1. Know students and how they learn
Evidence 1
Also connects with standards 2.3, 2.5, 3.2, 3.3, 4.1, 5.1
"Differentiation for Diverse Learners" was an unforgettable topic that I undertook in my 3rd year of study. Tomlinson (2007) explains that differentiation is a teachers response to the learning needs of all individuals. This topic really set the foundation for the type of teacher I want to be - a teacher who caters to the individual learning needs and styles of all students and plans based on student readiness, interest and learning profile (Sousa & Tomlinson, 2011). I believe that the concept of differentiation is imperative in both a special education and mainstream setting. During this topic, I created a tiered lesson plan. The lesson plan focused on data representation and interpretation and involved M&M's - to engage all students. I developed a set of key learning objectives for all students. However I provided alternative, differentiated activities for three tiered groups, in order to meet these learning objectives, by taking a different learning pathway to achieve them.
Scenario used for M&M Maths Investigation
Assessment checklist used for M&M Maths Investigation
I then used this tiered lesson plan whilst on placement at Woodend Primary School. I noticed that this activity was extremely engaging for all students and really challenged their mathematical thinking. It allowed all students, regardless of ability, to stretch their thinking and present their findings in a way that best demonstrated their skills and knowledge.
Sorting M&M's
Sorting M&M's
Students data representations - various forms of graphs
Reference:
Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: how neuroscience supports the learner-friendly classroom. Bloomington: Solution Tree Press Inc.
Evidence 2
Also connects with standards 2.1, 2.5, 3.2, 3.3, 4.1,
The knowledge I gained from the differentiation topic enabled me to develop knowledge in planning and creating a 'learning menu'. I created a learning menu for a novel study, on the novel 'Gangsta Granny' by David Walliams, a novel we had been reading as a class. The learning menu provided students with choice, and allowed them to connect with what they believe were their strengths, in order to portray their knowledge and understanding.
Novel Study Learning Menu
Evidence 3
Also connects with standards 2.1, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.4,
This particular comment section from my final report highlights my ability to connect with standards 1.5 and 1.6.
Excerpt from final professional experience report written by mentor teacher, Bridgette Smith