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Assignment 3

Differentiation &
Inclusion Portfolio
Sarah Attwood
2087014




Differentiation for Diverse Learners
Flinders University
EDUC 4721
2014
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Differentiation and Inclusion

If we believe education to be an essential human right and the foundation of a just society,
then we must also believe that this is true for all students, regardless of their learning style
or background.

Inclusion is a practice which values and respects the diversity that exists amongst learners
and their communities. With such a fluid population, the inclusive classroom is constantly
changing and adapting to the needs of the individual learners within it. It employs processes
and practices that remove barriers to access; it involves meaningful participation,
achievement and a sense of belonging for all students and school community members
(Ainscow,M. & Miles, S.2009).

Differentiation is an approach that is built upon the philosophy of inclusion. It is guided by
principles and uses a set of practices to proactively identify and remove barriers faced by
groups of learners that may be excluded or marginalised. Differentiation is shaped by a
mindset and creates meaningful and different opportunities for students to learn in
different ways that are relevant to them (Tomlinson, CA & Moon, TR 2013).


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Professional Refection
Differentiation was at the forefront of my mind during my Professional Experience. I want to
be the kind of teacher that unconditionally accepts all students as they are, but who expects
them to become all they can be. No easy task.
During my placement it was clear that each classroom had its own unique differences
between students. The main differences I witnessed in my classroom are listed below:
o Academic differences/readiness
o Gender - 13 male 13 female
o 1 Student on a Negotiated Education Plan (NEP)
o Physical disabilities
o Student interests
o 1 students with dyslexia
o 2 Students who speak and learn English as a second language (ESL)
o Diverse ethnicity, nationality and culture (including 3x Aboriginal and 1 x Torres
Strait Islander students)
o Student under the Guardianship of the minister (GOM)
o Family backgrounds and lifestyles
o Students with special needs 1 student with formally diagnosed dyslexia.
o Other notable identified special needs and disabilities
As my class was filled with such diverse abilities and learners I aimed to find opportunities
where I could differentiate by readiness and interest. I found that I utilised the principles of
differentiation in the planning of my units and in the general running of my classrooms.
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Through a range of instructional and management strategies, such as:
Multiple Intelligences
Jigsaw Activities
Anchor Activities
Varied Texts
Varied Supplemental Materials
Literature Circles

Tiered Lessons
Tiered Centres
Learning Contracts
Small Group Instruction
Group Investigation

Varied Questioning
Strategies
Interest Centres
Interest Groups
Varied Journal Prompts
Complex Instruction

Tomlinson, C. A. (1995).

By term 2, I felt I was forming positive relationships with the students and was building an
understanding of the diverse learning styles in the classroom. An understanding of who your
students are and how they think is imperative for learning to take place.
In order to differentiate by readiness and interest I first had to get to know my students and
how they were as learners. I instigated discussions with my mentor teacher about the
students, their interests, dislikes, how they learn and their backgrounds. I looked at students
NEP files, past grades and observed their current work. Getting to know the students
progressed through the placement.
Strategies used to learn more about my students:
o Know students names: I made Table name tags. We played name games.
o Talk to them!
o Get them to tell you something about themselves when calling the roll
o Talk to other teachers who also teach them
o Talk to their peers and classmates
o Look at school files and databases
Teachers
can
differentiate
Content Process Product
According to
students
Readiness Interest
Learning
profile
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I found the ways that I seated the students, my own position and movement within the
classroom, my language and my tone made a significant and positive impact on the learning
environment. Tomlison (2001) suggests that "A teacher who differentiates instruction
proactively plans and carries out varied approaches to content, process, and product in
anticipation of and response to student differences in readiness, interest, and learning
needs."

Differentiation by interest
To differentiate by interest, I created opportunities for students to demonstrate what they
had learned throughout the units of work in different ways (formal/ informal, creative and
analytical writing, drawing, creating and oral presentations.

Differentiation by readiness
Javis (2004) suggests that Readiness can be defined as an individuals current level of
understanding in regards to a specific set of skills and knowledge which are necessary to
complete a task proficiently. Before starting a unit of work I asked the year 2/3 students to
write down or discuss what they knew about the topic, this was in order to gain an
understanding of the students level of knowledge and used as a form of pre- assessment.
With the responses I received I was able to clearly see three levels within the class and five
students who needed direct teacher assistance. The groupings were fluid with some
students moving up & down according to their needs. I used this information to determine
entry points for the topic, building on students prior knowledge as scaffolding.
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Due to the diversity of learners readiness in the classroom I was able, or attempted to tier
appropriate learning activities for the three groups whilst still allowing time to focus on five
students with learning difficulties or on NEPs. According to Tomlinson (2003), tiering
enables a learning activity to be modified to suit a students current level of readiness so
they can be working at an appropriate level of challenge. I found I was able to work with the
small group of students who need more explicit teaching.
Differentiation by learning profile
Everybody is a genius. But, if you judge a fish by its ability to climb a tree, it will live its
whole life believing that it is stupid. Albert Einstein

Jarvis (2014) suggests that the learning process is more efficient when students are
supported to engage with a learning profile. This enables all students to display their
understanding of information successfully. In order to ensure that all students were able to
understand the content, I structured my lessons to appeal to the multiple learning styles in
my classroom. During my placement I attempted to differentiate by learning profile by
incorporating different instruction via resources in video, audio, info graphic/visualization
formats and delivery. I provided levelled spelling & reading material, catered for
adjustments for gender, culture and language differences and used learning games.

As a new teacher working with diverse learners in a differentiated classroom I have learned
that preparation and knowing your students is imperative. Understanding a students
learning profile allows you the opportunity to engage the student in powerful learning
activities which leads to a greater chance for engagement, skills & knowledge.
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Engagement for some of my students was not always easy. However, I feel I responded
appropriately to the varied student differences that I encountered in my class and made
strong bonds with most students. In many instances, it was a matter of providing extra
support/guidance, explaining a concept in a different way/ providing a different from of
demonstration and feedback. I found that by giving students ongoing verbal feedback, they
responded and continued with confidence.
Reference List
Ainscow, M. &Miles, S. (2009).Developing inclusive education systems: how can
we move policies forward? Manchester UK, University of Manchester
Department of Education & Childrens Services, 2014, Reynella East College,
viewed on 1
st
June 2014, < http://reynellaec.sa.edu.au/>
Jarvis, J (2014). Differentiation for Diverse Learners, EDUC 4721, Flinders
University, Bedford Park.
Jarvis, J (2014). Differentiating in Response to Student Readiness, EDUC 4721,
Flinders University, Bedford Park
Jarvis, J (2014). Differentiating by Interest and Learning Profile, EDUC 4721,
Flinders University, Bedford Park.
Reynella East College, 2014, Stage 2 School Context Statement, viewed on 2
nd
June
2014, < http://reynellaec.sa.edu.au/wp-content/uploads/2013/08/School-Context-
Statement-20131.pdf
Reynella East College, 2013, philosophy & objectives.
http://reynellaec.sa.edu.au/about/philosophy-objectives/

Tomlinson, C. A. (2003). Deciding to teach them all. Educational Leadership, 61 (2),
6-11.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms.
2nd ed. Upper Saddle River, New Jersey. Pearson Education.
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Tomlinson, CA & Moon, TR 2013, 'Assessment, grading and differentiation', in
Tomlinson, Carol A & Moon, Tonya R, Assessment and student success in a
differentiated classroom, ASCD, Alexandria, Va., pg 2
Tomlinson, C. A. (1995). How to differentiate instruction in mixed-ability
classrooms. Alexandria, VA: Association for Supervision and Curriculum
Development.