CATERING FOR STUDENT DIVERSITY
Year 5H
- 5 students with developmental delay in Literacy and/or mathematics
- 1 child with ADHD
- 1 Child identified as gifted (participating in G.A.T.E Ways program)
- 2 children with English as a Second Language, one of whom is a recently arrived refugee
- 15 boys, 12 girls.
- 2 indigenous students- 1 with a hearing impairment
- 1 parent regularly helps in the classroom.
- 1 literacy/numeracy support assistant for two hours three times a week.
Catering for Student Diversity
I have adjusted my teaching strategies and tasks to accommodate all students in my classroom. Firstly, I have five students whom have developmental delay in Literacy and Mathematics and require more support and guidance in learning. To assist these students sensitive, informed and culturally appropriate teaching strategies have been incorporated into this unit. When developing this unit It was important I acknowledged the importance of social and cultural variations in the ways literacy is used and taught in homes and communities (McNaught, 2007).
In my classroom, I have a student who has Attention-Deficit/Hyperactivity Disorder (ADHD) they find it challenging to stay focused and to complete particular tasks. In order to support this student, I have incorporated the class reward system called Class Dojo, focusing purely on positive reinforcement with this child (Wright, 2007). The literacy and numeracy support teacher will also assist this student with particular tasks they find challenging.
In my lesson planning, I have left opportunities for tasks to be extended further. This supports my gifted student whom may require extra tasks and opportunities to demonstrate their understanding. Through this unit, the gifted student will develop a critical high-order thinking and cross-curricular learning as well as extending their communication and linguistic strategies (Mizoshiri, 2013).
To support my ESL learners including my refugee student (English as a Second Language) it is essential that I provide explicit teaching of reading and writing skills that are normally taught in early primary (McDade & Barker, 2006). Throughout the unit, images and hands on materials are used to support these learners along with scaffolding. This one on one support and scaffolding will also assist both of my Indigenous students, in particular the student who has a hearing impairment. When developing learning experiences it was important that I incorporated the Indigenous culture into the teaching to create a positive environment with these students. I also encourage parents of all students to become involved in the classroom and support students in developing this positive learning environment.
- 5 students with developmental delay in Literacy and/or mathematics
- 1 child with ADHD
- 1 Child identified as gifted (participating in G.A.T.E Ways program)
- 2 children with English as a Second Language, one of whom is a recently arrived refugee
- 15 boys, 12 girls.
- 2 indigenous students- 1 with a hearing impairment
- 1 parent regularly helps in the classroom.
- 1 literacy/numeracy support assistant for two hours three times a week.
Catering for Student Diversity
I have adjusted my teaching strategies and tasks to accommodate all students in my classroom. Firstly, I have five students whom have developmental delay in Literacy and Mathematics and require more support and guidance in learning. To assist these students sensitive, informed and culturally appropriate teaching strategies have been incorporated into this unit. When developing this unit It was important I acknowledged the importance of social and cultural variations in the ways literacy is used and taught in homes and communities (McNaught, 2007).
In my classroom, I have a student who has Attention-Deficit/Hyperactivity Disorder (ADHD) they find it challenging to stay focused and to complete particular tasks. In order to support this student, I have incorporated the class reward system called Class Dojo, focusing purely on positive reinforcement with this child (Wright, 2007). The literacy and numeracy support teacher will also assist this student with particular tasks they find challenging.
In my lesson planning, I have left opportunities for tasks to be extended further. This supports my gifted student whom may require extra tasks and opportunities to demonstrate their understanding. Through this unit, the gifted student will develop a critical high-order thinking and cross-curricular learning as well as extending their communication and linguistic strategies (Mizoshiri, 2013).
To support my ESL learners including my refugee student (English as a Second Language) it is essential that I provide explicit teaching of reading and writing skills that are normally taught in early primary (McDade & Barker, 2006). Throughout the unit, images and hands on materials are used to support these learners along with scaffolding. This one on one support and scaffolding will also assist both of my Indigenous students, in particular the student who has a hearing impairment. When developing learning experiences it was important that I incorporated the Indigenous culture into the teaching to create a positive environment with these students. I also encourage parents of all students to become involved in the classroom and support students in developing this positive learning environment.
Reward System: Class Dojo