21250046 Assignment 1B Unit EDUC 5514

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Differentiating the curriculum

Differentiated teaching takes place when the teacher carefully plans the curriculum,
instructions and assessments and cultivates the learning environment according to the
readiness, interests and learning profiles of every individual student. According to
Tomlinson & Moon (2013), differentiation is a teachers response to learners needs guided
by mindset and general principles of differentiation which include respectful tasks, quality
curriculum, teaching up, flexible grouping, continual assessments and building community.
The Teacher can differentiate through content, process, product, affect and learning
environment by carefully considering the interests, readiness and learning profile of
individual students while applying various instructional strategies.
The Australian curriculum is a three dimensional curriculum that gives ample opportunity to
the teacher to differentiate the curriculum flexibly to cater for student diversity. The teacher
can make curriculum adjustments, instructional adjustments and environmental
adjustments in order to cater the needs of the students (Acara, v7.1).
While differentiating the planning document, it is essential to ensure that all the students
work on the same essential understandings. However, the level of complexity of the concept
and tasks vary and the tasks are scaffolded according to the individual needs (Tomlinson &
Moon, 2013). Dempsey & Arthur-Kelly (2007) suggested a planning triangle for
differentiating a unit plan. According to the triangle units are planned in such a way that
they must include essential learning outcomes for all the students to accomplish, learning
outcomes which most of the students will accomplish and learning outcomes that only a few
will accomplish (G. Oakley, personal communication, July 13, 2014).
The focus of this essay is to differentiate the unit plan in order to cater the needs of Johnny
Jones, a year 8 student with ADHD. Although the adjustments are made to the content,
process, product and learning environment, keeping in view the readiness, interests and
learning profile of Johnny, the unit plan also caters for the varied needs of all the individuals
in an inclusive mathematics classroom.
Content
As suggested by Tomlinson & Moon (2013) the students must be provided with the tasks in
accordance to their readiness. If the teacher provides the student with a task in which the
student is proficient, this will not enable him to learn. On the other hand, if the teacher
provides a task that is far beyond the reach of the student, this creates boredom and
frustration; learning objectives will not be achieved in either case. Effective differentiation
takes place when teachers are clear about what they want their students to know,
understand and be able to do. This is called KUD principle (Tomlinson & Moon, 2013). Clear
learning outcomes are necessary for differentiating. Various adjustments have been made
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to the learning outcomes. Year 6 learning outcomes will not be considered. The main focus
will be on year 8 learning outcomes. This is because it is imperative for the teacher to
believe in students potential for high achievement. Higher expectations set by the teachers
lead to higher academic achievements of the students (Hattie, 2003; Sullivan, 2011; ACARA).
Fractions, decimals and percentages will not be taken off from the plan, as the majority of
students struggle with these concepts. However, the time allocated to these concepts will
be reduced. The teacher will work backwards with the students who need extra help and fill
in the learning gaps wherever required.
As revealed by the results from various assessments and careful study of Johnnys profile,
Johnny shows readiness in learning enrichment content. Johnny has commendable abstract
and concrete thinking ability and performs at a higher level in mathematics. On comparing
Johnny with the levels of Blooms taxonomy (1976), it appears that Johnny sits at application
level. Although fractions, decimals and percentages will be covered with the whole class, for
students like Johnny who have acquired the skill, and who crave more challenging problems
in order to become engaged in teaching learning activities, the teacher will extend higher
order tasks that require them to investigate the application of mathematical concepts in
real life.
As a result of the evaluation of Johnnys assessment data, it was observed that he has
problems with comprehension. This indicates that work needs to be done in worded
problems involving enrichment tasks such as problem solving and applying the current
knowledge to solve more complex problems. Further, it is important to address literacy in
mathematics in order to enable the students to comprehend mathematics problems.
Because of Johnnys comprehension needs emphasis will be given to mathematical
language, which will include vocabulary, mathematics expression, mathematics texts and
representations (Siemon, Virgona, & Corneille, 2001).
As Johnny has problems with low self-efficacy, social conduct and anxiety, another
individualised outcome that would be included in the teaching-learning program is teaching
targeted social skills through mathematics lessons. This outcome has been drawn from
general capabilities Level 1 that includes self-awareness, self-management, social awareness
and social management (ACARA, v7.1).
Process
Originally, textbooks and mathletics was the only source of catering for the needs of the
students. Various adjustments have been made in teaching learning activities according to
the learning needs of Johnny while keeping the whole class into consideration.


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Choice Board
Instead of teaching only from the book, the teacher would use choice boards to provide
students with a list of possible activities they can complete in order to learn about a
particular topic. For example, in order to learn about volume, the student can investigate
the volume of various prisms, read from their textbooks, watch a video from Khan Academy
or read online. Choice boards address students readiness, interest and learning preferences
(Corrigan et al., 2005-2006). As suggested by Reid (2001) providing choice to the students in
the performance of various tasks maximises students engagement in the task and
minimises disruptive behaviour. However, note- taking will be essential for every student,
and scaffolded sheets will be provided to the students to enable them to take the notes as
they go through the content. This will constitute an in-class assignment that will enable the
teacher to assess students understanding of the concept. As Johnny is more comfortable in
learning from the internet and watching videos or power points, and he also wants more
control over his learning, providing students like Johnny with choice in learning helps them
to become engaged in learning. This method will enable the students to become self-
regulated learners, as they become more actively involved in learning. Also, it provides the
teacher with greater time and opportunity to support individual students.

Extension Menu
The results from the diagnostic assessments reveal that Johnny shows readiness to move in
the enrichment zone. An array of independent activities will be provided to the students like
Johnny so as to provide them with freedom of choice for enriching the essential curriculum
(Corrigan, Friedman, Lazzaro, Long, Mazaleski, McCullough, Ohm, Olsen, Rhodes, & Sheffler
,2005-2006). This gives an opportunity to such students to become engaged in learning and
have greater control over their learning.

Student expert desk
As Johnny shows higher ability in mathematics, and also has very low self-concept, Johnny
would be given a chance to be the student expert, who will solve the problems of other
students. This will enable Johnny to be accountable for helping other students, raise his self-
concept from he cannot to he can and enable him to cultivate various social skills. Every
student will be given a chance to be student expert (Corrigan et al., 2005-2006). As
suggested by Reid (2001), students with ADHD must be given responsibilities. Responsibility
enables them to feel valued.


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Study Buddies
Study buddies (Reid, 2001) will be selected after careful observations based on interest and
readiness. Reid (2001) suggests that the students with ADHD must not be placed with their
friends as partners as they find it an opportunity to socialise. However, in Johnnys case his
problems with social conduct indicate that he would be better with someone he gets along
with. This would provide him with an opportunity to improve his social skills.

Vocabulary rating skills and term-based inductive learning
It is essential to incorporate technical vocabulary in mathematics lesson. The results of
various assessments disclosed that Johnny has problems with vocabulary. Vocabulary rating
skills is a differentiated strategy as the students who are aware of the terms can write the
meaning and explain the terms, while the students like Johnny who struggle with vocabulary
can rate their knowledge and learn vocabulary as the content of the lesson proceeds.
Further, inductive learning provides an opportunity to the students to develop an in-depth
understanding of mathematical concepts. The inductive teaching strategy is a student-
centered approach, which makes them responsible for their own learning (Prince & Feldar,
2006). The bases of this model is the work of Taba (1963), who believed that the students
ability to generalize ideas can be built upon the inductive process which is comprised of
three parts (Thomas & Brunsting, 2010). These include examining the data, grouping the
terms based on reasoning and making predictions about the topic. There can be three types
of inductive learning lessons: term based, expression based and thinking based. In Johnnys
case term based inductive learning will be used, as he needs more help in vocabulary.

Cartoon representations of mathematics problems, SQRQCQ strategy and Graphics
Organisers
Johnny shows problems with comprehension, therefore graphics organisers (Zollman, 2009)
will be used to help Johnny comprehend and extract information from worded problems.
Also, as Johnny likes to read graphic novels, maths problems in the form of cartoons will
enable him to comprehend and become engaged in the text. Therefore, problem-solving
content will also be delivered in cartoon format. In order to improve comprehension skills,
the teacher will use SQRQCQ strategy (Appendix) that helps students by focussing on the
problem, solving it and reflecting on their answer (Rose, 2011). According to a study
conducted by Rose (2011), the students felt more confident when dealing with worded
problems. The result of this research showed that more students re-read the problem after
solving it. Johnny would be encouraged to do this. This strategy will enable Johnny to self-
monitor his progress while rereading the problem and help him to self-learn and self-correct
himself. This in turn will develop his self-confidence.
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Motivational process
Feedback, follow up, and praise will be used to motivate Johnny to become a self-regulated
learner. According to Hattie (2003) the size effect of teachers feedback on students
achievement is 1.3, which is the maximum. The teachers feedback is regarded as the most
powerful single moderator that enhances students achievement. The students with ADHD
perform best when they are given appropriate feedback on their performance (Dupaul &
Stonner, cited in Reid, 2001). Johnny has a very low self-concept. As suggested by Sullivan
(2011), the teacher must ensure that their students develop positive self-concepts that
enable them to confront any challenge. In Johnnys case this can be achieved by providing
him with realistic and achievable tasks, which are properly scaffolded.
Sullivan further suggests that it is imperative for the teacher to know what motivates her
students. Johnny becomes motivated when it comes to tests and competitions. Johnny
relates his self worth to his academic performance, and this makes him work better under
competitive conditions. The teacher will use tasks and prompts along with motivational
drivers (tests and competitions) to maximise Johnnys participation in the classroom
(Sullivan, 2011). In Johnnys case, the teacher would use extended prompts to enable him to
perform higher order tasks. As suggested by Sullivan extended prompts enable the students
to think more deeply while staying in the same context and extend their learning experience
in a meaningful way.
Social processes
Johnny has a lot of trouble with social skills and a lot of work needs to be done in this area.
The teacher will use explicit pedagogies to set organisational routines and communicate
expectations (Reid, 2001). The norms of communication will be introduced so as to reduce
criticism of the students by their peers upon making mistakes (Sullivan, 2011). Study
Buddies will help Johnny to work with a partner sharing similar interests and at the same
level of readiness. The instructions for the pair work will be clear and precise (Reid, 2001).
Competitions, rewards and points system will be used as motivational drivers. The social
skills will be explicitly taught (Hyde, Carpenter and Conway 2010), and timely feedback on
behaviour and performance (Reid, 2001) will be provided. This will be done by stating clear
expectations, setting routines, modelling behaviour, and monitoring the students progress
(Reid, 2001). Well-structured class wide peer tutoring will be used, in which the whole class
is divided into competing teams and points awarded for daily performance (Reid, 2001).

Product

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In the original planning document the assessments are in the form of tests and exams along
with common mathletics assessments in the form of a Naplan calculator. In addition to this,
the program has individual classroom assessments that include quizzes, homework
completion, and general participation in class. However, the teacher will include other
forms of products such as quiz making for the whole class, posing problems and finding
solutions, presentations, extended investigations (Siemon et al., 2004), open ended tasks
(Siemon et al., 2004), classroom participation and involvement in group discussions (DEST,
Ed Qld et al. cited in Louden, Rohl & Hopkins, 2008). The teacher would allocate more
percentage of marks for these assessments. In mathematics a formal system of testing is
essential. This includes a formal exam. Although examination will be conducted, the teacher
would redistribute the allocation of marks to other assessment tasks, so as to give an
opportunity to students of diverse learning styles to present their academic achievement.
Learning Environment
The learning environment ensures a positive classroom culture. This can be created when
teachers foster a sense of inclusion and use respectful communication (Hyde, Carpenter &
Conway, 2010). It is important to build an atmosphere of trust and belongingness in the
classroom. In Johnnys case, as he has very low self-efficacy and problems with social
conduct, it is very important to build a healthy teacher-student relationship with him to
provide him with sufficient support to overcome his difficulties. Since Johnny has no
problems with teachers, the teachers caring attitude and interest in Johnny as an individual
would enable him to respond well in terms of behaviour and task achievement. Small praise
by the teacher on Johnnys little wins would enable the teacher to build trust. Providing
appropriate feedback (Reid, 2001), showing interest in Johnnys learning and achievement
will lead to a healthy relationship. Hyde, Carpenter and Conway (2010) suggest that the
teachers care and concern towards the individual students makes the students feel a part
of the classroom environment and their behavioural response improves.
The learning environment also constitutes the physical environment of the classroom. In
order to foster learning, the teacher would ensure that the classroom is properly organised,
with more space available to the students. It will be ensured that the students are spread
out and too many students at a single area at a particular time will be avoided. Johnny being
ADHD can become easily distracted from the task (Reid, 2001). Therefore, it would be
ensured that the teaching materials and resources are readily available and properly
organised and the environment is rendered as distraction free as possible. Johnny does not
like to be confined; therefore, close proximity will not work in his case. As suggested by
Hyde, Carpenter and Conway (2010), proximity is problematic for challenging students. A
flexible seating arrangement will be adopted so that the teacher can monitor Johnny, who
will be surrounded by students who exhibit model behaviour (Reid, 2001; Hyde, Carpenter,
& Conway, 2010). Since Johnny has poor social skills, and in most cases has problems with
his peers, the teacher would allocate a Chill Out zone in the classroom. As suggested by
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Hyde, Carpenter and Conway (2010), the chill out zone enables challenging students to
regain self-control and to accept responsibility for their own behaviour.
Based on readiness, interest and learning profile of Johnny, the unit plan has been
differentiated in terms of content, process, product and learning environment. Efforts have
been made to modify the teaching plan to cater the learning needs of Johnny. At the same
time these modifications also apply to the class as a whole.





















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References

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