1

EDFD221- Assessment 3: Catering for individual differences

Planning Matrix
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
2
EDFD221- Assessment 3: Catering for individual differences
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
Communication Social interactions Behaviour Information Processing
C
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Alul doesn&t loo' (eo(le in the
e"e )hen she s(ea's to them or
is s(o'en to* African is her first
language and she has difficulties
articulating herself sometimes*
+o)ever, )hen given gestures
(aired )ith instruction she
manages to follo) directions
)ell*
Alul li'es to )or' ," herself
and has trou,le maintaining
friendshi(s* She s(ends most of
the time in the school "ard
(la"ing )ith her "ounger
,rother* Alul is (olite and
encouraged to (artici(ate in
class discussions ," the teacher*
Alul has good ,ehaviour in the
classroom and also outside in
the "ard* She is rarel" s(o'en
to ," the teacher for
mis,ehaving* +o)ever, )hen
the class la"out is changed she
can tend to ,ecome distressed
as she li'es routine and
structure*
Alul&s difficult" )ith
language means that visual
stimulates are ,etter suited
to her st"le of learning* Alul
(refers to )or'
inde(endentl" )hen given
tas's*
Alul has lo) motor function*
She struggles )ith her
hand)riting and most of the
)or' she (roduces is difficult
to read*
I
m
p
l
i
c
a
t
i
o
n
s
-hen conversing )ith other
students the" get frustrated at
Alul for not (a"ing attention to
them* Alul tends to sh" a)a"
from ans)ering .uestions as
she has difficulties )ith
articulating herself*
#" )or'ing inde(endentl" Alul
is not hearing other ideas from
students or understanding ho)
the" have learnt* Alul is at ris'
of falling ,ehind sociall"
,ecause she does not interact
)ith her (eers*
/ot having routine or structure
can (ossi,l" lead Alul to have
an0iet" and cause her to ,e
distressed for the da"* $his
again could lead to
un)illingness to go to school*
Alul needs to not onl" )or'
inde(endentl" ,ut learn to
)or' colla,orativel"* 1f she
continues )or'ing
inde(endentl" her social
issues ma" cause further
im(lications* $he teacher
should ensure visual
stimulants are used in all
tas's set*
Alul&s mar's are affected
,ecause the teacher can&t
understand some of her
)riting* She also has trou,le
going ,ac' and self-correcting
her )or', ,ecause she gets
confused )ith )hat she is
reading* She finds this ver"
frustrating*
S
t
r
a
t
e
g
i
e
s
%isual stimulants around the
classroom sho)ing correct
cultural social gestures
2e0am(le3 loo'ing each other in
the e"e )hen tal'ing to each
other4* %isual stimulants tend to
,e ver" successful in (romoting
instructions as 356 of (eo(le
tend to remem,er )hat the" see
2#C1$ 7earning and $eaching
Center, 2553, (* 24*
a'ing sure the students 'no)
)e are in a safe environment 8so
that students sense the" can
s(ea' their minds9 2$he School
of :raduate Studies and
Continuing Education, 255;-
255<, (ara* 14*
1nvolve Alul )ith team )or'
through school activities, )hich
can include grou( oral
(resentations* Ensure there is a
,udd"ing s"stem to encourage
(eer friendshi(s* Change the
structure of the classroom to
grou( ta,les instead of ro)s as
8more o(en arrangements =
facilitate social e0changes
among students9 2acAula"3
-al'er > -al'er, as cited in
Kaser, 25154*
Develo( an action (lan:
1* %isuall" have timeta,le
u( for children to see*
2* Discuss )ith children
(otential disru(tions
2assem,lies, fire drills=4
3* Ensure children are
notified of an" changes*
8A (redicta,le schedule of
)hat to e0(ect during the
school da" and )ee'
cultivates more (roductive
students and therefore greater
learning9 2#urden3 Kam(s, as
cited in Kaser, 25154*
Set grou( tas's and
activities* -rite instructions
on ,oard )hile e0(laining
them using visuals and
gestures* ?sing gestures are
crucial as the" 8strengthen
the audience&s understanding
of "our ver,al message and
hel( (aint visual (ictures9
2$oastmasters 1nternational,
25114*

+ave Alul (ractice her
dra)ing, hand)riting,
colouring and scissor s'ills to
increase her motor s'ill
develo(ment 2
Childcare Accreditation
Council, 255@, (* 24*
Alul (h"sical activities to
increase motor s'ills3 this can
,e incor(orated into her
(h"sical education class as
8students& motor s'ills
im(rove )ith e0tended
(h"sical activit" and motor
training9 2Ericsson, 2511,
(*3134*
3
EDFD221- Assessment 3: Catering for individual differences
INDIVIDUAL DUCA!I"N
PLAN
Stu#ent Name$Alul %uol D"B$ @
th
Aanuar"& Age <, :rade 3*
School Learning Support !eam$
Name 'ole in IP
Alul %uol Stu#ent
Aeisha %uol (mother) Parents
!an*a Valencic !eacher
%assan#ra Schramm Learning Support !eacher (LS!)
Monica '*an "ccupational !herapist ("!)
Brigh#e %eating +ealth an# Ph*sical #ucation !eacher
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
B
EDFD221- Assessment 3: Catering for individual differences
Ma,or "utcomes for the term 'evie- Dates
.& Alul )ill ,e a,le to 8develo( the 'no)ledge, s'ills and ,ehaviours to coo(erate )ith others to
contri,ute to the achievement of grou( goals9 2%ictorian Curriculum and Assessment Authorit"
C%CAAD, 25134 )ith teacher and (eer su((ort*
/& Alul )ill ,e a,le to im(rove her fine motor s'ills ," (artici(ating in the Write-on (rogram,
(racticing her hand)riting s'ills dail" and ,eing involved in (h"sical activities to increase her motor
s'ill develo(ment 2-rite on hand)riting, 77C, 255;4*
Engoing revie) F noted )ee'l"*
At the ,eginning, middle and
commencement of (rogram*
!unning records (erformed on
student as (rogress ,ecomes evident
during guided reading*
Ma,or "utcome .$ Alul )ill ,e a,le to 8develo( the 'no)ledge, s'ills and ,ehaviours to coo(erate )ith
others to contri,ute to the achievement of grou( goals9 2%CAA, 25134 )ith teacher and (eer su((ort*
Specific In#icators +o- to achieve in#icator 0ho -ill allo-
this to occur1
Assessment2
Date Achieve#
1* Alul )ill ,e a,le to find
similarities )ith other (eers in
her class*
$he teacher )ill develo( a getting-to-'no)-"ou
activit" or .uestionnaire so that Alul can see )hich
students she might relate to most* Activities could
include Gon the cover&, Garts" name (ins&, G)ho am 1H&
or G(a(er dolls& 2!e'sten, -ilson, !oth and Kenned",
25154* $his ma" ma'e Alul feel more comforta,le
1* $eacher
2* Students
Assessment$
E,servation*
Date$
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
;
EDFD221- Assessment 3: Catering for individual differences
)ith )or'ing )ith others*
2* Alul )ill ,e a,le to discuss
her )or' )ith others and ,e
a,le to share ideas*
?se Gthin', (air, share& method )hich allo)s students
to have time to thin' a,out a to(ic, discuss their ideas
)ith a (artner and then share their final ideas )ith the
class 2!adha'rishna, E)ing, > Chi'thimmah, 2512,
(ara* 24*
1* odelling ,"
teacher*
2* Small grou(
)or'*
Assessment$
Close o,servation in small
grou( )or'*
Date:
3* Alul )ill ,e a,le to
understand the social cues of
(artici(ating in grou( )or'*
For e0am(le3 listening to
others, ta'ing turns, sharing
ideas and ensuring there is
e.ual contri,ution*
Irior to lesson, students are to construct a team
contract )here the" state )hat the" thin' each mem,er
needs to contri,ute to ensure there is no conflict*
8+aving a team agreement can hel( "our team get rid
of assum(tions a,out )hat&s e0(ected as the" interact
)ith one another )hich can increase trust and im(act
morale and (erformance9 2-agner, n*d, (*24* $hese
strategies )ill ,e discussed as a class to ensure that
im(ortant social cues are a((lied in grou( )or'*
1* Students in the
grou(
2* $eacher,
through
encouragement
Assessment$
E,servation and anecdotal
note ta'ing- focusing on:
- )ho Alul )or's )ell
together )ith
- )hether her attitude has
changed
- )hether she is contri,uting
as a grou( mem,er*
Date$
B* Alul )ill ,e a,le to maintain
inde(endence )ithin her
grou(*
Assign roles so there is interde(endence ," ,rea'ing
u( the tas' into e.ual (arts and then coming together
as a team to discuss and colla,orate* 1nterde(endence
encourages students to communicate more effectivel"
1* Students Assessment$
Self-assessment*
$eacher o,servation*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
J
EDFD221- Assessment 3: Catering for individual differences
)ith one another and forming ,onds )ith one another
," (romoting coo(eration rather than com(etition
2+oughton ifflin Com(an", 2515, (* B<4*
Date$
;* ?sing (rom(ts and
.uestions Alul )ill ,e a,le to
develo( s'ills in giving and
acce(ting constructive
feed,ac'* $his could include
(raising or ma'ing suggestions
for im(rovement*
$eacher can model ho) to give constructive feed,ac'
through giving (ositive comments on student&s )or'
and a comment on ho) the" can im(rove their )or'*
$his )a" other students )ill ,e a,le to model this
strateg" and ,e a,le to give class feed,ac' to their
(eers )here the" )ill (raise them and ma'e
suggestions for im(rovement 2Schlemmer, 2511,
(*;;4*
1* $eacher,
through
modelling
2* Ieer feed,ac'
Assessment$
Ieer-assessment*
$eacher o,servation*
Date$
Ma,or "utcome /$ Alul )ill ,e a,le to im(rove her fine motor s'ills ," (artici(ating in the -rite-on
(rogram, (racticing her hand)riting s'ills dail" and ,eing involved in (h"sical activities to increase her
motor s'ill develo(ment*
Specific In#icators +o- to achieve in#icator 0ho -ill allo- this
to occur1
Assessment2
Date Achieve#
1* Alul )ill strengthen her hand
muscles ever" da" to im(rove her
fine motor s'ills*
-ith assistance from 7S$ 8+and)riting C)illD
,e enhanced through develo(ing s(ecific
(erce(tual and motor s'ills a((ro(riate to the
1* $eacher
2* 7S$
Assessment$
E,servation*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
K
EDFD221- Assessment 3: Catering for individual differences
re.uirements of hand)riting9 2Add", as cited in
-rite on hand)riting, 77C, 255B, (*@4* KurtL
2255@4 recommends activities such as )or'ing
)ith a vertical )or' surface, for e0am(le,
Chal',oard or an easel, using cla", (la"ing
finger (attern games and using different
e.ui(ment to (ic' u( things* $hese fine motor
s'ill activities all assist in develo(ing and
strengthening hand muscles*
Date$
2* Alul )ill use 8correct (encil
gri( and (osture9 2%CAA, 25134*
$hrough dail" (ractice in the classroom along
)ith home)or' e0ercises set ," the E$ Alul
)ill ,e allo)ed 8time to (ractice s'ills9
2E(stein, 1<@@, (*154* $hrough com(leting
these e0ercises Alul )ill develo( the s'ills to
)rite legi,l" and hold her (encil correctl"*
1* $eacher
2* Student
3* Iarent 2mother4
B* E$
Assessment$
Communications ,oo'*
$eacher o,servation*
Date:
3* Alul )ill ,e a,le to
successfull" form letters )ithout
assistance*
$hrough multi-sensor" learning via audio and
visual instructions (resented on the G-rite-on&
iIad a((lication used during literac" rotation*
$he use of this 'inesthetic techni.ue to teach
hand)riting 8leaves nothing to chance in
1* School
2* $eacher
3* Student
Assessment$
Irogress monitoring
through a((lication*
Self-assessment*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
@
EDFD221- Assessment 3: Catering for individual differences
develo(ing )riting s'ill to its highest level=
Essentiall" all children learn to )rite more
e0(editiousl" using 'inesthetic techni.ues9
2#en,o), as cited in -rite on hand)riting,
77C, 255;, (*14*
Date$
B* Alul )ill (roduce 8legi,le
unMoined u((er and lo)er case
letters9 2%CAA, 25134*
$hrough intensive hand)riting (ractice during
classroom activities* 1nvolving ,oth lo)-level
2i*e*, co("ing letters and )ords, hand)riting
games4 and high-level 2i*e*, te0t generation4
hand)riting tas's* Students )ho (artici(ate in
intensive (ractice of hand)riting demonstrate
significant im(rovements in hand)riting
legi,ilit" 2+o)e, !oston, Sheu, > +inoMosa,
2513, (*224*
1* $eacher
2* Student
Assessment$
$eacher o,servation and
correction of )or'
sam(les*
Date$
;* Alul )ill 8legi,l" )rite using
consistentl" siLed Moined letters9
2%CAA, 25134*
Follo)ing intensive hand)riting (ractice in
class, Alul )ill )or' inde(endentl" in her
hand)riting ,oo' to (roduce a (age of
reada,le, neat and consistentl" siLed
hand)riting* $his 'ind of (ractice 8ma'es the
s'ill of hand)riting fun and hel(s children to
1* $eacher
2* Student
Assessment$
$hrough correction of
)or' sam(les
Date$
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
<
EDFD221- Assessment 3: Catering for individual differences
learn to )rite s(eedil" and legi,l"9 2+adle",
1<<J, (*iv4*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
15
EDFD221- Assessment 3: Catering for individual differences
Stu#ent Involvement in IP process
3oal setting4 Alul a#vise# the IP team that$
o She )ould li'e to form successful (eer relationshi(s
o She )ould li'e to )rite neatl" li'e the other students in her classroom
o She )ants to Moin a s(orting team
o She )ants to ,e more involved in the classroom
!eacher commitment$
7ong term goals 2outcomes4 )ill ,e discussed, and short term goals 2indicators4 )ill
,e sho)n to Alul&s mother and she is to record ho) she thin's Alul is going* $his
communication )ill ,e conducted via e0changes ,et)een (arent and teacher through
)ritten comments in her communications ,oo'*
Parent23uar#ian 3oals for +ome Support of the IP
IP support team negotiate# the follo-ing$
o Iarent )ill monitor Alul (la" out of school and ta'e note of an" concerns*
o Iarent )ill assist Alul )ith im(roving her hand)riting and fine motor s'ills ,"
ensuring she com(letes her home)or' set ," the teacher*
o Iarent has suggested encouraging Alul to engage in other )riting activities such
as: )riting in shaving cream, using ,ath cra"ons and )ater (ainting letters onto
concrete*
o Iarent )ill research (ossi,le s(orting andNor communit" activities for Alul to
,ecome engaged in* Some ma" include African drumming classes, children&s
choir, school holida" activities and s)imming lessons at her local (ool*
Parent partnership -ith teacher$ 1n order to increase (arental involvement in Alul&s
learning, her mother has agreed to colla,orate )ith the teacher through the use of a
communications ,oo'* $his )ill ,e ta'en home nightl" and returned to school dail"*
Su((orting the learning of Alul re.uires a (artnershi( )ith (arent and teacher*
:raham-Cla" 2255;4 states, 8effective communication is essential to create strong
school-home (artnershi(s and to increase (arental involvement9 2(* 11<4*
0hen *ou -ill meet to #iscuss$ 1EI meetings )ill ,e held at the start, middle and
end of the term* 1f needed, further meetings )ill ,e scheduled at the (arentNteacher
re.uest*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
11
EDFD221- Assessment 3: Catering for individual differences
Propose# 5uture 3oals
1* Alul )ill ,e a,le to use her ne)l" develo(ed social s'ills to 8demonstrate res(ect
for others and e0hi,it a((ro(riate ,ehaviour for maintaining friendshi(s )ith
other (eo(le9 2%CAA, 25134*
2* Alul )ill ,e a,le to 8develo( a hand)riting st"le that is ,ecoming legi,le, fluent
and automatic9 2%CAA, 25134*
A#ministrative Action
eet )ith the Irinci(al to confirm times that 7S$ is in attendance*
1nvolve 7S$ in lesson (lanning F discuss their role as Alul&s learning su((ort*
eet )ith +ealth and Ih"sical Education teacher and Eccu(ational $hera(ist
to ada(t lessons a((ro(riatel" to increase motor-s'ill develo(ment*
Ensure the classroom is e.ui((ed )ith ade.uate visual resources that have
,een (reviousl" discussed in 1EI*
Ensure classroom furniture is a((ro(riateNcan ,e maneuvered for grou( )or'*
Confirm Assistive $echnolog" is availa,le: iIad Write-On a((lication, (encil
gri( and visual resources*
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
12
EDFD221- Assessment 3: Catering for individual differences
'eferences
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Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
13
EDFD221- Assessment 3: Catering for individual differences
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e17e1-
Lr"07o#)KST>hlOen>saOU>eiOBoeT?caAAaSLiAfS"BCB#S>vedO5C:1S
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articlesNSu((ortingPchildrenWsPdevelo(mentPfinePmotorPs'ills*(df
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!e'sten, C*, -ilson, #*, !oth, I*, > Kenned", E* 225154* :etting to 'no) "ou: four
activities for the first da" of school* ,nstrctor, %14214, 1B* !etrieved from
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actionOinter(ret>idO:A7EX
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idOuA'Kh;-v-,)C>(gOIA;J>d.OteachingQchildrenQconstructiveQfeed,
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic
1B
EDFD221- Assessment 3: Catering for individual differences
ac'>hlOen>saOU>eiOAaST?eKDAo-tiSfIL1Dg#A>vedO5CD)SJAE)A
LgKVvOone(age>.Oteaching625children625constructive
625feed,ac'>fOfalse
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%ictorian Curriculum and Assessment Authorit"* 225134* ,nterpersonal development
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structure
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625Agreement*(df
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from htt(:NN)))*)riteonhand)riting*comNresearchN)ohPresearch*(df
Kassandra Schramm, onica !"an, #righde Keating and $an"a %alencic