formative and summative. An example began through observation of pre-assessment task for Math when students were asked to draw and/or write what they knew about measurement. I then took this information to create the rotation lessons. To conclude the overall measurement unit students were asked to create a movable object that can be measured, allowing students to use the correct language and demonstrate their learning and understanding of the topic.
Challenges Faced
Although I can differentiate on paper, this practicum has allowed myself to understand the significance of getting to know the students before implementing the tasks into the classroom. After getting to know the students I was able to begin setting differentiated tasks that allowed students to work at a level that challenged and complimented their abilities. A challenge that I found difficult to differentiate was the ability to complete a required amount of work within a set period of time. At the beginning of my final three weeks of practicum I discussed my mentor's expectations and then devised how I would independently create and implement the set work. I wish I had more time to complete the ideas and lessons that I had in mind and will focus upon my time management skills within the classroom. Although a positive experience, this particular placement allowed me to realise how 'off' topic you can get with students during class discussions and that although activities look great on paper they aren't necessarily suitable for the class, space and time.
Improvements and Goals
I feel as though I would benefit greatly from continuing to implement a variety of strategies to determine what will be successful in a particular environment. I believe my time management skills will improve over my experience in the classroom along with my essential questioning. As I understand that every student is a on a unique learning journey, I have set a goal of sorting students into similar ability groups. I found this to be most challenging aspect of differentiating as when assessing the class I found that it depended on the moment what they knew and how far they were willing to participate. As differentiation is a crucial step towards an inclusive education, I am eager to develop my understanding and skills in this area through experience, research, observations and discussions.
References:
Ainscow, M., & Miles, S. (2009). Developing inclusive education systems: How can we move policies forward. Manchester, UK: University of Manchester.
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. London, UK: Centre for Studies in Inclusive Education.
Disability Standards for Education. (2005). Australian Government, Department of Education and Training. Retrieved 9 June 2016, from https://www.education.gov.au/disability-standards-education
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, Vic.: Cambridge University Press.
Moon, Tonya R (2005), 'The role of assessment in differentiation', Theory Into Practice, vol. 44, no. 3, pp. 226-233.
Tomlinson, C. (2009). Video Archive - Differentiation Central. Differentiation Central. Retrieved 8 June 2016, from http://differentiationcentral.com/Video_Clips.html
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. Ascd.
Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. London, UK: Centre for Studies in Inclusive Education.
Disability Standards for Education. (2005). Australian Government, Department of Education and Training. Retrieved 9 June 2016, from https://www.education.gov.au/disability-standards-education
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, Vic.: Cambridge University Press.
Moon, Tonya R (2005), 'The role of assessment in differentiation', Theory Into Practice, vol. 44, no. 3, pp. 226-233.
Tomlinson, C. (2009). Video Archive - Differentiation Central. Differentiation Central. Retrieved 8 June 2016, from http://differentiationcentral.com/Video_Clips.html
Tomlinson, C. A. (2014). Differentiated classroom: Responding to the needs of all learners. Ascd.