Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

This page provides evidence for meeting Standard 1 (specifically sub-standard 1.5) at a graduate level. 

This four-week literacy plan was prepared as an assignment for the unit Language and Literacy, in 2021. I used two layers of differentiation in this plan; accommodating the hard of hearing students in the (hypothetical) class, and differentiating products and delivery for the varying levels of ability in the cohort.

For the hard of hearing students, I included an AUSLAN translator, microphone system and transcripts to be made available. In a hypothetical situation is is difficult to match the needs of students with differentiation, but I feel confident to do this with communication between myself and the students and carers, plus other professionals. 

This plan is differentiated with ability groupings; reading groups are split into 3 levels and the questioning and activities in each are slightly different according to those students' needs. The questioning is planned according to Bloom's Taxonomy, with questions starting at the recall stage and building in complexity to the higher order analysis questioning. 

Products are also differentiated in this plan with extension options provided and students assessed formatively and summatively on their progress using checklists and rubrics. 

It is vital that teachers in today's classrooms differentiate their teaching, because our students are diverse in every way. Key to this is knowing our students and their needs, and I plan to communicate effectively with all involved to find the best way to teach each student and differentiate accordingly, where appropriate.

Added 18/9/21