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Catering for Students from Diverse Cultural and Academic Needs

Case Study Gabby (*Alias)


Potential strengths
Gabby is a Stage 2 student in Year 3. Like all children, Gabby possesses a unique set of skills that teachers
can harness to best facilitate her individual learning. Since entering the mainstream classroom in
Kindergarten, her achievements have been tracked by the school to identify some prevalent learning
strengths. Currently, she is demonstrating both aptitude and enthusiasm in Geometry, practical components
of creative arts (including sculpture, drawing and drama) as well as individual athletics (Berk, 2011).
In terms of interpersonal strengths, Gabby has an acute awareness of non-verbal communication cues such
as gesture, body language and facial expression (which she demonstrates with excellence in drama
orientated games such as charades). Through the support of an accredited interpreter, local Deaf community
advocates, her classroom teachers and her grandmother, Gabby continues to develop her ability to express
and interpret concepts and subtle meanings through AUSLAN (University of Sydney, NSW, 2013). Her
development of this second language has most likely contributed to her heightened awareness of non-verbal
communication cues (Berk, 2011).
Potential learning needs/educational gaps
At a young age, Gabby endured physical and emotional stresses that have had serious repercussions
despite the current support she is receiving. As a result of recurring cases of otitis media, Gabbys middle
ears have become flooded with fluid that has left her completely deaf in one ear and partially deaf in the
other. As such, her acquisition and comprehension of the English language has been delayed (Sydney
Childrens Hospital, Randwick, 2013). Her predominant struggle is with written English as the structure and
grammar differs greatly from that of AUSLAN (Victorian Deaf Society, 2011). Furthermore, her hearing
impairment has delayed phonemic awareness making spelling particularly difficult (Berk, 2011).
In conjunction with otitis media, Gabby also contracted congenital glaucoma at birth that resulted in
permanent damage of her optic nerves before they could be operated on. Whilst the overall damage was
minimal, the ordeal left her with a slight visual impairment that is characterised by difficulty focusing on fine
print. She wears glasses during reading to combat this problem (Glaucoma Australia, 2013).
Potential issues of concern including Gabby in the regular classroom

Gabby has always been shy around other students and has lost interest in classroom activities, particularly
group work. This disinterest most likely stems from frustration and lack of self-confidence expressing herself
effectively to classmates (Margetts & Woolfolk, 2010). She is developing friendships with students in the play
ground in younger grades, however, friendships within the classroom can be integral in enhancing student
well being and motivation to learn through positive cooperation, a sense of belonging and self confidence
(Berk, 2011).

The AUSLAN interpreter who visits Gabbys class on Mondays, Tuesdays and Wednesdays is concerned
that Gabby has limited opportunities to utilise AUSLAN in the classroom (especially on days she is not
present). Whilst Gabby is encouraged to develop her ability to speak, listen to and understand English
constantly, the value of AUSLAN, and her ability to express herself through it, should be recognised and
actively facilitated where possible. Other members of the grade teaching team and the principal have similar
concerns and are currently discussing what sorts of strategies teachers might implement to support all
bilingual students in utilising both languages in their learning (Coleman, 2012).

Gabby is aware of general indigenous culture and her indigenous heritage. However, separation from her
parents seems to have left some gaps in her understanding about which Aboriginal nation she belongs too,
their specific traditions and connections to the land. Gabbys grandmother has expressed concerns that
Gabby will not have opportunities to explore and accept this part of her identity in mainstream, westernised
schooling (Aboriginal Knowledge and Practice Centre, 2014).
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Authentic Support Strategies in Context
(Learning Activities within a Unit of Work)


Stage 2, Year 4: Simple Machines (Science)

Key Syllabus Outcomes


Products

ST2 16P: describes how products are designed and produced, and the ways people use them (Board of
Studies, NSW, 2014).

identify the components of a product and explain how the parts are designed to work together, eg
pedals, cogs and chains work together to make bicycle wheels move
explore the ways existing products can be reused and recycled to incorporate environmental
considerations, eg products designed from recycled materials

Working Technologically (with a focus on positive communication)

ST2 5WT: applies a design process and uses a range of tools, equipment, materials and techniques to
produce solutions that address specific design criteria (Board of Studies, NSW, 2014).

working collaboratively to conduct experiments and develop designs to produce solutions
using creative thinking techniques (including brainstorming, mind-mapping, sketching and modeling)
in conjunction with research and hands on experiences, to extend ideas
using established design criteria and peer feedback to evaluate the process and the product, and
suggesting how their design solution could be improved






























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MI/Bloom Matrix Inspired by Fagenbaum (2004) and Auburn West Public School (2013).


Science and Technology (S2): Simple Machines

Remember

Space and Vision Word
Students work in small groups to create
collages with images of simple machines
retrieved from magazines, newspapers and
Google images. Groups present their collages
to the class, taking turns to describe how a
simple machine in their collage is used and
how they might work (what energy or force
might be involved?)
Teacher leads class in a brainstorm to
create a unit word bank including machine
names, part names and associated verbs
relating to how these things move (eg.
turned, pulled, pushed, twisted etc.). This
should be added to and referred to
constantly throughout the unit.
Understand

Maths & Logic Space and Vision
Provide some simple machines for students to observe eg. ramps, wedges, wheels, screws,
pulleys, wedges etc. Students record shapes they can see within these machines, such as
triangles and circles, on a piece of paper and share these ideas with the class (collaborative
class brainstorm). Teacher guides students to explore how shape properties affect the
properties of each simple machine.
Apply Maths and Logic Body Interpersonal
Students investigate how wheels
can help move loads with a set
experiment. Students are
provided with a small ramp, a
large lego block and a large lego
block with wheels. Both blocks
are placed at the top of the ramp
and released. Students measure
the distances travelled and
report to the teacher, who then
models how to tally results,
calculate averages and enter
data to create graphs in XCEL.
The final graph is printed and
displayed in the room.
In teams of 3, students are
allocated a fantastical
mechanism (eg. A Throttle
Bop for opening jars.
Students then create this
mechanism with their bodies,
each person representing a
different moving part. The
group then performs the
movement sequence to the
class. Groups share any
movements that were
inspired by simple machines
eg. To loosen the lid, I spun
around like a screw.
Students respond to
stimulus about the
invention of the wheel,
particularly theories
surrounding when it was
created and by whom. In
pairs, students stage an
interview between a news
reporter and the time
warped Inventor of the
Wheel. Dialogue should
show evidence of content
awareness and inference
(with creative licence).
Analyse

Space and Vision Word Interpersonal
Students go on a hunt around the classroom
for simple mechanisms such as scissors,
pencil sharpeners, wheelie tubs etc. Students
create a diagram of one found mechanism,
labelling the key features (eg. handle, blade,
pin) and identifying the simple machines
involved (eg. wheelie tubs have wheels).
The class is split into six teams. Each team
is assigned one simple machine. Students
must work cooperatively to plan arguments
and defend the statement ____ is the most
important simple machine because ____ in
a whole class debate. The teacher acts as
adjudicator, encouraging students to share
personal experiences to justify statements.
Create

Logic and Maths Interpersonal
In pairs, students design and make a machine from recycled materials that can transport a
designated figurine from one area of the room to another. The class works together to
develop criteria to judge the extent of success (eg. Input equality between partners,
additional force required from initial launch etc.). Pairs will explain their designs and
comment on the positive contributions of their partners before demonstrating their working
machine to the class.
Evaluate

Word Logic and Maths Interpersonal
Working with their design partners, students write an evaluation of their machine by
responding to prompt questions inspired by the success criteria determined by the class.
This evaluation will also include a section about teamwork that asks students to share the
positive things that came out of their collaboration and things they could do better for next
time. Pairs will receive feedback from the class after their demonstrations, which students
can also respond to in their reflections. The teacher will emphasise that they are looking for
positive and constructive commentary, as it will demonstrate scientific thinking as well as the
actual designs.
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Potential benefits stemming from a differentiated unit of work

Implementing differentiated units of work in the classroom can provide unique opportunities for students to
express and experience learning through a variety of mediums (UNESCO, 2004). In particular, differentiation
based on a Blooms Taxonomy/Multiple Intelligences matrix allows students to harness their personal
learning strengths and preferences to actively participate in an evolving learning spectrum from low to high
order thinking. For Gabby, a student with heightened kinesthetic and creative awareness, this variety of
activities will make the curriculum accessible to her by allowing her to experience success, despite language
delays, respectively boosting confidence and a sense of self worth (Noble, 2004). The very nature of
differentiation should also serve to more firmly establish Gabbys sense of belonging in the classroom as she
works alongside her peers towards common goals and outcomes. These feelings of camaraderie can serve
as significant ice-breakers as she participates in growing interactions and relationships with peers (Margetts
& Woolfolk, 2010).

The delivery of content is also altered in a way that echoes principles of the Aboriginal eight ways of learning
model devised from Indigenous Knowledge. This structure similarly approaches learning through a variety of
different learning styles such as expression through signs and symbols (visual/spatial), non-verbal
communication (body), sharing of personal experiences (self) etc. (Aboriginal Knowledge and Practice
Centre, 2014). Although Gabby currently has no direct ties to a particular Aboriginal Nation, making the links
between these two models in the classroom could serve to facilitate a growing respect, pride, acceptance
and understanding of Indigenous culture and her association with it Aboriginal perspectives are not found
in Aboriginal content, but Aboriginal processes (Aboriginal Knowledge and Practice Centre, 2014, p.1).




























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Sample Lesson with Personalised SMART Learning Outcomes

Lesson Steps SMART
outcome
Adaptations Assessment
Introduction (10 minutes)
Teacher introduces topic and leads an
interactive viewing of the YouTube clip
Invention of the Wheel (KidsClassroom,
2011). Throughout the video, the teacher
will pause to prompt the class with
questions stemming from the video
commentary. For example, the teacher
might ask what vehicles students can
think of that have wheels before some
examples are listed in the video.

Body (20 minutes)
Teacher describes the task; students will
work together in pairs to create a short,
dramatic, interview between a news
reporter and the time warped Inventor of
the Wheel. Dialogue should include
reflections on content from the
introductory phase of the lesson along
with creative license regarding the
specifics of the event. Teacher will model
sample prompt questions and responses
with the teachers aide or translator (eg.
Tell me, when did the idea first come to
you? During a rockslide near my house.
Those boulders moved so quickly down
the hill!). Students find a space within the
room to discuss ideas and practice.

Conclusion (10 minutes)
Students perform their interviews in front
of the class and receive positive,
constructive peer comments about
dramatic elements.
By the end of
the lesson
body, Gabby
will have
contributed
at least three
relevant
ideas during
the
cooperative
formation of
interview
dialogue
(which she
will record
during pair
brainstormin
g on a piece
of paper).

Physical Environment
- The teacher will set up the YouTube clip for viewing on the
Smart Board. Gabby will be placed in the center of the carpet
space with an unobstructed view. The teacher will provide a set
of headphones for Gabby to wear so that auditory input is direct
and adjusted at an appropriate volume.
- To avoid sound distortion, teacher should ensure Gabby and
her partner have a quiet area of the room to work together on
the task.
- The teacher will point out the unit word wall to Gabby at the
start of the task as a language resource to help her structure her
dialogue with key terminology.

Social Environment
- Teacher will ensure Gabby is paired with a student who she is
comfortable with, preferably a student who has made sound
progress with acquiring the basic AUSLAN alphabet and
everyday signs (a class initiative being taught in HSIE).
- The teacher will spend time with Gabby and her partner to
model positive communicative behaviours eg. facing partners
directly whilst speaking, turn taking, volume control.
- The AUSLAN translator will work with Gabby and her partner
(encouraging the use of English, but clarifying any
misunderstandings with AUSLAN).

Expressive Medium
- Instead of performing directly to the class, Gabby and her
partner will film their interview in more secluded settings where
Gabby is more comfortable, and then present their video to the
class (Gabby could even film herself speaking in AUSLAN, and
then work with her interpreter to translate this into subtitles).
Duration Recording
Gabby has a particular aversion to
group work, so it is important to
record how long she can remain
engaged in collaborative discussion
and construction. Records will be
presented as an overall percentage
of the entire time allocated for pair
work.

Rating Scale
Will be used to post lesson to
provide Gabby with an opportunity
to reflect on her own learning and
participation in this pair work
exercise. Focus will be on the
positive attributes she displayed
that contributed to effective
teamwork.

Work Sample 1
Teacher will analyse the ideas
Gabby recorded during the
brainstorm alongside the final
product to determine the degree of
success in which Gabby has
achieved her SMART outcome.

Work Sample 2
Gabbys final presentation will be
marked against a personalised
rubric that is specifically concerned
with analysing her participation and
contribution during cooperative
activities (p. 7).


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Rubric for Assessment (Linked to SMART Outcome) *





Limited Sound High Outstanding
0 - 8 9 - 16 17 - 24 25 - 32

Teacher Comments:





Gabbys Rubric Invention of the Wheel Paired Interview

Criteria 6 - 8 3 - 5 0 - 2
Demonstrates an
understanding of key
concepts by recalling
facts and making
creative inferences.
Demonstrates extensive
knowledge and
understanding of the key
content by revealing
facts tactfully through
dialogue and making
relevant inferences.
Demonstrates sound
knowledge and
understanding of the key
content by revealing
some facts through
dialogue and making
mostly relevant
inferences.
Demonstrates limited
knowledge and
understanding of the key
content by revealing few
or no known facts
through dialogue with
mostly irrelevant
inferences.

* Demonstrates
willingness to work
collaboratively by
sharing and
responding to ideas in
a respectful manner.

Contributes at least three
relevant ideas during the
creative process, which
are evident in the final
product.
Contributes one or two
relevant ideas during the
creative process, of
which some are evident
in the final product.
Contributes no relevant
ideas during the creative
process with input
seeming to have no
appearance in the final
product.
Actively takes
responsibility for share
of the work, including
preparation and
presentation.
Demonstrates an active,
positive approach
towards accepting
approximately 50% of
the responsibility for
process elements and
dialogue in the final
product.

Demonstrates an active
approach towards
accepting at least 30% of
the responsibility for
process elements and
dialogue in the final
product.
Demonstrates a passive
or negative approach
towards accepting less
then 30% of the
responsibility for process
elements and dialogue in
the final product.
Effectively cooperates
and communicates
during group work
utilising English
predominantly and
AUSLAN where
appropriate.

Expresses opinions
moderately and clearly
during collaborative
discussion and practice,
including meaningful,
positive responses to
partner contributions.
AUSLAN only used when
appropriate.
Expresses opinions quite
clearly with some
moderation during
collaborative discussion
and practice, including
thoughtful responses to
partner contributions.
Reversion to AUSLAN
results in some isolation
of partner.

Expresses opinions in a
mostly unclear manner
during collaborative
discussion and practice,
with limited responses to
partner contributions.
Reversion to AUSLAN
results in constant
isolation of partner.
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Reflecting on planning for differentiation
(Personal learning and ongoing professional development)

McGrath and Noble (2010) identify mutual respect, interdependence, cohesion and accountability as
effective characteristics of teamwork. As a significant member in the support networks of my students, I will
endeavour to extend my professional knowledge and practice through positive interactions driven by these
qualities. These exchanges will occur between the students, peers, staff, families, community members,
external professionals and myself to form cooperative networks that offer holistic support (both addressing
needs and developing strengths). Conducting research both online and through personal enquiry will raise
awareness about what resources are available within certain local areas, allowing me to make informed
decisions when reaching out and establishing connections. Involved/skilled individuals, groups and
organisations all possess their own unique skills and knowledge that can be transferred into the learning
space. Engaging in this process will develop my understanding of the significant benefits of professional
collaboration, a goal congruent with National Teaching Standard 7.4.1 (AITSL, 2014).

The skills and knowledge I acquire from within this network will form a solid foundation from which I can
more carefully analyse behaviours, abilities and knowledge that students demonstrate in the classroom.
These observations will be recorded in both formative and summative forms to provide an overview of the
childs progress and achieved milestones. I will use these records as a constant source of reflection so that
issues or ineffective methods can be pinpointed and addressed (Spendlove, 2009). Although theoretical
strategies have merit, there is no one set of perfect solutions for any one child with any one set of particular
needs. The complexity of individuals and their unique learning styles demands that teaching approaches be
constantly evaluated and evolved as the learner evolves (UNESCO, 2004).

However, throughout my theoretical and practical experiences some general strategies have emerged as a
basic starting point in the planning process (which can be adapted on a case by case basis). Predominately
these strategies involve preventative and proactive measures such as altering classroom layout, adapting
equipment, acquiring new equipment, scaffolding, explicit instruction, pre-teaching and establishment of
buddy systems (Board of Studies, 2014). For example, for a child with hearing impairment it is important to
consider where they are situated in the room. They should be far enough away from the teacher so that
sound is not distorted, but close enough to hear what is being said. Provision of communication devises or
hearing aids might be necessary and teachers may develop familiarisation of key terminology before
commencing units (to address language gaps) (Board of Studies, 2014).

Ultimately, all these elements should be primary considerations when structural elements of lessons are
planned. Where possible, I will channel all students towards common goals in which they can experience
success at different levels and through different mediums. Once environmental concerns have been
addressed, I will focus on how the lesson can be differentiated for all students (not just those with special
needs). The skill involved in this type of planning can be developed through consistent efforts to keep up to
date with the latest research, in particular technological developments (which are emerging as crucial tools
for making content accessible and more engaging) (UNESCO, 2004).

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A particular method of differentiation I intend to persist with involves the integration of Blooms Taxonomy
and Gardners Multiple Intelligences. Infusing units of work with this combined matrix not only includes
opportunities for open-ended work, but also utilises alternate mediums as a means for students to
demonstrate their understandings in a progressive spectrum from low to high order thinking skills. The
opportunities for success this provides will help develop students positive self-image and sensitivity to
different interests and abilities within the class (Noble, 2004).

Finally, I will personally strive to extend my own support networks as I continue to hone my practice and
pedagogy. I have recently started to broaden my network by connecting with professional teachers and
community members through online interfaces such as Twitter and Edmodo. Not only do these interfaces
provide links to research and resources available on the internet, they provide a unique platform to share
experiences and engage in intelligent discussion about strategies, theories and legislation. These channels
are also useful for receiving current updates about upcoming seminars and workshops for various aspects of
professional development, such as catering for students with particular special needs.

Ultimately these statements of intent will shape the way I develop towards, and hopefully above, National
Standards for Teaching, especially standard 1.3.1 that advocates excellent knowledge and implementation
of strategies that are responsive to the learning strengths and needs of students from diverse linguistic,
cultural, religious and socioeconomic backgrounds (AITSL, 2014, p.1).
































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References

Aboriginal Knowledge and Practice Centre (2014, 1 March). 8 Aboriginal Ways of Learning. Retrieved from
http://8ways.wikispaces.com

Auburn West Public School. (2013, August 9). Simple Machine, Stage 2 Unit of Work. Retrieved from
http://www.atesolnsw.org/WebRoot/ecshared01/Shops/atesol/MediaGallery/AuburnWest.pdf

Australian Institute for Teaching and School Leadership (AITSL). (2014, March 1). Australian Professional
Standards for Teachers. Retrieved from
http://www.teacherstandards.aitsl.edu.au/OrganisationStandards/Organisation

Berk, L. (2011). Infants, children and adolescents (7th ed.). Boston: Pearson
Education.

Board of Studies, NSW. (2014, February 28). NSW Syllabuses for the Australian Curriculum: Science K 10
Outcomes. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-k10/outcomes/

Board of Studies, NSW. (2014, February 28). NSW Syllabuses for the Australian Curriculum: Science K 10
Special Education Needs Support. Retrieved from http://syllabus.bos.nsw.edu.au/science/science-
k10/outcomes/

Coleman, J. (2012). Moving beyond an Instrumental role for the first language of English Language
Learners. TESOL in Context 22 (1).18 37.

Fagenbaum, B. (2004). Simple Machines: Questioning, Exploration and Discovery. Carson-Dellosa
Publishing Co.

Glaucoma Australia (2013, September 3). What is Glaucoma? Retrieved from
http://www.glaucoma.org.au/what.htm

KidsClassroom (2011, October 11). Learn Grade 3 History Invention of the Wheel. Retrieved from
http://www.youtube.com/watch?v=EhIIGPObtxg
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Margetts, K. & Woolfolk, A. (2010). Educational Psychology (2
nd
ed.). Frenchs
Forest, NSW: Pearson Education Australia.

Noble, T. (2004). Integrating the revised Blooms Taxonomy with Multiple Intelligences. A Planning Tool for
Curriculum Differentiation Teachers College Record, 106 (1) 193.

Spendlove, D. (2009). Putting Assessment for Learning into Practice. Retrieved from
http://www.acu.eblib.com.ezproxy1.acu.edu.au/patron/FullRecord.aspx?p=743171

Sydney Childrens Hospital, Randwick. (2013, May 2). Factsheet - Aboriginal Otitis Media (Middle Ear
Infection). Retrieved from http://www.sch.edu.au/health/factsheets/joint/?otitis_media.htm

UNESCO. (2004). Changing Teaching Practices: using curriculum differentiation to respond to students
needs. France: UNESCO

University of Sydney, NSW. (2013, May 20). Students who are deaf or have a hearing disability. Retrieved
from http://sydney.edu.au/current_students/disability/staff/teaching_strategies/hearing.shtml#gen

Victorian Deaf Society. (2011, May 1). Sign Language (AUSLAN) Interpreting vs. Real Time Captioning.
What is the difference? Retrieved from
http://www.vicdeaf.com.au/files/editor_upload/File/Information%20Sheets/Real%20Time%20Caption
ing%20and%20Interpreting.pdf