Assessment 2 – Case Study

Stephanie Christelow

A – What are the most common issues regarding this case study student?

Chris would possibly be an independent worker as he appears to be separated from

the other students when he gets angry in whole class situations, he may have low social

skills due to English being an additional language and being socially isolated from his peers.

He would be exceptionally able if he is described as having dual exceptionality however, he

seems to have emotional and behavioural issues which is impacting his learning, this is

probably also impacting his teamwork skills. Chris likes music and computer games so he

might have strengths in these areas, they are both areas which can be practiced

independently.

Chris would need learning support to assist in his language, social and teamwork

skills, he may need assistance to learn to stay calm in group situations or have a

preorganised way to communicate with the teacher (e.g. show a thumb down) that he is

feeling stressed and may need a quiet place to sit and calm down. If Chris has gotten upset

in a whole class activity, he may have missed out on material which he would need help to

catch up on. The outbursts are distancing him from having the help and support of his

classmates which is disadvantaging him. Chris may find it easier to work in small groups or

in pairs instead of doing whole class activities, this might allow him to socialize with his peers

and participate in class activities. Chris possibly has gaps in his English, if it is not his first

language and it is not spoken at home, then he may need the extra support to understand

the content and communicate with the other students and teachers. Chris might have gained

emotional issues from being isolated from the other students, he probably feels lonely and

might need emotional support from school councillors to help him improve.

Page 1 of 10
Stephanie Christelow Assessment 2 EDFD687
 Some issues of concern in the classroom might be when Chris gets angry in whole

class situations, if he struggles to work with a class of students this might be causing him to

not reach his potential because he is not focusing on the task. The other students appear to

make him feel upset, possibly because the class does not move at the speed that he wants

to, if he is understanding material well and the class is going slower, or if he is struggling and

they keep moving on to new material. Chris’ twin sister may feel like competition to him, if

she is succeeding and he is not, this might upset him. Also living with high achieving parents

might make him feel that he needs to achieve and have more pressure to do well. Because

Chris is an EAL/D student his family possibly speaks another language, making it harder for

him to switch between languages at home and school and having to understand the material

in class when it is not his first language. He possibly has unreasonable expectations of

himself, wanting to do well, but also struggling with his dual exceptionality.

Page 2 of 10
Stephanie Christelow Assessment 2 EDFD687
B – How can I now put into practice what I have learned?

Ancient Egypt
The eight Intelligences REMEMBER UNDERSTAND APPLY ANALYSE EVALUATE CREATE

WORD Write a report on Write an analysis of

Cleopatra. the different jobs in
Ancient Egypt.

LOGIC & MATHS Make a time line of

Ancient Egypt.

SPACE & VISION Look at a picture of a Create an image of

pyramid being built what you think living
and describe what is in Ancient Egypt
happening. would look like.

BODY

MUSIC Find Ancient Egyptian Create a song about

music and present to Egyptian mummies.
the class.

NATURALIST

PEOPLE Interview another

classmate who is an
Egyptian
God/Goddess.

SELF Describe what occurs Write a diary entry as

during embalmment. an Ancient Egyptian
slave detailing the
events of the day.

Page 3 of 10
Stephanie Christelow Assessment 2 EDFD687
Key Syllabus outcomes:

- Roles of key groups in ancient Egyptian society (such as the nobility, bureaucracy,

women, slaves), including the influence of law and religion (ACDSEH032 - Scootle )

- Significant beliefs, values and practices of the ancient Egyptians, with a particular

emphasis on ONE of the following areas: everyday life, warfare, or death and

funerary customs (ACDSEH033 - Scootle

Chris would be benefited by a differentiated unit of work because it would be tailored to

his learning needs. By differentiating Chris would be able to learn using his strengths

enabling him to understand and pick up the content. Using Bloom’s Multiple Intelligences to

differentiate would allow Chris to learn in an intrapersonal way, and he could use music and

space/vision techniques to understand the work. Chris appears to be strong in these areas Commented [SC1]: Strategies to differentiate

as he is independent and likes music and computer games. This would affect the method of

practice which is changed to help the student understand the information that the teacher

has presented (UNESCO, 2004). It has been found that students are more likely to succeed

when the instruction matches their learning processes (Joseph, Thomas, Simonette, &

Ramsook, 2013).

By differentiating Chris would also feel that he is included in the class by working at his

own level and he is able to participate with the other students. Differentiating allows an

inclusive education to be experienced by all students (Thakur, 2014). By adjusting the work

to address Chris’ learning needs he would feel included in the class and be able to work at

his own speed. This may help him to feel less agitated in whole class situations because he Commented [SC2]: Strategies for differentiating

would be able to participate as much as the other class members. By differentiating the work

for Chris it would increase his engagement with the class allowing a positive learning

environment for everyone.

Page 4 of 10
Stephanie Christelow Assessment 2 EDFD687
 C- How will I differentiate a lesson for my whole class with adjustments and
assessments for my case study student?
Lesson – Create a song about Egyptian Mummies
Lesson Steps
-Work independently or in
groups of 2.
-Use computers to
research at least 5
important/interesting facts
about mummification to
use in your song.
-Create a melody.
-Add the lyrics to the
melody and write it down
or record it.
-Once song is complete
present it to the class.
Stephanie Christelow
SMART Outcome
-By the end of this lesson
the class will complete
the curriculum
requirement of
understanding the values
and practices of the
Ancient Egyptian
mummification process by
presenting a song with
information regarding
mummification.
-Students will find at least
5 facts to include in the
song (Chris is required to
find 3)
-Students will create an
imaginative and
expressive song (Chris
can use a melody
provided by the teacher).
-Students will
successfully use ICT to
research and complete
the task.
Assessment 2
Adjustments Assessment Commented [SC3]: Adjustments made to students who
need differentiation.
-The use of the computer -To assess the
should make the task achievement of this
more interesting for Chris. SMART outcome Chris
will have successfully
-Using music to learn provided at least 3 facts
about mummification about mummification and
should assist if this is one show his understanding of
of the areas he is strong it by presenting it to the
in. teacher through a song.
-Chris is able to work
independently if he
prefers.
-Chris can search for 3
interesting facts about
mummification instead of
5.
-Chris can use a melody
supplied by the teacher.
-Chris can record his
song, and/or type the
lyrics on the computer.
-Chris can present his
song to the teacher
without the rest of the
class, he can use the
recording of his song if he
wishes.
Page 5 of 10
EDFD687
D – How will I assess my case study student’s progress?

HD D CR PA F
Creativity Song shows a Song quality Song shows Student used Student was
very high is at a high an the melody unable to
quality of standard, and interpretation provided. show
individual shows some of the provided evidence of a
expression individual melody and is song.
and is expression. of good
presented at quality.
a high quality.

Productivity Student Student Task was Task was Student did

completed completed completed completed in not complete
task required task required within the the assigned the task in the
to a high to a high assigned period to a time
standard standard period to a satisfactory assigned.
within a short within good standard.
period and assigned standard.
assisted period.
others.

ICT and A very high Student Student Student was Student did
Information understanding showed a showed a able to show not show
Gathering of ICT was high level of good level of some competence
shown ICT skills, and ICT knowledge of in ICT. Does
through knowledge of understanding, ICT. Required not show
information information some assistance to basic
gathering and gathering. mistakes in complete operation
expression presentation, information skills.
used in no assistance gathering.
presentation required.
of task.

Understanding Student Student Student Student Student

of Content provided provided 5 provided 5 provided 3 or provided less
more than 5 facts and facts with 4 facts, some than 3 facts,
facts and showed a some errors, understanding did not show
showed a high some shown when understanding
high understanding understanding presented. of content.
understanding of content shown when
of content when presented.
when presented.
presented.

Page 6 of 10
Stephanie Christelow Assessment 2 EDFD687
E – Reflection on cultural diversity and adjustment plan Commented [SC4]: APST 1.3, 1.4, 2.4

Collaborating with families of students with diverse cultural needs can present a new

challenge to teachers. Students who come from different background have many different

languages, customs and traditions which need to be respected in the classroom to promote

an inclusive and accepting environment.

Students coming from an Aboriginal and Torres Strait Islander background face

many challenges when they enter the school community. A history of dispossession, trans-

generational trauma and racism has affected the lives of aboriginal people which can cause

them to believe that they should not be a part of the school system (ACT Government,

2015). By creating an inclusive school which supports reconciliation, a respectful educational

environment can be established allowing teachers to communicate positively and involve

indigenous people into the school community. Creating partnerships with the families and

allowing opportunities for Aboriginal and Torres Strait Islander people to share stories and

customs can allow them to feel included and accepted in the school community (ACT Commented [SC5]: Strategies for students with diverse
cultures
Government, 2015).

Students coming from an English as a Second Language or Dialect (ESL/D)

background also experience a lot of change and can find it difficult to enter Australian

schools. ESL/D can also include Aboriginal and Torres Strait Islanders who speak a creole

or variety of Australian English (De Courcy, Dooley, Jackson, Miller, & Rushton, 2012). The

students who come to the school with EAL/D bring with them a unique background with

different experiences and language skills. It is important that these students feel welcome

and accepted in the classroom, using the bilingualism of the student can be a way to

educate the other student in the class of other languages and help to raise awareness of

other cultures (De Courcy, Dooley, Jackson, Miller, & Rushton, 2012). Students are able to

reuse and reflect on their language in collaborative classrooms, it can be used as a resource

to discuss metalanguage. Students with EAL/D also enter the school with diverse writing

systems which can be a challenge for teachers when the student is attempting to read and

Page 7 of 10
Stephanie Christelow Assessment 2 EDFD687
write in English, and the teacher may need to provide extra support for these students so

that they are able to learn from the material and communicate with their classmates (De Commented [SC6]: Strategies for students with EAL/D

Courcy, Dooley, Jackson, Miller, & Rushton, 2012).

Being aware of the students and what they know is an important, assessing often

and in a variety of ways helps to know where they are and where they need to go (Barnes,

2018). Also knowing the students’ culture can help you to bring it into the classroom, helping

the student to feel at home and welcome. Understanding things like whether eye-contact is

respectful in the students’ culture can assist the teacher to integrate the student into the

classroom (Barnes, 2018). Using cultural brokers and translators can be helpful in increasing

communication with the student and the family, some families have relatives that speak

English who can be used to translate for the teacher (Kearns, 2016).

Using these techniques will allow me to collaborate with EAD/L and Aboriginal and

Torres Strait Islander students and families when I become a teacher. I will be able to

provide support for the students by being aware and accepting of their cultures and creating

a positive and integrative classroom environment.

Page 8 of 10
Stephanie Christelow Assessment 2 EDFD687
 Learning Activity Issues for Student with Adjustments for Student

ASD with ASD Commented [SC7]: Strategies for differentiating for

learning needs of students
-Students are working in -A student with ASD could be -Break the task down into small

groups to create a overwhelmed by a large task. manageable steps with clear

presentation about -They would dislike the noise instructions.

Australian bushrangers. and find it hard to focus in a -Allow the student to work in a

-They are in groups of 3-4 classroom with lots of noise and quiet area if the class is too loud.

and are using computers to movement. They could get a -The student can work as a pair

research the task. sensory overload. with another student or with a

-They need to create a -They might find it hard to teacher’s aide if they struggle to

PowerPoint Presentation express themselves and communicate in groups.

and speak for 3 minutes to communicate with other -The student would have a

the class about their students. smaller amount of time to speak

selected bushranger. -They might find it difficult to (1minute)

use a computer and search for -They can present to just the

information. teacher if they are unable to

-They might have trouble present in front of the whole

creating a presentation on a class.

computer. -The student can receive extra

-It may be confronting for them time on the task if it is required.

to speak in front of a whole -The student can have support

class. from teacher aide’s or other

-They may not be able to speak students to create a PowerPoint

for as long as the other and find information on their

students. selected bushranger.

-It may take longer for the

student to complete the task.

(Austism Spectrum Australia,

2017)

Page 9 of 10
Stephanie Christelow Assessment 2 EDFD687
References
ACT Government. (2015). Parental engagement: Engaging with Aboriginal and Torres Strait Islander
Australian Families. Retrieved from ACT Government: Education and Training:
https://www.education.act.gov.au/__data/assets/pdf_file/0006/807432/150897-Engaging-
with-Aboriginal-and-Torres-Strait-Islander-Families.pdf

Austism Spectrum Australia. (2017, March). What is Autism? Retrieved from Autism Spectrum
Australia:
https://www.autismspectrum.org.au/sites/default/files/Factsheet_What%20is%20autism_2
0170306_1.pdf

Barnes, M. (2018). Meeting the literacy needs of EAL/D students: tips and techniques for teachers.
Retrieved from Pearson: https://www.pearson.com.au/insights-and-news/supporting-
students/literacy-needs-of-eald-students-tips-and-techniques-for-teachers/

De Courcy, M., Dooley, K., Jackson, R., Miller, J., & Rushton, K. (2012). Teaching EAL/D learners in
Australian classrooms. Retrieved from PETAA: Primary English Teaching Association
Australia:
file:///C:/Users/steph/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/
TempState/Downloads/183f%20(1).pdf

Joseph, S., Thomas, M., Simonette, G., & Ramsook, L. (2013). The impact of differentiated instruction
in a teacher education setting: Successes and Challenges. International Journal of higher
Education, 2, 28-40.

Kearns, K. (2016). Supporting Education - The Teaching Assistant's Handbook. South Melbourne:
Cengage Learning Australia.

Thakur, K. (2014). Differentiated instruction in the inclusive classroom. Research Journal of

Educational Sciences, 2, 10-14.

UNESCO. (2004). Changing teaching practices: using curriculum differerntiation to respond to

students' diversity. Fontenoy: United Nations Educational, Scientific and Cultural
Organisation.

Page 10 of 10
Stephanie Christelow Assessment 2 EDFD687