EDUC4720 Assignment 3

Introduction
During the first semester of the final year of my university degree to become a teacher I have undertaken a topic labelled 'EDUC4720 Differentiation for diverse learners' at Flinders University in Adelaide, Australia. This course has opened my eyes to the many considerations that need to be made in order to be an effective teacher and successfully reaching a diverse student group. This learning has also been supported and enhanced throughout my 8 week placement at a Metropolitan school in Adelaide. This opportunity provided me with hands on experience in understanding the diversity within the classroom and catering for this through planning and execution of lessons.

Inclusion and Differentiation. 
To discuss differentiation within the classroom it is important to understand what the words inclusion and differentiation refer to.

Inclusion: Inclusion is a term that can be used in a variety of context, not just within education. It refers to people assessing their behavior to eliminate barriers so that everyone can be included. It ensures that all individuals understand, can participate and feel apart of all aspects of society (Le Lant, 2015b). Being inclusive does not just refer to one group of people but being considerate of many, including those of different race or religion, people with physical, emotional and intellectual disability and those considered to need special education or seen to be gifted (UNSCO, 2005).

Jarvis (2013) discusses this in relation to education and uses four elements to help understand different aspects of inclusion. These consist of presence, participation, progress and sense of belonging. To expand, Jarvis (2013) describes these intertwining elements as ensuring student attendance is more than just physical. It is important to make sure students are prompted and supported so they can participate meaningfully in school curriculum and extra curricular activities. To do so adjustments have to be made to help individual students to feel connected to the curriculum and their surrounding environment. Flexibility is important to ensure all groups of students are catered for especially those at risk of being excluded and therefore less likely to succeed (Jarvis, 2013).


Promoting inclusion within education provides access to good quality curriculum for all students. To be inclusive schools need to effectively provide environments that are welcoming, gender sensitive, healthy and protective; doing so will increase access to all students and improve the quality of our schooling (UNSCO, 2005). Inclusivity aims to reach both students and teachers, resulting in an increase comfort and understanding of diversity. To be effective schools need to be able to alter content, approaches, structures and strategies to address the needs of all learners (UNSCO, 2005).

Differentiation: Differentiation is an element of inclusion specific to education, it refers to altering teaching and learning experiences to cater for a diverse range of students (Jarvis, 2013). When planning curriculum, content and teaching strategies it is important to consider the diverse group of students in the classroom. This may be in accordance to ability, readiness, race, background knowledge, language barriers or religion, all students are different and learn in different ways. Differentiation is successful through effective, flexible, proactive planning; it considers the philosophy of inclusion and is activated through teaching that is responsive to this idea (Le Lant, 2015b). There a several key principles that help guide teachers to successfully implement a differentiated classroom, these are as follows.

1. High quality curriculum with clear objectives
2. Task that are respectful to all learners
3. Positive learning environments
4. The teacher to take responsibility
5. On-going assessment
6. Flexible grouping
(Tomlinson, 2014)

Differentiation can be approached in a variety of ways including the content taught, the process it is taught in, presentation of learning and altering classroom environment (Tomlinson, 2014). Jarvis (2013) suggests a few of the myriad of ways to differentiate within the classroom, this includes using different complexity prompts for students at different levels, allowing students to select activities or assessment pieces according to preferred learning style or interest, allowing students to work at their own pace, providing extension activities, using a different level of vocabulary for students with varying understanding and providing glossaries to those students who may struggle with language.

The Disability Standards For Education (2005).
The Disability Standards for Education follows the philosophy for differentiation and inclusion as it was derived with the purpose of assisting students with a disability to reach their full potential in education (Attorney-General’s Department, 2006).  As previously mentioned the idea behind inclusion and differentiation is to provide all students with equal opportunity to succeed in the classroom. The Disability Standards is a policy that ensures all government and non government operations in all education sectors ensure adjustments are made so that people with a disability are treated the same was as those who do not. The standards stipulate requirements with aim to eliminate discrimination, enforce equality and promote recognition and acceptance of people with a disability throughout the community (Attorney-General’s Department, 2006).


Diversity within my placement school. 
The school I did my placement at was an Adelaide metropolitan private Mercy school catering for young ladies. The whole school population is very multi cultural, reflecting that of the Australian population (Placement School, 2015). The school population consists of over 1200 girls and includes refugees, students of which English is their second language, a variety of races and religions and over 200 students with learning difficulties. To cater for all children it is important for schools such as this to use inclusive curriculum through modification where necessary to provided equal access to all of its students (Conway, 2014).

What is happening?
During my time at the school there was a Professional Development session held on the international students at the school. It made teachers aware of the importance of understanding the values, cultures, and social backgrounds of their students. Some of the stories told about the home lives of students, especially some of  the refugees shocked me. It helped me, and i'm sure other teachers to recognise the importance of getting to know your students and the lives they live outside of school. Those with hard lives out of school may not be showing the same readiness to learn as other students (PD, personal communication, 2015)

The placement school I was at strictly enforces the Disability Standards, adopting a 'On the same basis approach' (Special ed teacher, personal communication, June 28, 2015). This ensures that all students have the same opportunities and choices made available to them. The school strives to make sure all students, with or without a disability have access to rigorous, relevant and engaging learning opportunities (ACARA, n.d.).


How do the teachers respond?
Through viewing the Placement School (2015) website and from my own observation it is evident that the school undertakes a range of methods to help uphold the inclusion philosophy. Some ways they do that are as follows.

1. Pastoral care - This is a time where activities and discussions are undertaken to foster emotional and social growth. This is achieved through a number of different programs throughout the year, becoming involved in the community and completing social justice activities. Focus is also aimed at teaching students to be hospitable, compassionate and respectful of diversity (Placement School, 2015).

2. Access to specialist staff - Both students and teachers benefit from access to staff who specialise in counselling and special education. Students are able to visit these staff if any problems occur or need help adjusting to the school culture or struggling with school work. Having these staff available to class teachers is also beneficial in helping them differentiate learning to benefit those who need it or  just to discuss ideas on how to accommodate all students in the classroom (Placement School, 2015).

3. Teachers - From my observations teachers at all levels were willing to make adjustments, alter assessment and were constantly thinking of student interest and needs to benefit all students safety, well-being and therefore willingness to participate. Support teachers are in mainstream classes when necessary and have the knowledge to be able to provided ongoing support to children with varying backgrounds, cultures and traditions (Placement School, 2015).

4. Training - The school ensures that all teachers are constantly learning and improving. Making sure they are able to understand individual students, the importance of visual aids and communication with all students especially those with Austism Spectrum Disorder (DECS, 2007), knowing how to deal with trauma, being aware of different cultural events that students of the school participate in and how to adapt assessment to benefit each learner (PD, personal communication, March 16, 2015 ).

Placement schools vision and mission statement
When reading the vision and mission statements of my placement school (2015) it states that it strives to continually uphold its Mercy School philosophy by teaching students to be strong, show integrity, understand social justice and be compassionate in all situations. There is a strong belief system in place that trust and therefore responsibility should be given to students to help them become accountable for themselves The mission statement address diversity by stating the school endeavors to provide a rich curriculum catering for a diverse range of interests, talents and needs (Placement School, 2015).

How did i observe this?
As previously mentioned the Professional Development sessions run by the school seemed to be effective in having teachers consider the most effective way for them to alter their classroom to suit all students. During my time at the school I was on a health and physical education practical focusing the majority of my teaching on a range of sports to several different classes. Through my observation there was little modification made to cater for diversity in the classroom but with students effectively participating and progression occurring there seemed to be little need for it during these lessons. Modification were made to the year 9 assignment to students with an ESL background and learning disabilities (Mentor teacher, Personal Communication, May 6, 2015).


My experience.

When planning the units I would teach over placement I knew it was important to provide a safe and inclusive environment for all students (Tomlinson, 2003). To help familiarise myself with the students I played getting to know you games in the first lesson for each class I would be teaching. I also had discussions with my mentor teacher to determine ability levels, strengths, limitations and motivations (Ellis et al., 2009).

What did I try?
Mixed ability grouping and Sport Education Model
One of the most effective ways of differentiation learning within a physical education setting is mixed ability grouping (Ellis et al., 2009). I taught a Soccer uni to my year 8 class and for this I decided to attempt a Sport Education model (SEPEP). To select teams I conferred with my mentor teacher to ensure teams were of mixed ability. This allows students of low readiness or ability to be motivated to participate as their team works toward a common goal throughout the soccer 'season' (Seidentop et al., 2011). In this unit the students with previous soccer experience acted as coaches for their team allowing them to not only improve their skill but develop teaching ability also. Those less confident were given opportunity to work with their peers to improve skill and tactical knowledge (Seidentop et al., 2011).

Inquiry based learning
Throughout my lessons I used inquiry questions to promote higher order thinking among the students. Asking questions during the lesson aims to help participants to recognise different game tactics, appropriate decision making and deeper understanding of the sport being taught (Pill, 2013). This is also valuable when addressing a class with varying levels of readiness or ability forcing students to think about different situations and hearing answers from those at a higher level of thinking is likely to promote deeper thought, meaningful discussion and lead to greater understanding (Wiggins, 2011).

Choice Board
For my year 7 health class I selected to implement a choice board for an assessment piece. This activity ensured assessment caters for a range of students allowing them to select options that best suited their preferred style of learning (Javis, 2013). Unfortunately my placement has finished and they are yet to submit this assessment piece so I am unsure of the end result but will follow this up once submitted. The progress I viewed seemed promising with students excited about completing the tasks and being able to make their own choice.


Conclusion
Within all schools, in every classroom we are going to encounter diversity among our students, whether it be intellectual, racial, readiness, ability, disability, interests or other. As part of my teaching philosophy I highlight the importance of inclusive, high quality curriculum. Teachers need to get to know the children in their classroom and teach them according to their needs to build a brighter more motivated youth group now and for their future.


References

Attorney-General’s Department. (2006). Disability Standards for Education 2005 (Plus Guidance                   Notes). Retrieved from                                                    
            http://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_
            2005_plus_guidance_notes.pdf 

Australian Curriculum, Assessment and Reporting Authority. (n.d.).  Student Diversity. Retrieved                   from http://www.australiancurriculum.edu.au/studentdiversity/students-with-disability

Conway, R. (2014). Australian schools, policy and legislation in perspective. In M. Hyde, L.
            Carpenter., & R. Conway (Eds.). Diversity, inclusion and engagment (2nd ed.). South          
            Melbourne, Victoria: Oxford University Press.

Department of Education and Children's Service. (2007). Autism Spectrum Disorder: A starting 
           guide for teachers, statewide verification and professional support. Retrieved
           from http://www.decd.sa.gov.au/speced/files/pages/autism/ASD_book_FA2.pdf

Ellis, K., Lieberman, L., & LeRoux, D. (2009). Using differentiated instruction in physical education.             Palaestra, 24(4), 19-23. 

Jarvis, J. (2013). Differentiating leaning experiences for diverse students.  In P. Hudson (Ed.),                        Leaning to teach in the primary school. Port Melbourne, Victoria: Cambridge University                    Press.

Le Lant, C. (2015a). EDUC4720/4721: Differentiation for diverse learners, lecture 1, part 1                           [PowerPoint slides]. Retrieved                                                
            from http://flo.flinders.edu.au/pluginfile.php/1285385/mod_resource/content/1/4720_Lecture
            %201%20Part%201%202015_Inclusion%20Feb.pdf

Le Lant, C. (2015b). EDUC4720/4721: Differentiation for diverse learners, lecture 1, part 2 
             [PowerPoint slides]. Retrieved  
             from http://flo.flinders.edu.au/pluginfile.php/1285386/mod_resource/content/1/4720_
             Lecture%201%20Part%202%20Principles_Feb%202015.pdf

Placement School. (2015). About us. Retrieved from Placement school website

Pill, S. (2013). Play with purpose: Game sense to sport literacy (3^rd ed.). Adelaide: ACHPER.

Siedentop, D., Hastie, P., & Van Der Mars, H. (2011). Complete guide to sport education (2^nd ed.).                  Champaign: Human Kinetics.

Tomlinson, C.A. (2003). Deciding to teach them all. Educational leadership, 60(2), 6-11.

Tomlinson, C. (2004). The how to’s of planning lessons differentiated by readiness. In C.

Tomlinson, How to differentiate instruction in mixed-ability classrooms (2^nd ed.). Victoria: Association for Supervision and Curriculum Development. 

Tomlinson, C, A. (2014). Differentiated classroom: Responding to the needs of all learners (2nd ed.).             Alexandria, USA: ASCD.  

Wiggins, G., & McTighe, J. (2011). Essential questions and understandings. In G. Wiggins & J                       McTighe (Eds.). The understanding by design guide to creating high-quality units.                               Alexandrina, VA: ASCD

United Nations Educational, Scientific and Cultural Organization (UNSCO). (2005). Guidelines for               inclusion: Ensuring access to education for all. Retrieved          
            from http://unesdoc.unesco.org/images/0014/001402/140224e.pdf