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Edfd447 Case Study
Edfd447 Case Study
Student Surname/s:
Given names:
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Gangi
Natalie
Tutorial Group/Tutor:
NGangi
Date: 5.8.15
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CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family
and other families.
CUS1.4 Describes the cultural, linguistic and religious practices of their family, their
community and other communities.
Change and Continuity, Stage 1:
CCS1.1 Communicates the importance of past and present people, days and events in
their life, in the lives of family and community members and in other communities.
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REMEMBER
UNDERSTAND
APPLY
AN
BODY
MUSIC
NATURALIST
PEOPLE
SELF
Students will
symbols of n
within the Jap
festival and c
symbols of n
other celebra
tree for Chris
Students walk around the
class, discussing with others
the celebrations they often
celebrate with their family.
Students reflect on a
celebration they celebrate
with their family and jot
down how this celebration
makes them feel and why.
Gardners theory of multiple intelligences suggests that students may engage in higher order
thinking and problem solving in in an area of intellectual strength and only lower order thinking
in an area of relative weakness (Noble, 2004). The activities within this unit have been
planned across various intelligences found within this theory in order to cater for all students
learning styles and strengths. Adopting this theory in differentiation assists all students in their
learning as each student has different strengths and learns in different ways (Noble, 2004). A
study found that MI theory assisted teachers in catering for the individual learning styles and
strengths of their students which lead to their academic success (Noble, 2004). Jordan has
particular strengths in space and vision with his interest in drawing as well as strength in the
naturalist aspect as he thrives from being in the outdoors amongst nature. As a result of these
strengths, there are some activities where Jordan will be able to sketch symbols of nature used
in celebrations, he will be able to explore the schools garden for aspects of nature in one of the
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lessons based around nature symbols in celebrations. He also has strength in group games which
will be beneficial for the activity in this unit where groups work together to act out a drama
presentation of a celebration.
Jordan has an interest in drawing, being outdoors and playing team games. This unit can adapt
these interests in the created lessons as there is a focus on natural symbols used in celebrations,
a team activity where groups get to act out a celebration of their choice along with a sketching
activity. During the activity based on exploring natural symbols within celebrations, students
can be taken outdoors to explore what nature is before thinking about how some aspects are
used in cultural festivals and celebrations. The group drama presentation can easily be turned
into a competition for each group where groups can earn points and the winning performance
wins a prize. This links in with Jordans interest of team games as he will be working with
others to achieve a common goal. According to UNESCO (2004) children often do not have the
opportunity to reach their potential as they find the learning that takes place in their classroom
boring and become disengaged. It is important for teachers to ensure what they are teaching is
engaging so that work is relevance t to students interests in order to maximise engagement
(UNESCO, 2004). From the above research it is clear that a major benefit of differentiation
within this unit is that the unit have bought in aspects of Jordans interests and as a result, he
will be less likely to disengage from the learning, maximising his chance for success.
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Lesson steps
SMART outcome
Adaptations
Assessment
-Observing Ss as they
complete the task and
present their work.
-Marking rubric (See on
next page)
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Assessment Rubric
Excellent
Sound
Developing
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Part D Reflection
Research has shown that there is a large importance for teachers to foster a reflective teaching
approach in order to build on their responsiveness to their students individual learning needs
(Australian Government, 2015). According to research conducted by the Australian
government, what makes an effective teacher is on that is able to combine sound professional
teaching skills with reflective teaching practice (Australian Government, 2015). As a result of
this research, I feel as though it is imperative for me to consistently reflect on my teaching and
formulate new ways of improving my teaching so that I can aim to be the best teacher possible.
During my last prac experience I was fortunate enough to experience differentiation in action
and work alongside my supervising teacher, seeing how exactly the teachers put differentiation
into practice. We had two weekly development meetings on differentiation as well as regular
one on one meetings with the stage coordinator who was able to provide constructive feedback
to teachers on their differentiation within lessons and give them ideas and guidance. Taking
what I saw on prac into consideration and linking to the research, it inspires me to want to work
in a school that supports differentiation to an in depth level as well as wanting to maintain a
high level of reflection on my teaching. I feel that if I remain open to change and challenging
myself, constantly moving forward, my skills in differentiation will continue to develop with
time and experience.
Another strategy said to be vital in developing differentiation strategies and skills is being able
to develop a clear understanding of what students learning strengths and needs are (Australian
Government, 2015). This is something I can implement as a teacher in order to assist me with
planning lessons based around my students needs and strengths. This will also be a good way of
getting to know my students better and assist in building a relationship with them.
Reflecting back to my prac experience I also observed teachers working with other teachers and
parents in order to develop goals for their students with additional needs. Granata (2015)
mentions the importance of teachers working alongside staff members who have an academic,
emotional or social relationship with the student with additional needs. When working with
these staff members who know the student, target strengths are identified as well as areas for
improvement (Granata, 2015). Seeing this put into practice during my prac experience I can see
how it really works as teachers were made aware of aspects of the students needs and strengths
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from other staff members who had a relationship with that student, which may have gone
undetected otherwise.
To conclude, as a result of the research I have conducted within my inclusive education units as
well as the experiences I have been exposed to whilst on prac, I have established that I want to
definitely adopt and maintain a reflective teaching practice as well as ensure that I am finding
out about the learning needs and strengths of my students.
Reference list
Australian Government. (2015). Effective Practices in Literacy and Numeracy. Retrieved from
http://www.cese.nsw.gov.au/EffectivePractices/index.php/effective-practices/effectivepedagogical-practices
BOS. (2006). Human Society & Its Environment K-6 Syllabus. Retrieved from
http://k6.boardofstudies.nsw.edu.au/wps/wcm/connect/93415130-2afa-4654-a740cf3d399d2627/k6_hsie_syl.pdf?MOD=AJPERES
Granata, K,. (2015). Education World. Principal: Teachers Need to Work Together to
Differentiate Instruction. Retrieved from
http://www.educationworld.com/a_news/Principal_Encourages_Teachers_Team_Up_Peers
Noble, T,. (2004). Integrating the Revised Blooms Taxonomy With Multiple Intelligences: A
Planning Tool for Curriculum Differentiation. Retrieved from
http://www.bounceback.com.au/sites/default/files/Integrating%20the%20Revised%20Bloom
%E2%80%99s%20Taxonomy%20With%20Multiple%20Intelligences_0.pdf
UNESCO. (2004). Changing Teaching Practices using curriculum differentiation to respond to
students diversity. Retrieved from http://unesdoc.unesco.org/images/0013/001365/136583e.pdf