Accountability demands the increased sophistication in record keeping.

Therefore, the
triangular evidence of conversations, observations and products were chosen as recording
measures for this unit plan because together they present valid and reliable artefacts of
student learning. The benefits of recording conversations during the tasks on Trello, two
stars and a wish feedback cycle, traffic lights observations, achievement standard indicator
criteria checklist and mathematical journal entries, is that they provide the triangulating body
of evidence and precise information about student learning. Furthermore, the prior practice
NAPLAN diagnostic tests will be used to model the expectations, and explained to students
as how the learning gaps were identified and the reason for this unit plan. This transparency
clarifies the learning goals because it clearly indicates where the learning is at and needs to
be. The students will be advised that they will undertake a similar practice NAPLAN
diagnostic test after each lesson, which will assist them to set their own learning goals, and
monitor their progress towards achieving the learning outcomes. The first and second
practice tests will be the recorded products, and be used for students to reflect on their
learning progression.

Teaching students based on learning gaps supports planning teaching and instruction based
on prior knowledge, however my concerns are the time limits and amount of worksheet
activities within the unit plan. I am concerned about the limitations of rich and rigorous tasks
which help uncover deep thinking, and student choice of final assessment. There are also
limitations to co-construct a rubric, because the second practice NAPLAN test is required as
the summative assessment for each lesson. Therefore, to address any misconceptions in
student thinking, the key will be recording conversations and scaffolding students to move
forward in their learning, and this needs to be done immediately.

Differentiation of instruction will be adopted to assist or support students from diverse

backgrounds or with special needs. This will be implemented through varying content, such
as readability levels, presenting ideas through both auditory and visual means, using
budding reading and meeting with small groups to re-teach an idea or skill for struggling
leaners. Furthermore, instruction may have to be stepped back to Year 2 level to ensure
students prior knowledge is aligned with current understanding. The process differentiation
of tiered activities, such as offering additional manipulatives, supplementary hand-on
supports, and varying the length of time to support students in successfully completing tasks,
all support students from diverse backgrounds or with special needs. Additionally, products
can be adjusted, such as using a tiered achievement standard indicator criteria checklist, to
match and extend students varied skills levels.