James McLaughlin – 2062389

EDUC 4720
Assignment 3 – Diversity and Inclusion Portfolio

Part 1
Define Differentiation
Differentiation can be seen as being the component of inclusion related to classroom
practices. It takes a holistic approach to planning and teaching that delivers an environment
to engage all students by providing experiences that enable all students to learn effectively
(Jarvis, 2013). Moreover, research indicates Australian classrooms may have a wide range of
student learning disabilities, and also variances in students’ skills, interests, preferences,
background knowledge, psychiatric, sensory and neurological impairments to name just a
few (Jarvis, 2015). Thus, for teachers to view and treat all students the same would be
counterproductive (Tomlinson & Imbeau, 2010). This highlights the importance of teachers
being able to identify student differences and meeting students where they are in terms of
their readiness, learner profile and characteristics to promote effective learning and
academic growth, resulting in providing access to high quality curriculum (Jarvis, 2013).

The Australian Professional Standards for Teacher (APST) (AITSL, 2017), emphasises the
importance on differentiated practices. Under professional knowledge: know students and
how they learn, teachers need to be able to meet the specific learning needs of students
across the full range of abilities (1.5). Therefore, teachers need to have strategies to allow
for this which can be achieved through involvement of forward planning, programming and
instruction to ensure teaching, learning and assessment strategies are fair, flexible and at an
appropriate level of challenge (Jarvis, 2013). As a result, students are able to process, make
sense of ideas and develop products by having different avenues to acquire the content,
thus, removing barriers to inclusion for marginalised students (Jarvis, 2013).

Jarvis (2013) provides an understanding of differentiation through the concept of the three
pillars of differentiation. This model identifies three pillars consisting of philosophy,
principles and practices (Figure 1.1), which can be used as a set of guiding principles to
positively help teachers understand the philosophy of differentiation and ways in which
they can apply it to their pedagogy. Thus, aiming to provide an education that consists of
inclusive teaching for diverse learners (Jarvis, 2013).

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 Figure 1.1: Differentiation Model of the three Pillars (Jarvis, 2013)

Define Inclusion
Ainscow (2013) identifies that there are many different views on inclusion, therefore, it is
difficult to identify and describe the term inclusion. Through research, Ainscow (2013) found
policy makers, administrators and teachers viewed inclusion in a way which they identified
six approaches about inclusion consisting of;

- Inclusion as a concern with disabled students and others categorised as ‘having

special educational needs’.
- Inclusion as a response to disciplinary exclusion.
- Inclusion in relation to all groups seen as being vulnerable to exclusion
- Inclusion as developing the school for all
- Inclusion as ‘Education for All’
- Inclusion as a principled approach to education and society

(Ainscow, Booth & Dyson, 2006)

Another view of inclusion views four related elements into the definition of inclusion
comprising of presence, participation, progress and a sense of belonging (Ainscow & Miles,
2008). Student diversity is highly prevalent in schools and it is written that all students can
learn and all students matter, however, it is evident that the needs of students may vary
depending on their physical, cognitive and emotional development (Jarvis, 2015). In
addition, other factors may consist of cultural differences, socioeconomic background,
gender, sexual orientation, illness, health concerns, behavioural issues and difficult home
circumstances. My personal opinion on inclusion is that all students, not just those that have
a disability, have equal access and opportunities within the school classroom and school
environment, regardless of the student differences stated above. This is similar to Booth

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and Ainscow (2002) view of inclusion, seen as identifying and removing barriers for students
who are at risk of being marginalised or excluded. Therefore, as an educator, it is imperative
to identify and remove barriers to students that may be marginalised (Jarvis, 2013).
Moreover, students that do have disabilities may result in a higher chance of not being
included due to inflexible and inappropriate teacher practices. However, the APST
emphasise the importance of inclusion through professional knowledge: know students and
how they learn, teachers need to implement strategies to support full participation of
students with a disability (AITSL, 2017). In addition, the Disability Standards for Education
2005 state that schools must provide educational opportunities on the same basis as
students without disabilities, therefore, there needs to be a whole school approach to make
adjustments to accommodate for students with disabilities so that they have access to a
quality education, thus making personal progress through the curriculum just like every
other student (Jarvis, 2013).

Part 2
School Diversity and Inclusion Profile
The types of student differences teachers commonly address in the classroom
ABC High School has a total of 1027 fulltime student enrolments. 2 percent are of
indigenous background and 11 percent have a language background other than English (My
School, 2019). During my placement I had 2 year 8 Health and Physical Education (HPE)
classes and two year 10 HPE classes. However, one year 10 class consisted of mostly year 9
Ignite students. These students are enrolled in a program that is designed to cater for the
academic, social and emotional needs of gifted students. Consequently, this changed the
dynamic structure of the classroom as the class consisted of year 10 students and gifted
year 9 students.

During the start of my placement, within each classroom I noticed varying degrees in
student diversity ranging from motivation, giftedness, readiness levels, behavioural issues,
difficult home circumstances, interest, disabilities, ethnicity and cultural backgrounds.
Moreover, the biggest barrier to an inclusive classroom that I noticed were students whose
first language was not English. I had a few students which spoke English as a second
language. Furthermore, through developing relationships with the students and
communicating with my mentor, it was quite evident the need to provide a level of
adjustment to certain students that were having learning difficulties. A total of 6 students
were on a One Plans. These students either had diverse learning needs or disabilities
ranging from physical, social/emotional and cognitive disabilities. Furthermore, the level of
adjustment for these students consisted of either supplementary adjustment or supporting
with quality differentiated teaching practices.

How common student differences in this setting might impact on learning and the
classroom environment.

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Student differences can impact on student learning in a number of ways. For example, In
terms of readiness, interest, and giftedness, if teachers view all students as having exactly
the same prior knowledge, interest and social or emotional needs, teachers may develop
inappropriate and inflexible teaching practices. As a result, many negative outcomes will
arise ranging from boredom, disengagement, behaviour problems, frustration, anxiety and
poor learning strategies as a result of work being too easy or hard, thus, limited
advancement in student learning would have been achieved (Jarvis, 2013). Teachers should
be able to construct learning environments that address individual diversity through
effective differentiation. As a result, students will be stretched to their upper limits of
current competence which relates to Vygotsky’s (1987) concept of zone of proximal
development in that their cognitive growth is stretched through the right learning
conditions.

In my year 10 class a student had a condition called Rheumatoid Arthritis which had
significant impact on his physical ability, therefore, needed supplementary adjustment to
cater for his needs. Student motivation was definitely an area of difference within my
classes. Year 8 classes were a lot more energetic and eager to engage in their learning
compared to the year 10 and especially ignite students who much preferred theory over
practical. HPE is compulsory up until year 11, therefore, many students were present in
classes but not very engaged in activities. This changed the dynamics of the class immensely
through behavioural issues, students distracting other students, and non-participation
which impacted learning of other students, especially in group activities. Differentiation can
be used as a tool to help students become more focused, motivated and become
independent learners (Tomlinson, 2008). Therefore, teachers have the skills to adapt to the
environment and differentiate when needed to provide a positive learning environment to
all students.

How teachers and other staff typically respond to these differences

Throughout my placement, understanding student learner profile through communication
with my mentor and other staff, discussing student one plans and developing relationships
with students helped to build rapport and find out how they best learn. This essentially
guided my teaching strategies to the learner’s capability, thus resulting in increased
engagement in the classroom. For example, there were some students that I found had
short attention spans, would constantly be off task, especially when providing instructions.
A strategy I used during practical lessons were to use certain students in demonstrations.
Anderson (2006) states for an environment to feel inclusive, students must feel a sense of
belonging, therefore, by using this strategy not only reduced class disruption, enhanced
student engagement and attention but helped to build a sense of belonging and trust.

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A student on a one plan had issues with overwhelming large tasks, could not follow multi
step instructions and struggled to interpret social cues. After discussion and viewing the one
plan, some teaching strategies I used consisted of the following.
- Provide one on one explanations
- Frequent check ins to monitor progress
- Visual supports for auditory instructions
- Short and simple step by step instructions
- Providing regular feedback to ensure on task
- Consideration of seating plans
- Visual check lists embedded in worksheets

In addition, Appendix 1 highlight an original assessment piece and a second one and how it
has been adjusted to cater for a student that is overwhelmed by large tasks, therefore, it
has been modified and broken down into a simpler form to cater for the readiness and
capability of that student. As Jarvis (2013) identifies, it is important to provide learning that
is at the appropriate amount of challenge requiring adequate mental effort, resulting in
satisfaction, and a sense of self efficacy.

Students will always vary as learners (Tomlinson, 2014), therefore, as an educator, it is one
of our roles to ensure a learning environment is constructed in a way that provides effective
learning. One of my students suffered from Rheumatoid Arthritis, therefore, needed lower
leg braces for their condition. As a result, participating in certain activities was difficult
during our HPE class when we were doing individual training. As Tomlinson (2014) states, by
using differentiation helps to provide an avenue to learn through different approaches and
variations of instructional guidelines. These consisted of the following;
- Communication with personal trainer regarding identified needs
- Extra time, variation of tasks, less physically demanding tasks during fitness sessions
- Additional support with personal trainer during community gym sessions

In addition, Appendix 2 identifies student characteristics that would warrant having support
provided within quality differentiated teaching practice, supplementary adjustment,
substantial adjustments, extensive adjustments, and what the adjustments would consist of.

What philosophy and approach to student diversity and inclusion is reflected in the
school’s mission or vision statement, policies, or other published information
ABC school accepts and respects diversity and values difference, thus, providing an inclusive
community. These differences range from ethnicity, gender, sexual orientation, age,
physical abilities, family status, religious beliefs, perspective, experience and other
ideologies. ABC School highlight they value and accept diversity at their school with a
commitment to providing a safe and inclusive environment for same sex attraction, intersex
and gender diverse and staff.

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ABC school mission statement and vision statement does not directly use the words
diversity and inclusion, however, they have strong values on respect, care, compassion and
honesty with a focus on teaching and modelling respectful relationships to promote these
values.

How the philosophy embodied in the mission and vision statement is specifically enacted
in practice at this school. What was the extent to which the classroom and other school
practices you observed throughout your professional experience align with the
philosophy, principles and practices of differentiation and inclusion we have studied this
semester.
A great way that most schools incorporate inclusion in through house systems because not
only does it provide a sense of belonging to each individual, but it also supports and
encourages teamwork, cooperation and participation. ABC School has made many
commitments to diversity and inclusion through many avenues. Outside of the classroom,
building a school free from homophobic and transphobic bullying, students created a team
called ‘Equality Headquarters’ that lead the way to ensure Lesbian, Gay, Bisexual,
Transgender/Transsexual plus (LGBT+) students feel safe and included. Moreover, these
students and supporters are able to meet in a safe environment and support each other
while planning for future initiatives.

ABC School believe they are able to offer something for all students. Students who excel in
academic, social and emotional needs of gifted students can apply for the Ignite program
which caters for academic, social and emotional needs of gifted students. I understand the
concept of this program but essentially students in year 10 could feel excluded in the class
because they are not a part of the majority, being the year 9 ignite group. Furthermore,
Sousa and Tomlinson (2011) indicate teachers can design tasks that are appealing to
students through individual interest as it plays a powerful role in motivation and
engagement. However, it was rather difficult in this class considering most Ignite students
shunned away from practical lessons, where as those year 10 students in the class didn’t.

Differentiation is not only about content mastery but also student efficacy and ownership of
learning. By strengthening student voice helps to give students power over their own
destinies as learners, thus, strengthening efficacy (Tomlinson, 2008). ABC School have a
team known as the student voice team which offer opportunities for leadership and
initiative and also incorporate a network of student leaders that collaborate together to
speak and take action on behalf of ABC students. The team are advocates for their peers
and are constantly seeking ideas from students and their opinions, whilst contributing to
decision making processes of the school.

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Students will differ in their personal interests, passions, and develop new interests at
school, therefore, personal interests play a powerful role and are highly influential on
motivation and engagement (Jarvis, 2013). ABC school offer many programs and extra-
curricular to support the development of different interests and talents to support students
from cultural, linguistic, religious and socioeconomic backgrounds. The following image (Fig
1.2) provides an understanding to how the school is trying to promote and provide
inclusiveness and diversity to its students. In addition, the school offers many other avenues
of interest and programs to help students gain a sense of self-efficacy and ownership over
their lives such as a ‘girls program’ and ‘how to be a man program’ which is run by the
female and male counsellors who also offer normal counselling services to students.

Fig 1.2

Part 3 – Professional Reflections

During the start of my placement, I wanted to set expectations high in a differentiated
classroom and eliminate unwanted behaviour and promote good routines, therefore, I
began with a power point presentation on teacher and student expectations. Through good
preparation and planning, I provided expectations to manage appropriate use of time,
productive ways of working and learning, activity transitions (very important in practical
lessons), group work, giving directions and starting and finishing tasks. In addition, I made a
student expectation list and gave students a voice about what they saw as important. I
believe this gave them a sense of power in the classroom and helped to enhance positive
relationships from the beginning of my placement.

During my placement, I used differentiation strategies when I felt necessary, therefore, I did
not take too much on and try and differentiate every lesson I took. I had two year 8 HPE
classes and two year 10 HPE classes, all compulsory, therefore, using differentiation to

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provide motivation and engagement in learning was seen as a good strategy to use. The two
learner differences I focused on when differentiating in my practical and theoretical lessons
were by readiness and interest. For example, I produced a table tennis knowledge test
before introducing the unit to my year 8’s. By doing a pre-assessment identified to me their
readiness levels so I was able to implement tasks that could extend their learning. As
readiness levels were highly varied, I used flexible grouping and tiering in practical lessons
to ensure students were stretched to their level of challenge as Tomlinson and Murphy
(2016) explain learners have a broad range of background experience, therefore,
differentiation is about making sure that struggling, advanced and in-between learners grow
as much as they can each year.

I believe being adaptable in your teaching practice is vital is being a successful educator. I
was able to adapt my teaching in many ways. During a year 10 HPE class we were scheduled
to do a personal fitness session in the gym however the gym was out of use. I decided to not
let environmental factors impede on the lesson, so instead I got the students to move all the
desks and chairs and ran them through a fitness circuit in the classroom. I was not sure on
my decision, but my mentor provided great feedback and highlighted to me being able to
think on your feet is an excellent tool to have. In addition, after discussion with my mentor,
we noticed students were starting to become unmotivated and less engaged as they had
been doing personalised fitness for nearly two terms so we decided to bring group work
into the practical lessons through sport and integrate components of fitness into that
particular sport. This was another adaption I made in my teaching by differentiating
instruction to individual needs so students would potentially become, focused and
motivated.

As it is important to proactively plan and address student differences in order to promote

learning, wellbeing and self-efficacy. Therefore, in year 8 classes I chose to differentiate
their assessment piece via interest. Their assessment piece was to video themselves
executing a skilled performance, compare it to an elite athlete and analyse it. I used interest
to differentiate the assessment piece. Therefore, I did not make the whole class analyse the
same skill but gave them the option of doing a variety of an athletic movement or any
cricket skill. I also made sure one activity could be implemented indoors as during
placement the weather dictated to a certain degree what we could do during a practical
lesson.

Ainsocow and Sandill (2010) state that a major challenge facing education around the world
is including all children. Thus, an area I would like to improve is how to differentiate for
students that are in the classroom as an exchange student or those students whose first
language is not English. I found this very hard to include them due to the language barrier,
however, those students were always willing to have a go and put in some effort and I never
felt they felt excluded from the class.

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References

Ainscow, M. (2013). Making sense of inclusive education. Trinity Education Papers, 2(2), 2-
11

Ainscow, M., Booth, T., Dyson, A., with Farrell, P., Frankham, J., Gallannaugh, F., Howes, A. &
Smith, R. (2006). Improving schools, developing inclusion. London: Routledge

Ainscow, M., & Miles, S. (2008). Making Education for All inclusive: where next? Prospects,
38(1), 15-34

Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: the role of
organisational cultures and leadership. International Journal of Inclusive
Education, 14(4), 401-416.

Anderson, D. W. (2006). Inclusion and interdependence: Students with special needs in the
regular classroom. Journal of education and Christian belief, 10(1), 43-59.

Australian Institute for Teaching and School Leadership [AITSL]. (2017). Australian
Professional Standards for Teachers (APST). Received from:
https://www.aitsl.edu.au/teach/standards

Booth, T & Ainscow, M. (2002). Index for Inclusion: Developing learning and participation in
schools. United Kingdom: Centre for Studies on Inclusive Education.

Jarvis, J. (2015). ‘Inclusive classrooms and differentiation’ in Weatherby-Fell, N. (Ed). Learning

to teach in the secondary school. Cambridge: Cambridge University Press.

Jarvis, J. (2013). ‘Differentiating learning experiences for diverse students’. In Hudson, P. (Ed.).
Learning to teach in the primary school. Cambridge University Press, Port Melbourne:
Victoria.

My School.edu.au. (2019). School profile | My School. [online] Available at:

https://www.myschool.edu.au/school/49663 [Accessed 10 Jul. 2019].

Sousa, D. A. & Tomlinson, C. A. (2018). Differentiating in response to student readiness. In,

Differentiation and the brain: How neuroscience supports the learner-friendly
classroom (2nd ed., pp. 91-120). Bloomington, IN: Solution Tree Press Inc.

Tomlinson, C. (2014). Differentiated Classroom (2nd ed., pp. 3-5). ASCD.

Tomlinson, C. A. (2008). The goals of differentiation. Educational Leadership, 66(3).

Tomlinson, C. A., & Imbeau, M. B. (2010). The invitation to be part of a vision: Talking with
students, parents and other educators about differentiation. In C. A. Tomlinson & M.
B. Imbeau, Leading and managing a differentiated classroom (pp. 43-68). Alexandria,
VA: ASCD

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Tomlinson, C., & Murphy, M. (2016). Leading for Differentiation Growing Teachers who
Grow Kids. The Teacher, 54(5), 7.

Vygotsky, L. (1987). Zone of proximal development. Mins in society: The development of

higher psychological processes, 5291, 157

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Appendix 1
Year 8 Assessment Task

Course: Year 8 Health and PE Teacher:

Task Name: Athletics Assignment Due Date

Australian Curriculum Content (if applicable)

84. Demonstrate and explain how the elements of effort, space, time, objects and people can enhance
movement sequences

Text Type (if applicable)

Task Description

PART 1
Select one of the following athletic events:
 Javelin, Shot Put, Discus, or Long Jump.
Video your performance of the event.

PART 2
Make a keynote which has:
1. A title page slide of the athletic event you have chosen:
 Include your name, the name of the athletic event and a picture of the event.

2. A you tube video of an elite athlete performing your chosen event. This can be found on the
internet. Cut and paste the video into your keynote or insert the link onto your keynote.

3. From looking at the elite performer and from what you have learnt in class, list at least 5 of
the key points to remember when performing the athletic event you have chosen.

4. One performance video of you performing your chosen event. Insert this on a page.

5. Compare the video of your performance to the video of the elite performer in your chosen
event and write about how you performed in relation to the key points identified in
question 3. In your answer:
 Discuss (write about) the key points you performed well? What do you see yourself
doing in your performance video which is similar to what the elite athlete is doing?
Provide examples from both videos.
 Discuss (write about) the key points which are your weaknesses and which you
need to improve? What do you see the elite athlete doing in the video of the elite
performer that you don’t see you doing in yours? Provide examples from both
videos.
 Discuss (write about) two strategies you could implement to improve your
performance in your chosen event.

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Assessment conditions (e.g. format, maximum word count etc.)

Your work must be presented through a keynote or powerpoint.

It must include video of an elite performer and yourself performing the event and written text to
discuss the questions. You should refer to both the videos to support your answer.

Course: Year 8 Health and PE Teacher:

Task Name: Athletics Assignment Due Date

Australian Curriculum Content (if applicable)

84. Demonstrate and explain how the elements of effort, space, time, objects and people can enhance
movement sequences

Text Type (if applicable)

Task Description

PART 1
Select one of the following athletic events:
 Javelin, Shot Put, Long Jump or High Jump.
Video your performance of the event.

PART 2
Make a keynote which has:
Slide 1
A title page slide of the athletic event you have chosen:
 Include your name, the name of the athletic event and a picture of the event.

Slide 2
From what you have learnt in class, list at least 3 of the key points to remember when performing
the athletic event you have chosen.

Slide 3
One performance video of you performing your chosen event. Insert this on slide 3.

Slide 4
Write about how you performed in your chosen athletic event. In your answer:
 Write one or more sentence about: What you do well? Provide examples from your video.
 Write one or more sentence about: What you are not good at and which you need to
improve. Provide examples from your video.
 List one strategy you could use to improve your performance in your chosen event.

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Assessment conditions (e.g. format, maximum word count etc.)

Your work must be presented through a keynote or powerpoint.

It must include a video of yourself performing the event and written text to discuss the questions.
You should refer to the video to support your answer.

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