EDFD468 ASSIGNMENT 2

CATERING FOR DIVERSITY: AN

OPPORTUNTY TO DEMONSTRATE
LEARNING
TESS DESMOND
S00152856

CONTENTS

Journal
1_________________________________________________________
____ pg 2
Journal
2_________________________________________________________
____ pg 3
Journal
3_________________________________________________________
____ pg 4
Journal
4_________________________________________________________
____ pg 5
Journal
5_________________________________________________________
____ pg 6
Summative
Statement_______________________________________pg 7-9
Goal Statement
___________________________________________________pg 10
APA Reference
List________________________________________________pg 11

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JOURNAL ONE EAL LEARNERS
OCTOBER 3RD 2016

During my placements I have come across a number of students who have

English as an additional language, therefore English is not considered to be
their first/preferred language. I have noticed how easy it can be for these
students to fall behind if they are not provided with the right support. Individual
Learning Plans (ILP) are beneficial to EAL students as they focus on the
student on an individual level rather than on a class level. This makes it easier
to set specific goals and objectives for a student. The plan can be worked on
in collaboration with other teachers, the individual learner and parents.

During my rounds I had one particular student who was of an African descent.
He would often sit at his table and make little attempt at any task given to him,
especially during literacy. Initially I assumed that he had no interest in
learning, but I later realised that on many occasions it was just that he did not
fully understand the task at hand. This made me feel distressed, as I did not
want any students missing out on crucial learning opportunities.

One strategy that I did find useful for this student was pair dictation. This
could be used for reading or writing. When doing this you could pair a higher
capable student with a lower capable student, however ensure that the
higher-level learner does not lose patience and take over tasks, as I have
seen this happen previously. Hertzberg (2012) believes that students feel
more comfortable interacting with their peers than their teachers, therefore
encouraging them to take risks and fully participate. It also encourages better
pronunciation and listening skills. Leung & Creese (2010) mention that in
Australian public schools, newly arrived ESL students are granted six months
intensive ESL instruction. This is often done through additional support
provided by the school. They will continue to have extra support after this if
need be. It is important that teachers form a good relationship with these
aides and have a deep understanding of the students prior experiences and
learning needs.

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Leung & Creese suggest using a number of instructional strategies in order to
make the subject more comprehensible for students. This may include
explaining a task to students by writing a list, which clearly indicates each step
of the task. It is also beneficial for students to see an example of the task.
Throughout my placement I would often take a couple of EAL students and go
through the task with them separately after I had explained it to the class. This
was extremely helpful as I was able to gather insight into what these students
understood and what needed further explanation/areas that required attention.
This emphasises how important it is for teachers to know their students.

JOURNAL TWO AUTISM SPECTRUM DISORDER

OCTOBER 12TH 2016

This weeks lecture gave me an insight into Autism Spectrum Disorder (ASD),
particularly focusing on ways in which we can cater for and include students
with ASD in the classroom. This was interesting for me, as I have worked with
a number of students who are on the spectrum, however I have never been
fully aware of strategies to assist their learning. Lindsay, Proulx, Scott &
Thomson (2013) state that ASD is the most common childhood neurological
disorder; therefore it is more than likely that I will have students who suffer
from ASD in my future classrooms.

There were a number of ideas spoken about in the lecture which I found
would be useful to use in the classroom to cater for students with ASD.
Graham (2016) spoke about the importance of providing students with one on
one support where they are given explicit instructions. It is also important to
give on instruction at a time. Creating a list at the start of everyday, which
explicitly states what will be expected that day supports children who suffer
from ASD as they prefer to have a repeated routine. Jones, Lang &
Frederickson (2010) support this idea, as they believe that students with ASD
prefer repetition and structure. This allows them to cope with their
surroundings.

Bowe (2004) focuses on the idea that students who suffer from ASD may
have difficulty managing loud environments. In the tutorial we spoke about the
need to create a peaceful classroom environment. Encouraging students to
use inside voices as well as managing the seating arrangements of the class
can assist with this.

A lack of support for a child with autism can be detrimental to their learning.
This is why it is essential for teachers to understand the disorder and form a

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good relationship with the childs parents as well as aides, or any other form
of support the child has outside of the classroom. I have seen this being done
on my previous placements and it has been extremely beneficial for the child.

JOURNAL THREE- TEACHING INDIGENOUS STUDENTS

OCTOBER 20TH 2016

In todays tutorial we had a look at resources, which could be used in the

mainstream classroom to include and integrate indigenous perspectives. I
could see myself using some of these resources in my own classroom,
however there were a couple I did not find particularly useful. For example the
maths activities, which we looked at, offered little opportunity for mathematics
learning, but focused more on literacy.

I thoroughly enjoyed the Alison Lester YouTube clip, which demonstrated the
making of the book Our Island in collaboration with the indigenous children of
Mornington Island. The picture book is a great resource that can be used in
the classroom to give students an insight into life from an indigenous
perspective, while also including indigenous students within the classroom.
Beales (2012) emphasises the importance of introducing books to the
classroom, which are developed in conjunction with Indigenous Australians.
He also suggests inviting Indigenous Australian students to contribute to the
story, only if they wish to do so. This helps them feel as though they are
respected and included within the school community. The Arts is a great way
of integrating Indigenous perspectives. This can be done through visual arts,
musical arts and dance.

The tutorial gave me ideas in regards to how I could create an inclusive

environment within my future classroom. We should encourage indigenous
students to keep their language alive; therefore they should be given
opportunities to speak their own languages at specific times throughout the
day. The Australian Bureau of Statistics (2012) state that today only 20
indigenous languages are strongly spoken in Australia, as opposed to the 250
languages which were spoken during British Colonisation. An article published
by The Little Book Club (2012) focuses on the idea that it is educators
responsibility to prepare children to become active global citizens.A
successful culturally inclusive environment will allow students to participate

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positively within a multicultural society. In todays day and age this is
extremely important. An inclusive environment recognises the fact that
students come from all types of cultural backgrounds and these backgrounds
will influence them as individuals. The diversity that they bring to the
classroom should be celebrated and acknowledged.

JOURNAL FOUR CATERING FOR MATHEMATICALLY GIFTED

STUDENTS
27TH OF OCTOBER 2016

Throughout my placements I have come across a number of gifted students,

specifically in mathematics. There have been certain tasks, which I have
assigned to the class, which have been far too simple and even boring for
those gifted students. There were a number of instances where particular
students would come up to me and alert me to the fact that they had finished
their work, while I was trying to help those students who were struggling. This
put pressure on me and also disadvantaged the students. This proves just
how important it is to have follow-up tasks prepared for those who require
them.

Gavin & Moylan (2012) believe that teachers should increase expectations for
all students. This means they should be given opportunities to step outside
their comfort zones. We should also encourage students to expand on their
thinking by explaining their reasoning. Tasks have to be appropriate for the
level at which the student is at. Therefore knowing students capabilities is
extremely important. This was a bit challenging at the beginning of placement,
as I was unaware of each individual childs strengths and preferred learning
styles.

Parish (2013) speaks about mathematical giftedness. Students who are

mathematically gifted are capable of constructing mathematical concepts
quickly and barely require repetition. This is because they are able to
recognise similar problems and use their prior knowledge to attempt new
problems. Parish (2013) believes there are ways we can cater for these gifted
students without having to create separate programs for them. This is through
the use of open-ended and problem solving tasks. Sullivan & Clarke (2012)
support this idea, and believe that open tasks increase the possibility of new

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knowledge being constructed. It also extends their mathematical thinking, as
there is not one set response, therefore a range of options is possible.

JOURNAL FIVE CREATING AN INCLSUIVE ENVIRONMENT THROUGH

COLLABOARTION
2ND NOVEMBER 2016

I gathered some great ideas from reviewing the tutorial slides for week 8. The
focus of this week was on collaboration, which is something that will be vital in
my future career as a teacher. I was unaware of all the types of support
available for schools, as I have usually just come across teachers aides and
classroom assistants.

Learning Support Officers (LSO) is a broad term that is used to refer to those
who work alongside teachers in the classroom. LSOs play a crucial role and if
used effectively, can have a profound impact on students learning. As
teachers we have to make the most of LSOs. This can be done through
regular communication in regards to information about students and their
learning. A great way to collaborate with LSOs is to get together and create
plans and timelines for particular students. This ensures that you are both
following a similar action plan, which will be beneficial to the student and
provide consistencies in his/her learning.

Bryk & Schnider (2003) emphasise the need for positive relationships
between teachers, parents and school leaders. This is a key resource for
improvement of schools as a whole community. As teachers we build
relationships with a number of parties and hold different expectations from
each of them as they hold different expectations from us. For example we
have expectations that the principal will provide us with facilities that engage
parents and students. Parents then rely on principals and teachers to provide
their child with great educational opportunities in a safe and nurturing
environment. If any of these relationships are broken it directly affects
students learning.

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Positive relationships and regular communication with parents is vital, as you
have to work as a team. I am currently working with a child on the autism
spectrum at my kindergarten. His parents see a psychologist on a regular
basis and will bring in plans set by the psychologist for us to use in the room.
Towards the end of the day one of the educators, including myself will ring the
parents and let them know if the plan was working for the child that day. If it is
continuously not working we know that we have to change and therefore the
parents can explain that to the psychologist. This is a great relationship where
all parties are working together to do what is best for the child. Hughes &
Read (2012) believe that these stable relationships are built through daily
contact and a welcoming atmosphere.

SUMMATIVE STATEMENT

Teaching a curriculum to students while also accounting for the diversity

and individual learning needs of each individual student, is one of the
many challenges faced by teachers. Westwood (2013) emphasises the
need for schools to be committed to enacting policies of inclusion.
Therefore schools need to meet the learning needs of all students of
various learning abilities, ranging from gifted students to EAL students.

It is essential that a range of learning strategies are used to support the

learning of children who are not reaching their potential in the classroom
(LO2). If students are not provided with support they are limited the
chance to explore their own capabilities. Journal 4 (pg 5) states that
students should be given opportunities to step outside their comfort
zones. Parish (2013) believes we can do this by modifying activities so
that they offer a high level of potential. When doing this we have to give
students the opportunity to think hard but do it in a realistic manner, so
that the activity compliments their abilities. Robinson & Campbell (2010)
believe that teachers often struggle teaching gifted students, as they are
unaware of ways to challenge these students. They may also focus
more on managing the behaviour and learning of other students rather
than meeting the educational needs of those who go beyond what is
expected at their level. Journal 4 (pg 5) mentions the use of open tasks
and states that they can increase possibility of new knowledge for
gifted students. Sullivan, Warren & White (2000) believe that open tasks
are useful because students are less likely to become bored, as there
are a number of possible answers. On the other hand the openness of
them can also reduce the focus on particular aspects in which the task

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may be focusing on. Conklin & Frei (2007) recommend providing gifted
students with opportunities to problem solve. This is because they are
quick at using their thinking skills and are able to recognise similar
problems and use prior knowledge to attempt new problems (Journal
4,pg 5).

There a number of teaching practices that can be put in place in order

to promote students self-efficacy and a sense of competence and
positivity (LO4). If students feel as though they cannot do something
they will most likely give up as they have lost all self-confidence. This is
when teachers need to step in and find ways to provide achievable
tasks that are suited to the individual. EAL students are at risk of falling
behind in the classroom if they are not offered support and guidance. As
mentioned in Journal 1 (pg 2) students who look disengaged in their
learning may not understand what they have been asked to do, He
would sit at his table and make little attempt at any task given to him,
especially during literacy. Young (2014) states that students learn better
when they see their learning environment as positive and supportive.
Praising students accomplishments, setting attainable goals, not
correcting every mistake a child makes and encouraging students to
improve are all ways that can contribute to a positive learning
environment. Journal 1 (pg 2) acknowledges that explaining tasks by
writing a list or showing students an example of the task can be
extremely beneficial for students who require additional help, in
particular EAL students. Conklin & Frei (2007) recommends the use of
tiered assignments in the classroom. This is where all students work
towards the same goal, however the teacher implements various
activities for students based on different ability levels. This ensures that
all students are expanding their knowledge and are feeling included,
satisfied and motivated as individual learners when doing so.

As teachers it is essential that we work collaboratively with support staff,

parents, other classroom teachers, executive staff and community
agency personnel to address childrens diverse learning needs (LO6).
Elkins (2014) describes an inclusive education system as one that
celebrates difference among students and also values diversity.
Positive relationships are formed when all parties have respect for one
anothers views and communication is constant in an open and honest
manner. Journal five (pg 6) provided an example of a partnership
formed between educators, parents and a psychologist. This
partnership had formed a great relationship where all parties were
working together to do what was best for the child. Bryk & Schneider
(2003) strongly believe that the relationship formed between teachers
and parents should be based on trust. They see it as a concern that
teachers are prepared for teaching their students but often have little

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preparation in regards to forming relationships with parents. Parents
want to know how their child is tracking academically and socially in the
classroom, and teachers should be valuing the help parents can give
them. Journal five (pg 6) speaks about the benefits of having Learning
Support Officers (LSOS) in the classroom. Teachers can collaborate
with LSOs by creating plans and timelines for students with special
needs, ensuring that they are both following a similar action plan for that
particular child.(pg 6) Another relationship that is important for teachers
to have is between themselves and other classroom teachers. This is
because they may have ideas that they use for students with diverse
learning needs in their classroom, that you may have not considered
before.

Tomlinson (1995) describes a differentiated classroom as a classroom

that offers a variety of learning options, which cater for different
readiness levels, interests and learning profiles. Therefore it addresses
the various learning needs and abilities of all students. A differentiated
classroom will work successfully for teachers if they know and
understand each and every one of their students as individual learners.
They need to respect that all children learn and think differently, and that
some may require more assistance and guidance while others are open
for new challenges. Teachers also need to make use of the support
available to them to ensure that diverse learning needs are met and
respected.

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ACTION GOAL

My action goal is to create an individualised learning plan (ILP) for

a student with language difficulties. Individualised learning plans
(ILP) are something that I have had little to no experience with therefore
I am interested to see the steps undertaken when creating and
evaluating a ILP. When creating my ILP I would do as follows;
Step One finding out the students needs. This can be done by
figuring out their strengths and weaknesses and finding a learning style
that suits them best.
Step Two making adjustments to the curriculum based on the
information you have gathered. Goals set should compliment the
students strengths, while also being achievable and inclusive.
Step Three create the ILP and then implement it
Step Four- evaluate. Gives teachers the chance to see if the plan has
been effective and if new goals need to be set.
I may find my first ILP hard as I have never created one so I will seek
out for help from aides, parents and fellow classroom teachers.

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 References

Australian Bureau of Statistics. (2016). Australian Bureau of Statistics, Australian

Government. Retrieved October 29, 2016, from

http://www.abs.gov.au/websitedbs/D3310114.nsf/home/Home

Beales, B. (2012). Ten ways I introduce Indigenous themes to the

classroom. Practically Primary, 17(2), 37. Retrieved from

http://search.informit.com.au/documentSummary;dn=797108119193887;res=

IELHSS> ISSN: 1324-5961

Bowe, F. (2005). Making inclusion work. Upper Saddle River, NJ:

Pearson/Merrill/Prentice Hall.

Bryk, A., & Schneider, B. (2003). Trust in schools: a resource for school

reform. Educational Leadership, 60(6), 40-45.

Conklin, W., & Frei, S. (2007). Differentiating the curriculum for gifted learners.

Huntington Beach, CA: Shell Education.

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Elkins, J. (2004). The Ministerial Taskforce on Inclusive Education (Students with

Disabilities). Retrieved October 30, 2016, from

http://education.qld.gov.au/students/disabilities/adjustment/

development/docs/disable-report.pdf

Frederickson, N., Jones, A. P., & Lang, J. (2010). Inclusive provision options for

pupils on the autistic spectrum. Journal of Research in Special Educational

Needs, 10(2), 63-73. doi:10.1111/j.1471-3802.2010.01145.x

Gavin, M. K., & Moylan, K. G. (2012). 7 steps to high-end learning. Teaching

Children Mathematics, 19(2), 184-192. doi:10.5951/teacchilmath.19.3.0184

Graham, M. (2016, October 10). Catering for Students with Autism Spectrum

Disorder in the Mainstream Classroom [PowerPoint slides]. Retrieved from

http://file:///Users/tessdesmond/Downloads/Tutorial%20Week

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%20Spectrum%20Disorder-final%20(1).pdf

Hertzberg, M. (2012). Focus on oracy. In Teaching English language learners in

mainstream classes (pp. 48-75). Newtown, N.S.W: Primary English Teaching

Association Australia.

Hughes, A. M., & Read, V. (2012). Building Positive Relationships with Parents in

the Early Years: A Guide to Effective Communication. Hoboken: Taylor &

Francis.

Leung, C., & Creese, A. (2010). English as an additional language: A guide for

teachers working with linguistic minority pupils. Thosand Oaks, CA: SAGE

Publications.

Lindsay, S., Proulx, M., Scott, H., & Thomson, N. (2013). Exploring teachers'

strategies for including children with autism spectrum disorder in mainstream

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 classrooms. International Journal of Inclusive Education, 18(2), 101-122.

doi:10.1080/13603116.2012.758320

The little big book club. (2012). Implementing an Aboriginal Perspective in the

Classroom. Practically Primary, 17(2), 38-40. Retrieved from ISSN: 1324-

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Parish, L. (2013). I want to learn too! Catering for the young Einsteins of the 21st

century. Prime Number, 28(3), 3-6.

Robinson, W., & Campbell, R. J. (2010). Effective teaching in gifted education:

Using a whole school approach. Abingdon, Oxon: Routledge.

Sullivan, P., Clarke, D., & Clarke, B. (2012). Using Content-Specific Open-Ended

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doi:10.1007/978-1-4614-4681-1_6

Sullivan, P., Warren, E., & White, P. (2000). Students responses to content specific

open-ended mathematical tasks. Mathematics Education Research

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Tomlinson, C. A. (1995). Differentiating instruction for advanced learners in the

mixed-ability middle school classroom. Reston, VA: ERIC Clearinghouse on

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diversity in the classroom. London: Routledge.

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