Differentiation: Assignment 1b EDUC5514

What is Differentiation
Regular primary classes today are characterised by inclusion of students with special needs,
increasing diversity in student populations and variety in the quality of educational provisions
(Cambourne, 2000a; Chard, 2000; DArcangelo, 1998; Tomlinson, 2005). This highlights the
importance of the application of theory of multiple intelligence (Gardener, 1983), in contemporary
education scenario. This theory promotes the concept that different people have different profile of
natural or learned abilities, in which they are skilled and this explains the reason why the skills in
one person rarely match with that of others (Reynolds, 2009). This belief requires the promotion of
differentiation in an inclusive classroom through the use of teaching strategies that will incorporate
all students strengths and needs. Differentiation is defined as teaching procedures, instructions,
content, learning environments and strategies, outcomes and assessment that are differed to
accommodate students individual interests, needs, abilities and learning profiles (Westwood,
2001). According to Tomlinson (2013) differentiation is a responsive teaching style where a teacher
tries to maximise the learning outcomes and capacity of the students by accommodating strategies
that help all learners in bridging the gaps in understanding and skills. Differentiation in a classroom,
thus, strictly opposes the idea one size fits all. Teachers observe and understand the differences
and similarities among students and use the information to plan instructions. This requires the
teachers to know their students well, so as to provide each one of them with experiences and tasks
helpful in improving learning.
Legislation & ACARA
The Council of Australian Governments (COAG) and The National Education Agreement
(NEA) articulate the commitment of Australian governments to ensure that all Australian school
students acquire the knowledge and skills to participate effectively in society and employment in a
globalised economy. The outcomes articulated in the agreed policy and reform directions are
designed to provide equal opportunities to all children to engage in, and benefit from, schooling.
Melbourne Declaration Act- Goal 1: Australian schooling promotes equity and excellence states
that Australian governments, in collaboration with all school sectors, commit to promoting equity
and excellence in Australian schooling. It provide all students with access to high-quality schooling
that is free from discrimination based on sex, race, religion, ability, economic or social standard
(Ministerial Council on Education, Employment, Training and Youth Affairs, 2008)

Differentiation: Assignment 1b EDUC5514

The Australian curriculum is a three dimensional and that aligns with the Government policies and
legislation to provide equal opportunities to all students. It also gives adequate opportunity to the
teacher to differentiate the curriculum flexibly to accommodate for students diverse needs and
abilities. While designing a planning document it is important for teachers to consider the various
abilities and needs of all the students so as to enhance students learning. Appropriate strategies
must be systematically implemented at both the school and the classroom levels (Robinson, 2002).
The focus of this essay is to differentiate the provided unit plan in order to cater the specific needs
and abilities of Chaska (or students with similar abilities). Chaska is a year 1 student who is
identified as gifted and talented; with a chance of having ADHD (as tested by school psychologist).
Although, the adjustments are made to the content, process, product and learning environment
considering the readiness, interests and learning profile of Chaska, the unit plan also caters the
varied needs of all the individuals in an inclusive early childhood classroom (Tomlinson, 1999).
Content
While planning differentiation in an inclusive classroom, the learning outcomes/goals should be
clear. Tomlinson and Moon (2013) have suggested KUD principle for the teachers while planning a
unit for an inclusive classroom. According to this principle effective differentiation takes place when
the teacher is clear about what they want their students to know (K), understand (U) and be able to
do (D) (Tomlison & Moon, 2013). The teacher would work backwards with the students who need
extra help and fill in the learning gaps wherever required. It is imperative for the teacher to believe
in students potential for high achievement. Higher expectations set by the teachers lead to higher
academic achievements of the students (Hattie, 2003; Sullivan, 2011; ACARA, 2012; Corrigan et al.,
2005-2006).
As indicated by the results from the school psychologists report and careful study of Chaskas
profile, Chaska shows readiness in learning enrich-content. However, he has poor listening skills
(due mild bilateral conductive loss) and working memory. Learning outcome can be slightly
modified while differentiating the sessions for Chaska. Year 1 learning outcomes will not be
considered for literacy as Chaska is performing at the age level of 8 years old. The main focus will be
on some of the year 2 literacy outcomes. Short sessions and activities on long vowels, blends and
silent letters will be included as majority of students struggle with these concepts. While
constructing texts using softwares student can be asked to include character or events in their texts

Differentiation: Assignment 1b EDUC5514

to make it more interesting. Another focus will be on sequencing events, as Chaska is struggling
with sequencing numbers and alphabets.
Regarding the numeracy outcomes, the goals will be reduced slightly to a lower level. Chaska would
need to count collection of objects up to 50 instead of 100. Another focus will be on skip counting
by ones and twos at first and then, depending on Chaskas progress, could be gradually increased to
fives. Thus, it is important that the classroom curriculum be tailor-made to cater to students
individuality, as this can help enhance their motivation to learn by providing an environment that is
accessible for them and interests them, while building on their academic and social needs
(Ginsberg, 2005).
The school psychologists report highlight that Chaska has a liking towards science and history. It
would be helpful for his learning if history of coins can be integrated in the session on Australian
Coins. It was also found that Chaska enjoys reading and he has excellent verbal comprehension.
Science fiction books can be placed in the reading corner or in the class library. According to Hyde,
Carpenter and Conway (2014), students learn most when they are provided with the resources and
materials of their interest. Students also gain the desired understanding and skills when exposed to
an activity of interest.
As Chaska has poor working memory, barrier games advised in the unit programme would be
difficult for him or to similar ability student. As advised by Gathercole, Lamont and Alloway (2006),
activities that demand excessive load on brain of students, often results in task failure. Secondly,
due to mild bilateral conductive loss work station on listening can be changed to a video station.
Processes
Structured activities with direct instruction and deliberate peace of learning are keys to successful
differentiated session (Hyde et. al, 2014). Originally, textbooks, ICT and multimedia were the
sources of catering the needs of the students. Various adjustments have been made in teaching and
learning activities according to the learning needs of the students.
Routine: Hyde et al. (2014) have suggested RICE process when a student is stuck about what to do
next. This concept could be applied in Chaskas case as he has poor working memory which could
result in task failure. This is an effective strategy to help student to Recall (what the teacher has
said), Imagine (directions for the task), Check (with a classmate) and be an Expert of the day. Every

Differentiation: Assignment 1b EDUC5514

student will get a chance to be Expert of the Day. This will enable Chaska or other students to be
accountable for helping other students, raise his self-concept and enable them to cultivate various
social skills.
Instructions: The literature suggests that all students should receive instruction that is flexibly and
dynamically matched to their individual needs and this can be achieved in a classroom where
diversity is valued and differentiation is organised and implemented (Tompkins, 2010). For all
activities, Chaska and students with similar abilities would need printed instructions with animated
pictures. This would help student to memorise the task expectations. Due to his inability to
memorise things a printed instruction would be of great help (Gathercole et. al., 2006)
Choice is a useful strategy in an inclusive classroom. A choice of activities enables students to
identify their personal qualities, preferred learning style and to feel that they are valued for their
personal achievement. Students who are not motivated towards specific task should be allowed to
choose. The use of choice helps to intrinsically motivate students (Palmer, 2007). As suggested by
Reid (2001) providing choice to the students in performing various tasks maximises students
engagement in the task and minimises disruptive behaviour.
Literacy Activities:
Heacox (2002) recommends that teacher alternates the order in which activities are introduced for
a differentiated task. Writing Buddies is an activity in which a student from upper grade comes to
help student from lower grade. The partner will help in identifying and correcting errors in writing, if
any. This practice will motivate struggling students towards writing and students will have
opportunity to share their work with the peers. Tompkins (2010) suggests students need
opportunities to practice writing every day. He further explains that when students work with peers
(especially not from the regular group), they build their confidence and become more successful.
Although the proposed unit plan has several literacy outcomes involved, yet, planned lessons on
teaching long vowels and manipulating middle sound should also be included as Chaska is struggling
with these. For this to achieve, MacAndrews (2012) has suggested Elkonin Box activities and Vowel
activities (See Appendix) can be included in weekly literacy group activities. As suggested by
Tomlinson & Moon (2013) the students must be provided with the tasks in accordance to their
readiness. If teacher provides the student with the task in which the student is proficient, this will
not enable him to learn. On the other hand, if the teacher provides a task that is far beyond the

Differentiation: Assignment 1b EDUC5514

reach of the student, this creates boredom and frustration; learning objectives will not be achieved
in either case.
Numeracy Activities:
The unit plan Stories about One hundred seems to be based on numeracy outcomes. It includes
several activities to teach the proposed goals. As Chaska is struggling with counting backward and
forward, the set numeracy outcomes can be lowered while planning individual or group activities. It
will be easier for Chaska if skip counting in tens is introduced in initial session as a whole class
activity. The students can practice writing numbers from one to ten simply by adding 0 after each
number. For low abilities students like Chaska, this can be highlighted with manipulatives or use of
number lines, or even number lines with the multiples of ten highlighted in bold, colour by circling
or any other method. This would help low ability students to learn the multiples of ten in first place.
Similarly, the MAB blocks (used in the activities) would aid students understanding of the concept
of groups of tens (Siemon et al., 2011). As Skip counting is an important component in teaching
basic procedural knowledge for multiplication and division, the MAB blocks may benefit the class a
whole in forming an abstract image of these groups (Siemon et al., 2011).
Armstrong (2009) outlines activities that can be applied to a topic to cater for the eight defined
intelligences. Struggling students could be asked to use various resources to complete the task
through some of the activities suggested by Armstrong:
-

Logical-mathematical intelligence (logic and exploration of patterns and numbers) e.g. classify
and categorise the characters, based on visual characteristics.

Bodily-kinaesthetic intelligence (body movement control) for students with FMS difficulties
e.g. classroom theatre, display visual images

Interpersonal intelligence (ability to interrelate with others) for students with ADHD e.g.
sharing and cooperative groups, students brainstorm what the book cover suggests about the
characters.

This allows students to further develop their strengths and build on their weaknesses. The use of
strategies like these allow students to build and actively use their most highly developed
intelligence to achieve and understand the main concepts; once attained, this will help the student
understand and develop their other intelligences within the topic framework (Nicholson-Nelson,

Differentiation: Assignment 1b EDUC5514

1998). This is done by reiterating the same concept using numerous techniques in order to assist
students to identify their preferred learning style.
Individual project: Count me in Too is a computer based research programme which can be
integrated on weekly basis to differentiate numeracy outcomes. For example, Washing line game
in the programme will help students to practise sequencing numbers in forward and backward
order.
Motivation:
As there is a possibility that Chaska might have ADHD, feedback and follow up by praise will be used
to motivate Chaka for becoming self-regulated learner. According to Hattie (2003) the effect of
teachers feedback on students achievement is regarded as the most powerful single moderator
that enhances achievement. As cited in Reid (2001), the students with ADHD perform best when
they are given appropriate feedback on their performance ( Dupaul & Stonner, 1994). In case of
Chaska this can be achieved by providing him with realistic and achievable tasks, which are properly
scaffolded. The teacher would use tasks and prompts along with motivational drivers (tests and
competitions) to maximise Chaskas participation in the classroom (Sullivan, 2012).

Products and assessment

According to Hyde, assessment should be ongoing and diagnostic in an inclusive classroom. He
advised that such formative assessments come from small group discussion with the teacher, whole
class discussion, journal entries, portfolio entries, exit cards, skill inventories, pre tests, homework
assignments and interest surveys.
A range of assessment techniques have been used in the programme, however, it would be good if
some assessments on oral presentations in whole class is added. In addition to this, the program has
Individual classroom assessment that includes Quizzes, homework completion, and general
participation in class. However, the teacher would include other forms of products as Quiz making
for the whole class, posing problems and finding solutions, presentations, extended investigations
(Siemon et al., 2004), open ended tasks ( Siemon et al., 2004; DEST, Ed Qld et al., 2004), classroom
participation and involvement in group discussions (DEST, Ed Qld et al., 2004).

Differentiation: Assignment 1b EDUC5514

Modified SENA can be used to assess students understanding of the numeracy outcomes.
Moreover, it is an standardised testing system that gives an opportunity to students of diverse
learning styles to present their academic achievement.

Learning Environment
Gardner believed that environment and opportunity shape students intellectual capacity by
influencing the information that students have access to in their everyday life (Tomlinson et al.,
2002). The application of practices that allow students to engage their formula of intelligences is
important, as this allows students to access and use the intellectual capacity that is most effective
to achieve the task.
It is important to build an atmosphere of trust and belongingness in the classroom. In case of
Chaska, as he has poor working memory and listening problems, it is very important to build healthy
teacher-student relationship to provide him with sufficient support to overcome his discrepancies.
Print layouts all over the classroom will enhance confidence among all students in the classroom
(DEEWR, 2012). The learning environment should be differentiated to change the pace of how
things are delivered, create activities that are challenging in order to push students, be relevant
to students and be flexible and varied (Heacox, 2002). Since Chaska has no problems with the
peers and teachers, it reflects that teachers caring attitude and interest in Chaska as an individual
would enable him to respond well in terms of behaviour and task achievement. Small and little
prompts by the teacher on Chaskas little wins would enable the teacher to build trust.
Learning centres: A small shopping centre can be created in a corner of the class. As students are
learning about coins and skip counting by 10s, students will have chance to use coins by analysing
the amount. Intructions should be printed with animations, as students with learning difficulties or
special needs will be able to see the animated instructions to understand what the expectations of
the task are. Parents can be asked to bring empty cartons from their home to contribute to the
goods in the shop. Hence, parents partnership can be well integrated in this classroom activity.
Moreover, there is no evidence of such partnership in the programme. According to Hyde et al.
(2014), stations allow students to work with different tasks while differentiating instruction. Flexible
grouping is important here as not all students need to go to all stations all the time.

Differentiation: Assignment 1b EDUC5514

Summary
Creating a differentiated and inclusive classroom helps teachers to more effectively meet the needs
of all students. Differentiating instruction for individual student needs is believed to be one
response to the challenges of teaching and learning in mixed-ability contexts (Gartin et al. 2002;
Keefe & Jenkins, 2002; Miller, 2002; Tomlinson, 2001a). This is essential, as the classroom must be a
place that is free from discrimination. The multitude of researched-based teaching and learning
strategies reflects on-going discourse and changing practices to meet the diverse educational needs
of individual students in inclusive classrooms. Such discourse suggests there is little consensus
regarding the best methods for teaching and learning in mixed-ability contexts (Mosenthal, Lipson,
Torncello, Russ & Mekkelsen, 2004). Even though there are an increasing number of researchers
arguing the importance of addressing individual needs through the use of different techniques,
there is relatively little empirical research to support differentiation (Conway, Arthur-Kelly &
Pascoe, 2004; Tomlinson & Kalbfleisch, 1998).
References:

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talented education: Professional development package for teachers - Core module 5:
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