Student A Female Developmental Information DOB: 6 years of age Cognitive: Appears to be working in the pre operational stage of cognitive

development defined by Piaget (n.d., as cited in Henery, n.d) because the learner show little interest in explanations other than her own (observations). The learner is a visual and auditory learner (mentor observations). Learner is very creative and often interacts with objects around her as if they shared human emotions (Mentor teachers comments). Student A appears to automatically want to focus on singular sounds during her phonetic recognition (work samples). The Learner needs support in articulating the pronunciation of some sounds (mentor teacher comments and observations). Has had seen doctor in relation to language -awaiting results (parent interview). Student A often sits back during tasks until teacher provides her with direct ways to solve problems or continue on a task (observation). She also will ask the teacher for assistance on how to complete the task (mentor teacher). Language: Speaks native English (observation). Oral language needs support speech lacks articulation (observation). Needs teacher or support staff to model and example the specific direction of the tongue and mouth actions to create certain sounds (mentor teachers comments and records of orals). Appears to enjoy singing and expressing her emotions in a vocal way (mentor teachers comments). Will sing while she is working across all subject areas (observation). Learns most effectively when taught through song or song is involved during the lesson to engage her (mentor teacher and music teacher comments). The Learners favorite activity during free choice is drawing and she appears enjoy creatively expressing her self this way (observation). Needs support during writing tasks and appears to always use her sound waves chart (observation). Semi-phonetic stage of spelling (student records). Needs to works on recognition on her sight words (mentor teacher). Social/Emotional: The learner appears to be in the industry versus inferiority stage of psychosocial development detailed by Erikson (1963.,as cited in Snowman et al., 2009, p.66) because she responds particularly well to positive reassurance and praise. Has two brothers and appears to choose to interact only with boys during lunch and free play (observation). Student A does not appear to have any strong friendships and seems to be reserved when playing in a group (observation). She is extremely kind to other peers and is perceived that she values all her peers (student report). Parents are separated and the learner appears to be acutely sensitive and will talk about the situation in what appears to be self- reassuring manner (observation). Student A will ask for reassurance after she has finished talking by asking support staff or the teacher (mentor teacher). The learner becomes very pleased with her self when chosen to take the roll as a reward (observation). Student A is always striving to please adults (mentor teacher).

Ways to use information to inform or modify instructional design what can the LM do?

Verbal and visual instructions offered one step at a time Student A Is a visual and auditory learner therefore it is important for her to be able to access information through these sensory modalities (Krause et al., 2006, p.180). Using a strategy that offers a step-by-step approach will allow her to experience a sense of independent learning while also still being supported though the task (Krause et al., 2006).

Provide individual programs for opportunities to practice To support student A needs for further development in her speech the learning manager could create an individual program. This program could be implemented during free play or as a literacy related individual activity. The learning manager can model the right way from sounds to enhance her ability of sound pronunciation, therefore, providing her opportunities focus on her needs (Krause et al., 2006, p. 24). Use a variety of creative activities to explore content in small groups The learner appears to find it difficult to form strong friend ships and seems shy. Exploring content in a creative way may help her engage in peer interaction because she has show significant interest in creating and drawing, Interacting in small groups will hope to enhance her confidence when working with peers (Larrivee, 2006).

Student C Male Developmental Information DOB: 6 years of age Cognitive: Appears to be working between the stages of pre operational and slightly entering concrete operational cognitive development as defined by Piaget (n.d., as cited in Henery, n.d) because the learner has started to show understanding in reversibility during Maths rotational groups (observation). Although, the learner appears to often express that his points or ideas are fully accurate and does not appear to see anothers point of view (mentor teachers comments). Student C does appears to be able to solve some problems for other students when it is his idea (observation). Needs support in Literacy comprehension (work sample). Learner shows little interest in explanations other than his own (mentor teachers comments).

Ways to use information to inform or modify instructional design what can the LM do?

Physical: Below average gross motor skills for his age (mentor teacher and physical education teacher comments). Above average height for his age (observation). Plays small amount of active games during lunchtime (observation). During smart moves sessions appears to find it difficult to co-ordinate loco-motor and non loco-motor movements (physical education teacher). During free pay in classroom appears chose activities that require little physical effort (observation). Student C will lay down during writing activities over his work and appears to lack physical strength (support teacher comment). Needs support in fine motor skills, which is evident in his handwriting (student records).

Social/ Emotional: The learner appears to be in the industry versus inferiority stage of psychosocial development detailed by Erikson (1963., as cited in Snowman et al., 2009, p.66) because he responds extremely well to positive reinforcement. Interacts with older teens and adults confidently (observation). Only child attending school in the household and it could be perceived that he receives a lot attention and praise (mentor teacher). Will only interact with one other peer at a time (observation). Will often tell his peers that he is cleaver and appears to enjoy thinking he is more cleaver than another peer (observation). Always wanting to share his work appearing to seek compliments (mentor teacher). Needs support in understanding the value of other peers ideas and perceptions (mentor teachers). Needs support in valuing that people abilities are all different and may have different talents (observation).

Opportunities for learners to discover information for them selves through problem solving The learner has started to show signs of progression toward the next developmental stage in his Maths and reading ability. Offering student C the opportunity to use problemsolving methods to enhance his ability to comprehend what he is reading (Larrivee, 2006). Learning manager could give him a book and recount picture cards and ask him to read the story and sequence the cards in the correct order and then write about what is happening. Peer tutoring during physical activities Student C needs support in gross motor skills as .The physical education teacher expressed that he appears to find loco-motor and nonlocomotors skills difficult. Using a fellow peer to demonstrate the different physical skills and techniques may help him grasp a mental image of what is required (Pica, 2004). Also, providing opportunity for him to recognise other peers talents. Opportunities to share and valuing other students work and provides positive feedback Learning Manager need to be conscious to provide opportunities so student C can learn to value others talents. Learning manager could role-model this in sharing time by make varied positive comments to other students at why they value certain pieces of work (Marzano & Pickering, 1997).