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1.2 Understand how Lesson plan gained Curriculum differentiation was a major This artefact shows how I
students learn from my focus in my mathematics lesson, as I have developed a
Demonstrate knowledge and professional had a student who was exceptional at mathematics lesson that
understanding of research experience ll that mathematics. The main adjustments I incorporates a variety of
into how students learn and demonstrates how I would make was to the content and teaching and learning
the implications for teaching. have been able to product. Differentiation ranges from activities and resources that
get to know my slight to major modifications of the link to syllabus outcomes,
1.5 Differentiate teaching students and how curriculum through adjustments to the which meet individual needs
to meet the specific they learn, and then content, processes and skills (NSW of students across a range of
learning needs of differentiated to Department of Education and Training, abilities (APST 1.5). The
students across the full cater for their 2004). If I let this student do the same lesson sequence also utilises
range of abilities abilities. work he could already easily do, he a range of learning activities
Demonstrate knowledge and would get bored and misbehave in the such as group sessions,
understanding of strategies classroom, which would distract other individual tasks and practical
for differentiating teaching to students learning. The changes I (hands-on) activities all of
meet the specific learning made to his work was still focused on which cater for different
needs of students across the the same outcomes as the other learning needs within the
full range of abilities. students, but it was just extending him classroom (APST, 1.5, 1.2).
a few extra steps, which he really
enjoyed the challenge. I also had to do Before this lesson, I
similar changes for some students who conducted a pre-test to see
were working well below the standards where the students were up
they should be at. to. This test is what I have
based my differentiation off,
The math lesson used a range of as well as the learning
resources, especially ICTs. I found the activities (APST 1.5, 1.2).
students were more engaged if each
rotation was significantly different The lesson has tried to
from the other. I tried to make the incorporate aspects of the
math as hands-on as possible, as they three different learning
were really engaged when they are in styles, Visual, Auditory, and
control of their learning. These Kinaesthetic. This
activities allowed them to work at their demonstrates how I am trying
own pace, which allowed the quick to cater for the diverse group
students to get ahead, instead of of learners within my
waiting for other students to finish. It classroom and keep students
also takes away some of the pressure engaged (APST: 1.2, 1.5).
for the slower students. The use of A variety of resources has
ICTs demonstrate how I am been used to account for the
incorporating 21st-century teaching learning style and needs of
into my classroom environment. students (APST: 1.2).
Serow, Callingham, & Muir (2014)
affirm, ICTs can be a way to enhance,
engage and activate 21st-century
literacies and learning.
References