Task 2: Catering for Diversity.

The following artifacts are based on my previous practical placement that I attended
at a School for Specific Purposes (SSP) with a Kindergarten/Year 1 class. The class
had one head teacher, six students with individual disabilities, one School Learning
Support Officer (SLSO), and myself.
Artifact One: Questioning using a formative approach to assessment.

Formative assessment is enhanced with high-quality questioning, careful listening

and reflective responses (Readman & Allen, 2013). As verbal communication was
not the main avenue for communication with the students, I learned to use Picture
Communication Symbol (PCS) and Positive Behaviour for Learning (PBL) cards as a
means of effective communication (as shown in figure 1) and attaining behavioural
goals. Each student had their own Individualised Education Plan (IEP) with
objectives and goals to achieve. I used questioning as a formative approach to
assess students IEP numeracy objectives during a literacy activity, which involved
reading the story Tiddalick: the Frog Who Caused a Flood. PCS cards were an
effective way in conducting this formative approach to assess students IEP
objectives in numeracy.

Figure 1. Using PBL cards to attain behavioural goals.

Each student had an IEP learning objective to count to a certain number, which
differentiated between the students learning levels. As I read the Tiddalick story, I

would pause on certain pages and ask a student to count the number of animals that
appeared on the page. The student I selected corresponded with their IEP numeracy
ability. For example, one students learning goal was to count to 10, which required
selecting a page in the story that had ten or less characters on the page. I asked the
student how many animals can you see on this page? and provided three different
numbered PCS cards for the student to pick from. The student struggled with having
the option of three numbers to choose from. I asked the student if he could eliminate
the number higher than 10 and he pointed to the number 14. I then asked the student
to count the number of animals on the page with me. From this, the student was able
to identify the answer. After the activity, I recorded the students progress in the
teachers diary, as directed by the teacher. This formative approach allowed the
teacher and myself to use questioning to inform and shape future planning with
numeracy activities (Curtin University, 2016), which correlate with the students IEP
goals. Questioning helps students develop and practice their literacy, numeracy and
communication skills that enhances their learning (New Zealand Ministry of
Education, 2009) and makes learning visible for them (Curtin University, 2016). This
demonstrated understanding of assessment strategies using formative questioning
as an approach to assess student learning (5.1, Australian Institute for Teaching and
School Leadership [AITSL], 2014) in achieving their IEP objectives and goals.

Artifact two: Providing effective feedback

Feedback is an important component in achieving student learning outcomes and

their individual goals. It requires providing positive and constructive information that
helps students move towards achieving their learning goal (Readman & Allen, 2013).
Effective feedback is best achieved when they have an understanding of the desired
goal, evidence about their current position in relation to that goal, and guidance with
closing the gap between the two (New Zealand Ministry of Education, 2009).
Delivering high quality feedback will enable students to self-correct (Readman &
Allen, 2013) and can be for learning and teaching, which allow teachers to reflect on
their own teaching strategies.
In an arts and craft activity relating to the story of Tiddalick the Frog, students were
required to experiment with different techniques to make artworks (Australian
Curriculum Assessment, and Reporting Authority (ACARA), 2016, ACAVAM106).
The activity also aligned with students literacy IEP objects in reading and sounding

out action words. Students were given a selection of PCS cards that displayed
different actions that could be used to make Tiddalick laugh. One students IEP goal
was to identify individual letters and their sounds. Single PCS letter cards were used
to help the student spell out the action word displayed on the worksheet. This
demonstrated modifying teaching to suit the learning needs of each student.
The student would sometimes miss one or two letters when spelling words. For the
word jump, the student used the letter g instead of j. I complimented the students
effort in getting most of the spelling correct and demonstrated the sound and use of
the letter g in gump. The student agreed that it did not sound right and was shown
a different completed word starting with j. The student was then asked to find the
correct letter and proceeded to choose j to complete the word jump. I
complimented the students efforts again and invited the student to practice the
action. From this feedback example, the student improved his performance and
approach to learning (Readman & Allen, 2013). He also participated in the feedback
by responding and performing the action, which increased his confidence, motivation
and control over his learning (Readman & Allen, 2013). This demonstrated an
understanding of the purpose of providing timely and appropriate feedback to
students about their learning (5.2, AITSL, 2014) and encouraged the student to
achieve his learning goal.
Artifact 3: Using Photos for Reporting
Reports are a form of summative assessment that provide information to the
intended audience about a students progress towards certain learning outcomes
(Readman & Allen, 2013). It includes explanations and constructive advice that
reaches intended learning outcomes (Readman & Allen, 2013). The SSP school I
attended used powerpoint presentations as a means for reporting student progress.
At the beginning of the year, the teacher and parents meet, discuss and rank the
goals they would like their child to achieve (Figure 2.). The teacher would then create
lesson activities and implement teaching strategies that catered to each students
IEP objectives and goals.

Figure 2. Ranking student goals.

Throughout the year, each task performed was photographed (and sometimes video
recorded) and collected as evidence for achieving IEP objectives and goals. The
teacher maintained photo libraries in separate computer folders and categorized
them against each students IEP goals. This allowed the teacher to refer back to
photos and their related objectives for each student. The powerpoint reports were
exclusive to parents and focused on students learning, both what they learn and how
they learn, and indicate their progress in more general, social and behavioural areas
(Headington, 2013). It enables parents to visually identify what goals their child has
achieved and what goals they would like them to achieve next. Taking photos of
students progress during the year enabled the teacher to interpret, evaluate their
learning, and modify teaching practices when needed. For example, A students
progress in learning individual letters and sounds was assessed and recorded using
laminated PCS cards, keyboards with larger keys, interactive activities using the
interactive white board, audio picture books, iPad applications, and physical letter
representations. Each strategy used was recorded and assessed in relation to the
students learning outcomes. This demonstrates the capacity to interpret student
assessment data to evaluate student learning and modify teaching practice (5.4,
AITSL, 2014), which can then be used for reporting back to parents.