Differentiation:During my final extended professional experience I had the opportunity to employ a fully differentiated term with my Year 9 English class. This spanned across four different units of work including a text study, the exploration of debating and persuasive conventions, poetry and an independent reading study. This enabled me to practice using tools such as learning menus, RAFTS, choice boards, assisted by ongoing assessement, to meet the individual needs of my diverse classroom.
I also had the opportunity to apply differentiation, through scaffolded learning and individual feedback, while adhearing to the predetermined Learning and Assessment Plan (LAP) in my Year 11 SACE stage 1 English class. I was able to apply my understandings, of diversity of readiness for learning in students, learnt during my study at university. This enabled me to address the individual learning needs of my students by creating tasks reflecting this diversity whilst ongoingly assessing student progress. Evidence from Professional Experience reports:
|
|
See Some Examples
The following are examples of ongoing assessment tools used throughout the term with my Year 9 English class. These were supported by other scaffolded in class activities such as; planning templates, visual aids, class discussion and group work. Each of these examples show how ongoing assessment can be differentiated for different levels of readiness, learner profile and interest.
This choice board is differentiated for different learner profiles and interests:
choice_board_independent_reading.docx | |
File Size: | 16 kb |
File Type: | docx |
This learning menu is differentated for different readiness levels, learner profiles and interests:
poetry_learning_menu.docx | |
File Size: | 48 kb |
File Type: | docx |
This RAFT is differentiated for different learner profiles and interests:
understanding_persuasive_techniques_raft.docx | |
File Size: | 13 kb |
File Type: | docx |