DIFFERENTIATION

AND INCLUSION
PORTFOLIO

Grace Edwards

|
 Contents
2–3
Definitions of Differentiation and Inclusion

4–7
School Diversity and Inclusion Profile

8 – 11
Professional Reflections

12 – 14
References

1
 Definitions of differentiation and inclusion
Differentiation

Differentiation is an essential part of a teachers work, so that motivation, engagement and learning for
all students can be fostered, irrespective of their differences (Tomlinson, 2003). Successful
differentiation is where students are stretched to the upper limit of their current competence and given
appropriate scaffolding to foster meaningful growth (learning); this is known as the Zone of Proximal
Development (ZPD) (Doubett, 2017; Vygotsky, 1978). When students are working at their ZPD through
appropriate scaffolding, their learning is not only improved, but students develop a sense of self-
efficacy and strategies to help them learn (Bandura, 1994; Vygotsky, 1978; Willingham, 2009).

To effectively implement differentiation within a classroom, it is important to understand what

readiness is and how it applies to your role as an educator. Readiness is a term used to describe “… an
individual’s proximity to, or proficiency with, a specific set of knowledge, understanding and skills,
designated as essential to a particular segment of study” (Sousa & Tomlinson, 2011, p.85).

Let’s look at a year 9 maths class as an example. If you were to

give this class the same worksheet on rearranging equations,
we could class students current abilities on completing the
sheet as levels of readiness. Students who could do the
questions with ease would have high readiness, while student
who struggle to do the questions would have low readiness to
complete the task. Moving forward, both groups would
require supports and scaffolds to progress in rearranging
equations, however, these would be different for the two
groups to work at their ZPD. This idea of readiness build on the
foundation that everyone has the capacity to learn and
develop which is formally known as having a growth mindset
as shown in figure 1 (Dweck, 2012).

To further explore the concept of differentiation, Jarvis (2015)

uses the idea of pillars to explain the factors which underpin
effective differentiation as seen in figure 2.
Figure 2: Pillars of differentiation (Jarvis, 2015)

Figure 1: Fixed vs. Growth mindset infographic based on

Carol Dweck’s (2012) research. Taken from Accredited
Online Training (2018).

It is important to note that a differentiated lesson or curriculum does not mean changing the learning
objectives for the students, but rather providing different avenues to acquiring or developing products
(Paliokosta & Blandford, 2010; Tomlinson, 2001).

2
Inclusion

There are multiple views of inclusion that exist in education differing by countries and by schools,
however, it must be practiced by all educational professionals (Booth & Ainscow, 1998; Brantlinger,
1997). According to Ainscow and Miles (2008), inclusion is based upon the four main elements of:
presence, participation, progress and, a sense of belonging as outlined in figure 3.

Figure 3: This infographic was created by Grace Edwards, based on how Ainscow & Miles’ four principles of inclusion could
look in classroom practice (Ainscow & Miles, 2008).

It is imperative that teachers ensure their pedagogical practice and classrooms support these elements.
This can be done by implementing high-quality curriculum, building positive relationships and carefully
considering the varying needs of the students (Tomlinson, 2014). When going into a classroom, the only
guarantee you will get as a teacher is diversity amongst your students (Ainscow & Miles, 2008;
Armstrong et al., 2015; Jarvis, 2015; Moon, 2005; UNESCO, 1994). Keeping this in mind, it is important
to structure the classroom environment so that all students are able to participate in a meaningful way,
promoting progress and thus, fostering a sense of belonging.

This philosophy of inclusion links to key laws and legislation outlining that everyone, no matter the
diversity, must be included in learning (Commonwealth of Australia, 1992; Department for Education
and Training, 2005; UNESCO, 1994). More specifically, the Commonwealth Disability Discrimination Act
(DDA) (1992) states that it is the right of a child with disability to have the same educational
opportunities as other children. The Disability Standards for Education 2005 (Department for Education
and Training, 2005) clarify the obligations of educators and the rights of people with disability, under
the DDA. Furthermore, the United Nations Educational, Scientific, & Cultural Organisation (UNESCO)
Salamanca Statement & Framework for Action on Special Needs Education (1994) outlines that every
child has the fundamental right to education and that “those with special educational needs must have
access to regular schools which should accommodate them within a child-centred pedagogy capable of
meeting these needs” (UNESCO, 1994, p. 7). Fundamentally, “all children can learn” (Foreman, 2017,
p.6). This has shaped the social justice movement which resulted in the inclusion of students with
physical and intellectual disabilities into mainstream schools (Foreman, 2017).

It is important to note that when discussing inclusion, there is often emphasis on including those with
identified disabilities, however, it is important to also be conscious of other factors that could
contribute to exclusion such as personal interests, gender, sexual preferences, race or religion. The
management of an inclusive classroom links closely with differentiating for the needs of the various
students in your classroom. It is crucial that all students (with or without disability) are all provided with
equal learning opportunities that allow them to actively participate in and gain meaning from their
classroom experiences (Ainscow & Miles, 2008).

3
 School diversity and inclusion profile
The types of student differences teachers commonly address

Table 1: School demographic data taken from the My Schools Website and school website.
School Sector / Location: Government, Metropolitan Total Enrolments: 929
Year levels taught: U, 8-12 Male: 487
Category: 3 Female: 442
Aboriginal Students: 9% Index of Community Socio-Educational Advantage (ICSEA)
English as an Additional Language or Dialect (EALD): Bottom: 50%
8% Lower Middle: 34%
Students on a Negotiated Education Plan (NEP): 13% Upper Middle 13%
Top: 3%
Disability Unit: 18 Students Flexible Learning Options (FLO) / WAVE: 145
These classes are an integral part of the school with Students
state of the art facilities. Places in the Unit and Provides students with an alternative pathway to mainstream
Special Class are allocated through a special options schooling. This course is managed by a specialised case by case
process which is facilitated by DfE. Enrolment is not approach and has a strong vocational focus.
zoned.

In addition to the publicised information obtained from the school website, I also made some
observations during my lead in days. Although there are approximately 13% of students with NEPs at
school, there are multiple students who require a differentiated curriculum and have been agreed to
be assessed at a lower year level.

Throughout the school, there are also a number of students who have Autism-Spectrum Disorder (ASD),
hearing or visual impairment, Auditory-Processing Disorder, Dyslexia, Attention Deficit Hyperactive
Disorder (ADHD), Oppositional Defiance Disorder (ODD), some unspecified Intellectual Disorders and
other well-being issues such as anxiety, depression and trauma. Due to the presence of such mental
illnesses, disabilities or difficulties, teachers must be proactive in responding by using high-quality
curriculum in positive learning environments based on the principles and practices of inclusion and
differentiation.

How common student differences in this setting might impact learning and classroom environment
Student differences, as described above can influence student learning in a variety of ways. Simply put,
diversity amongst students influences the way in which they learn. Factors such as behaviour,
engagement, completion of work and attendance are all factors that can be influenced by diversity.
Student differences in interests and hobbies influences their learning immensely. If an activity or lesson
is pitched towards student interests, it may result in increased motivation and willingness to engage in
the learning activity/lesson (Duchesne & McMaugh, 2016). The following mind-map (figure 4) helps to
describe student differences at school and the effect that this has on learning and the classroom
environment.

4
How teachers and other staff typically respond to these differences

The staff at school are constantly responding to the diversity amongst their students. Although the
school has taken a whole-school approach to differentiation and inclusion, some teachers do this more
effectively in their classes than others, such as incorporating student interests into their lessons and
taking on student feedback. In some cases, teachers focus on student differences by giving selected
students different tasks, rather than differentiating by student readiness, interests or learning profile
preferences. To foster a positive, inclusive environment, it is essential that teachers respond by valuing
each students background and learning needs.

Specifically, school have taken a whole school approach to address student differences and ensure that
they are supporting their students in every way possible. Over the past 2 years, school did a complete
restructure to try and increase student engagement in class. This was done by using an interdisciplinary
teaching approach where in year 8 they have Project Based Learning (PBL- Maths, Science, English and
HASS) and in year 9 and 10 students participate in a subject called Inquiry Centered Studies (ICS) (Maths
and Science combined). Subjects such as these allow for more authentic learning experiences helping
the necessary transfer of knowledge and skills (Killen, 2013; Wiggins & McTighe, 2011).

Schools also implement a range of different programs to cater for the specific differences in their
students. For example, at school, there is a Specialist Sport Course which is run to support and engage
students who are exceptional at their specific sports. Another example of school responding to student
needs is through their extended lunch time on Wednesday’s. Due to the school being from quite a low
socioeconomic area, many students do not have the opportunity to participate in extra-curricular
activities. For this reason, during this lunch time, students have the opportunity to participate in
different clubs and sports such as Special FX makeup or playing basketball on one of the courts.

5
What philosophy and approach to student diversity and inclusion is reflected in the schools mission or
vision statement, policies or other published information?

school vision statement evidently shows care for students and teachers at the school. High expectations
for all students is an important factor for educating a diverse class (Jarvis, 2013). By having high
expectations for all students and systematically supporting students to meet those expectations has
shown to have a positive effect on student learning and achievement (Hattie, 2012; Jarvis, 2013).

The values of responsibility and achievement align closely with the growth mindset that teachers at
school encourage students to have. Students are provided with an environment where they are
encouraged to give things a go and understand that everyone (including teachers) are continually
improving. When students have a growth mindset, they are responsible for their learning and
achievement and taking ownership of their personal development. It is important to note that when
students are given work that is at an appropriate level and are working at their ZPD, this is where growth
occurs (Bandura, 1994; Vygotsky, 1978; Willingham, 2009).

It is stated that school works hard to ensure that all students succeed. For this statement to be put into
action, the classroom environment needs to be one where students feel a sense of belonging, are able
to be both physically and mentally present, and can participate freely to progress in their learning
(Ainscow & Miles, 2008). Additionally, the curriculum needs to be accessible to all by ensuring that all
students can engage in the learning through a range of differentiated learning tasks so that they can
work at their ZPD (Tomlinson, 2003; Vygotsky, 1978).

Finally, in the schools mission statement they mention that they foster genuine student voice. Although
this may not be an example of differentiation by content, teachers and school leaders use this
information to show students that their voice is heard and has an impact. This builds on positive
student-teacher relationships as it recognises and encourages student diversity.

6
Your observations and impressions of:
a. How the philosophy embodies in the mission and vision statement is specifically enacted in practice
at this school
b. the extent to which the classroom and other school practices observed throughout your
professional experience align with the philosophy, principles and practices of differentiation and
inclusion we have studies this semester

Overall, from limited observation of and participation in the school community, the philosophies of
inclusive education and differentiation are shown to varying degrees throughout the school. When I
started at the school, it was clear that there was a big community focus fostered amongst the
students and the staff. This immediately helped the transition into my teaching block to be much
easier, as I knew that I was supported by a range of teachers who encouraged me and made me feel
at home.

The interdisciplinary approach to teaching in the middle years at school directly reflects the schools
focus on innovation. This is a huge step for any school to take and it requires commitment and time to
ensure that students are receiving an education where they not only develop in a set of knowledge and
skills, but also as learners and in their ability to think critically and creatively. Within these subjects,
students are provided with learning objectives every lesson, a range of pre-assessments, differentiated
learning activities and opportunities to gain meaningful feedback to inform their learning. These are all
aspects which contribute to successful differentiation within the classroom, which supports students’
sense of belonging within the class.

It is clear that the school does place inclusion and differentiating for student needs as high importance,
however, some teachers do not seem to share the same values. Unfortunately some of the older
teachers who have received permanency at the school are quite rigid to new ways of teaching and
prefer to stick to more traditional methods. As a result of this, students do not feel as though their
needs are being appropriately catered for and in turn build a sense of resentment towards the teacher.
Additionally, although the mission statement uses inclusive language, there is a big divide between the
mainstream school and the disability unit. The disability unit is located away from the school with a 3m
high fence surrounding it. Students in the unit also have different break times and do not participate in
house assemblies or year level assemblies (only the whole school assembly that occurs once per term).
This does not embody an inclusive school environment, and I struggle to see how these students feel a
sense of belonging towards the whole school community.

7
 Professional Reflections
What differentiated strategies did you try and implement during your professional teaching
experience? Did you have the chance to implement one or more of your assignments?

In conjunction with my definition of differentiation outlined on page 2, teachers must embed flexible
grouping, ongoing assessment, feedback and a variety of other teaching strategies to evaluate and
adjust teaching and learning plans (Jarvis, 2015; Tomlinson, 2014; Tomlinson & Moon, 2013).

During my 10 week placement at school I was very fortunate to have supportive mentor teachers who
were happy for me to try anything in my classes (as long as I was still teaching the content that needed
to be covered). Unfortunately, the lesson plan and differentiated learning task based on student
interest and learning profile preferences developed in Assignments 1 and 2 for EDUC4720 were not
able to be used. However, I was able to try a range of other differentiation strategies while teaching.

Exit Cards
In our EDUC4720 tutorials we completed multiple exit cards and also learnt about the use of them
within a classroom environment. At school this is something they use extensively within their teaching
practices. As a result, I was exposed to a range of different exit cards which I used and created
throughout placement which can be seen below:

Figure 6: Students wrote a tweet about what they learnt today - they enjoyed this exit
Figure 5: Students circled the standards which they thought we worked card.
towards in the lesson on their practical booklets (in previous lessons we had
gone through the standards and how they link).

Figure 8: After half a lesson on random and systematic errors, students indicated on
Figure 7: After a lesson on slope calculations, students indicated how they felt
the white board by writing their name how confident they felt. This was then
using this new skill.
addressed by asking students questions related to these areas.

In addition to these more formal techniques I also used a thumbs up/down/middle which fits with Tomlinson (2006) model of
the learning being projected at the right level for the students. This gave me immediate feedback during the lesson and I was
able to determine on the spot whether I needed to explain something in a different way or give more detail for students.

8
Feedback
“Feedback is the Breakfast of Champions” (Blanchard, 1998). Feedback on performance is essential for
improvement and the way in which this feedback is delivered can have a tremendous impact on its
receptivity (Blanchard, 1998). During placement, I was able to give timely feedback to my students in a
range of different ways such as:
• Comments on Google documents
• Written feedback in books
• Verbal feedback
This feedback provided students with valuable information and encouragement with respect to
whether they had met the learning objectives, and if not, possible suggestions of how they could meet
the requirements in the future (Blanchard, 1998; Hattie, 2012; Tomlinson, 2001; Tomlinson & Moon,
2013; Wiliam, 2011). As outlined by Dweck (2012) and Sousa & Tomlinson (2011), when students are
given this direct feedback, it enables them to improve with appropriate challenge and effort.

Differentiated Lesson
While on placement, I did not get the opportunity to implement my differentiated lesson, however, I
created and implemented a new differentiated lesson for my year 9 ICS class. This lesson was created
with another pre-service teacher as her class seemed to be struggling with similar concepts. A pre-
assessment was conducted prior to creating the lesson (figure 9) so that students could then be
grouped according to their readiness (Doubett, 2017; Doubett & Hockett, 2015; Tomlinson, 2001). The
lesson was tiered as follows:
• Low Readiness: using manipulatives and horizontal whiteboards to visually rearrange equations aided by a teacher
and worksheet.
• Middle Readiness: Playing a rearranging equations Kahoot and ‘cracking the code’ scaffolded rearranging equations
worksheet all supported by a teacher.
• High Readiness: Tarsia puzzle, Quizlet live and further extension questions given by the teacher.

These activities created were based around the specific learning needs of our classes which we
identified through building relationships with students as well as talking to colleagues about strategies
which have been successful. These groups allowed all students across the full range of abilities to
engage in the content in various ways as stated above so that all could meaningfully participate in the
learning.

To assess student understanding and engagement after participating in the differentiated lesson, an
exit card (figure 10) was completed by all students and then analysed by the teachers to discuss what
went well and what could have been done to improve our practices. After viewing the exit cards and
their work from the lesson, the other PST and I then used this information to reflect on and adjust our
teaching plan, to best support the needs of our students in future lessons.

Figure 9: Pre-assessment for differentiated rearranging

Figure 10: Exit card used in the differentiated lesson
equations lesson

9
Students’ with disabilities
In one of my middle year classes, I had a student who was deaf in one ear and severely hearing impaired
in the other. This was recorded as a verified disability and it was my job follow legislative requirements
and cater for this student’s needs so that they could fully participate in the learning. So that the student
could participate in the classroom activities, I used a range of visual cues on my PowerPoints so that
the student could be directed in groups as well has having small groups of tables clustered around the
classroom to foster inclusive smaller group discussions. Other strategies used to support this student
in the learning included using online collaborative tools such as Google docs as well as using online
poles and discussion measures such as Padlet. In addition to this, all PowerPoints and class activities
were posted on Google Classroom for students to access prior to the lesson to ensure that it was
accessible for all.

What worked well? What factors (personal or environmental) helped you to differentiate effectively?

Personal philosophies, practices, ideas and the teaching environment are all factors which impact
differentiation. There were a range of factors which helped me to differentiate effectively while on my
placement at school. The primary factor which helped me to differentiate was the teaching team who
were very supportive in trying new things, while also giving suggestions on ways to improve
activities/approaches to best suit the needs of the students. Additionally, the culture of the whole
school had a strong focus on ensuring all students are included in learning and set up for success; this
was also strongly reflected through their interdisciplinary approach to teaching.

Another factor which helped to differentiate while on placement was the positive student-teacher
relationships and trust that were built over the course of semester 1. This immensely helped in the
students willingness to engage in differentiated learning activities and be set up for success in their
learning. It also helped me in getting to know my students better so that I could then create learning
tasks and activities better catered to their interests and needs.

What factors (personal or environmental) made it challenging to differentiate?

Differentiation is an involved and complex pedagogy. Time is a major factor which influences how
effectively it can be planned for and implemented in a classroom. It is unrealistic to expect a teacher,
let alone a pre-service teacher to differentiate for every single lesson that they teach. It is also
important to note, that although differentiation is very important, when presenting students with
activities that aren’t differentiated, it does not mean that they are not worthwhile. This is an important
mindset to have as a teacher, otherwise, teachers may try to differentiate everything and end up burnt
out or presenting ‘differentiated lessons’ that are not in the best interest of the students.

Additionally, being a pre-service teacher, there is a lack of independence in teaching and planning for
lessons and units. This is a factor which definitely impacts the quality and the extent to which
differentiation can be done. As well as this, a huge part of differentiation is knowing your students and
how they learn. When on a placement for 10 weeks, you are only really getting to know your students
well about half way through – this made trying differentiated activities very difficult in the first few
weeks.

Figure 11 below displays some addition factors that both support and challenge differentiation within
the classroom.

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Figure 11: Additional Factors which encourage and discourage Differentiation

11
Thinking critically, how can you improve your teaching practice with diverse learners for your next
experience? What goals do you still have for yourself?
This teaching experience gave me so many opportunities to try different
teaching strategies in order to support a range of students to learn.
While teaching in a school, I have learnt the importance of our role as
teachers and the depth of our responsibility to teach ALL students.
Although I have learnt so much from my professional experience at
school and in the University topic EDUC4720, there is still much
improvement that could be done in this area. For this reason, I have set
myself the following simple goals for the start of my teaching career next
year.

My goals for the future:

• To explicitly teach my students what differentiation is and how it
may be reflected in our classroom.
o An approach which I could use to help me in doing this is
by using Tomlinson & Imbeau’s (2010) 6 steps to
differentiation outlined in figure 12.
• To develop my resources so that I can use a greater range of
assessment tools (pre-, formative and summative assessment) and
activities to help inform and plan for subsequent learning.
o Maintaining positive relationships with pre-service
teachers, colleges and the wider educational community
and sharing resources will aid this.
• To improve my knowledge, understanding and application of
strategies to fully support and include students with disabilities in
my classes.

Although some of these goals are simple, while others are broad and will Figure 12: Flow chart of Tomlinson &
take development throughout my teaching career, it is important that as Imbeau’s (2010, pp. 45-46) 6 steps to
a teacher in the twenty-first century, I not only acknowledge and differentiation.

encourage diversity in my classrooms, but also effectively plan teaching

and learning for all students.

12
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