________________________________________________________________

Assessment task 1

Research Undertaken to Strengthen

Teaching Philosophy.
Education has undeniably changed over the last few decades. How students learning and the environments
which best facilitate learning have undergone considerable re-evaluation, and our understandings have
substantially improved (Schratzenstaller, 2010). The roles of the teacher and the learner within the classroom
have been redefined (Schratzenstaller, 2010, p.1), inevitably requiring the implementation of new, more
appropriate, teaching and learning approaches. It is of momentous importance that educators implement
current, heavily researched and evidence based teaching and learning approaches that facilitate in meeting
the current demands of curriculum standards, societal wants, family expectations and student needs, in order
to demonstrate todays definition of best practise.
Differentiated learning and a whole child approach to education are two different yet complimentary
approaches to teaching and learning, and are both evidently appropriate for implementation within 21st
century learning spaces. This essay will unpack these approaches, exploring the necessary values and ideals of
an educator who may choose to utilise these approaches, and justify why they are appropriate and beneficial
within classrooms today.
Differentiated Learning
One important revolution within the primary school classroom has been the movement away
from rote style teaching and learning. A new insight that learning is a constructive and social
activity (Schratzenstaller, 2010, p.1), now encourages more flexible, hands on and student
centred learning experiences. It is a common belief now amongst educators that children are all
different and therefore importantly require access to more compliant and personalised
approaches to teaching and learning in order to succeed. This is where differentiated learning
comes in. A teacher utilising this approach has accepted and embraced the notion that all children
bring unique attributes and characteristic to a learning space, and therefore plan and reflect
according to these unavoidable student differences (Tomlinson & Imbeau, 2010; Tomlinson 2014).
This form of teaching is designed to meet the needs of diverse learners (Morgan, 2014),
requiring the adaption of teacher instruction so that all children can be prosperous learners (Tobin
& McInnes, 2008).
A detrimental point of understanding regarding differentiated learning is that it is not the same as
the well-known approach of individualised instruction. Whilst individualised instruction similarly

1.1, 1.2, 1.3, & 1.6

This section of the
essay demonstrates
my crucial
recognition that
students all learn in
different ways, and
this impacts the way
teachers should
therefore teach.
Choosing to deepen
my pedagogical
knowledge by
researching this
specific approach,
emphasises my
recognition of the
importance of
differentiated
instruction to meet a
range of diverse
learning needs and
abilities.

recognises differences in students needs, interests and preferences for learning, this now inadequate
approach requires the implementation of separate teaching strategies according to the individual need and
desire of each child within the group (Tomlinson, 2001). A differentiated classroom is far more efficient in that
teachers do not need to implement an unrealistic amount of varied teaching strategies, but rather provide
different avenues to acquire content, to processing or making sense of ideas, and to developing products
(Tomlinson, 2001) from the one learning experience.
When adopting a differentiated learning approach there are particular instructional strategies
that adhere best to the ideas, beliefs and values that make up this approach. The efficient use of
teaching strategies like stations, agendas, complex instruction and orbital studies would mean
the effective implementation of differentiated instruction and learning (Tomlinson, 2014).
Todays children live in a world of personalisation (Tomlinson & Imbeau, 2010). Using
strategies, like those listed above, that invite students to decide on and personalise aspects of
their learning, the teacher is demonstrating an understanding of current educational needs in
parallel with life in todays society. Choosing to implement differentiated learning is delivering a
current, relevant and necessary approach to education that will help all children flourish and

1.5
This section of the
essay demonstrates
my understanding of
specific teaching
strategies that provide
a differentiated
approach to teaching
and learning so that
diverse learning
needs, abilities and
preferences are being
met.

reach their fullest potential.

Whole Child Approach to Education
Approaching education with the whole child in mind is another recent and necessary transformation in
approaches to education. Consider the following statement;
Todays students must be prepared unlike any generation before to think critically and analytically
while acting with innovation and creativity. [] Teamwork and shared decision making will [also] be
required to resolve complex problems in the workplace and community (ASCD, 2007, p.19).
When considering this idea it becomes easy to understand why education needs to both include and go well
beyond the academics of reading, writing and mathematics (Slade & Griffith, 2013, p.24). Whilst some may
argue that schools are best left to accomplish academic goals (Scherer, 2010), it is a more appropriate view for
a teacher that education in the 21st century must expand beyond academic achievement, focusing
development on all attributes necessary for both educational and societal success (Slade & Griffith, 2013). If an
educator is of the belief that the purpose of school is to develop competent future citizens and provide
foundations for each child to reach their fullest potential (Slade & Griffith, 2013), then whole child education is
something they should consider implementing within their own practise.
A whole child approach to education is one which aims to address the social, emotional, mental, physical and
cognitive development of a child (Slade & Griffith, 2013). In other words, this approach is an effective way to
assist in the development of academically, socially and emotionally well-rounded (McCloskey, 2011, p.80)
individuals. But why is the idea of a well-rounded or more holistic individual so appealing now, for our
current and future society? This desire for a new direction and focus for education is prominent for a number
of reasons.

Firstly, because quite simply there is more to a human being than the knowledge and information they obtain
within their minds. The needs of a child, in order to become confident and capable individuals who are active
participants within society, far exceed academic ability. Children are moral beings, artistically inclined, new to
interaction and communication, still discovering what they value and where their spirituality lies and are yet to
experience many different feelings and emotions that they one day will (Scherer, 2010). Therefore we must
provide character building programs, use artistic approaches, foster communication and relationship skills and
utilise strategies that address personal expression and emotional exploration. Children who have developed all
of these aspects will become adults who can succeed in the face of most challenges and who will thrive
fulfilling through life.
Another reason why a more holistic approach to education is needed, is because of the new and abundant
demands placed on citizens within the 21st century. These demands require future leaders and decision makers
that are prepared to think both critically and creatively, to evaluate massive amounts of information, solve
complex problems and communicate well (Slade & Griffith, 2013, p.23). Solutions to current social issues like
violence, alienation, ignorance and unhappiness, from a local to a global scale, will not be devised if young
people of today are limited to only cognitive and academic achievement (Scherer, 2010). Society needs
individuals that can address moral, social, emotional and aesthetic problems with respect, sensitivity and
effective responses (Scherer, 2010; Simon 2001), thus giving whole child education a vital place in schools
today.
The Association for Supervision and Curriculum Development (ASCD) define whole child education as
promoting the development of children who are healthy, safe, engaged, supported and challenged within a
sustainable approach to education and community engagement (2007, p.3). If this approach to education
works to see these achievements, then there should be no question over choosing to develop the whole child
through utilising a whole child approach to education within ones own teaching practises.

In Conclusion
Being current, relevant and effective towards teaching and learning is a critically important task of a teacher
within this profession. Implementing well researched and evidence based approaches like differentiated
learning and whole child education is fundamental in meeting necessary child development for the current and
future needs of society, as well as the individual needs of each and every child so that they may all meet their
fullest potential. Not only have these approaches been proven appropriate for implementation within 21 st
century classrooms, but are seen to be highly beneficial and arguably essential in developing confident and
capable citizens of today and for tomorrow.

References:

Association for Supervision and Curriculum Development [ASCD]. (2007). The Learning compact redefined: A
call to action. A report of the commission on the whole child. [pdf]. Alexandria: Virginia. Retrieved
from: http://www.ascd.org/ASCD/pdf/Whole%20Child/WCC%20Learning%20Compact.pdf
McCloskey, M. (2011). What does Whole Child Education Mean to Parents?. Educational Leadership, 68(8): 8081.
Morgan, H. (2014). Maximising Student Success with Differentiated Learning. The Clearing House: A Journal of
Educational Strategies, Issues and Ideas, 87(1): 34-38. doi: 10.1080/00098655.2013.832130.
Scherer, M. (2010). Keeping the Whole Child Healthy and Safe: What Does it Mean to Education the Whole
Child? ProQuest ebrary: Alexandria, U.S.
Schratzenstaller, A. (2010). The Classroom of the Past. In K. Makitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer
(Eds.), Classroom of the Future: Orchestrating Collaborative Spaces (pp. 15-39). Netherlands: Sense
Publishers.
Simon, K. G. (2001). Moral Questions in the Classroom. New Haven, CT: Yale University Press.
Slade, S. & Griffith, D. (2013). A whole child approach to student success. KEDI Journal of Educational Policy,
1(1): 21-35.
Tobin, R. & McInnes, A. (2008). Accommodating Differences: Variations in differentiated literacy instruction in
grade 2/3 classrooms. Literacy, 42(1): 3-9.
Tomlinson, C. A. (2014). Differentiated Classroom: Responding to the needs of all learners. ASCD: Alexandria.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed Ability Classrooms (2nd ed.). ASCD:
Alexandria.
Tomlinson, C. A. & Imbeau, M. B. (2010). Leading and Managing a Differentiated Classroom. ASCD: Alexandria.