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Case study on planning effectively for a student with diverse learning needs Length and/or format:2,750 words Purpose: Demonstrate an ability to plan a differentiated teaching approach to cater for a student with diverse learning needs Reference – APA CASE STUDY Secondary Female Student. Gifted but not performing academically. Recent family break-up. Loves Art. Peers avoid her. The case study needs to be answered in parts from A-F, as mentioned below. Each part has a word count Part C Please use the examples as a guide, and the topic for the lesson can be anything related to the subject Society and Culture Secondary PREPARATION Case Study TASKS A. What are the most common issues regarding this case study student? Give a context for this student’s learning needs (one A4 page, 500 words). · Identify the student’s characteristics and possible strengths · Identify the possible learning needs of the student – what are the possible gaps in learning? · Analyse possible issues of concern when including this student in the regular classroom. These might come from the school staff, other students, community members, and/or the student. B. How can I now put into practice what I have learned? http://unesdoc.unesco.org/images/0013/001365/136583e.pdf This 2004 UNESCO report explores curriculum differentiation for students with diverse needs. https://www.researchgate.net/publication/237760995_Integrating_the_Revised_Bloom's_Taxonomy_With_Multiple_Intelligences_A_Planning_Tool_for_Curriculum_Differentiation Site has research paper on integrating MI and Bloom http://www.bounceback.com.au/articles Social emotional learning · Write a set of ten activities in a curriculum area/topic and include the theme of adaptability · Identify the key syllabus outcomes for the whole class. · The activities (for the whole class) need to teach the key concepts and engage different intellectual domains and different levels of thinking (MI/Bloom) ensuring each level of thinking on the Bloom Taxonomy is addressed. · List the 10 activities from low order thinking Remembering to highest order Creating, labelling the activity with the relevant Bloom and MI · Make sure you write the activities in a way that others would understand what to do if given the task. (500 words) · Discuss two benefits of a differentiated unit of work for your case study student. Support this with research. (half A4 page, 250 words) C. How will I differentiate a lesson for my whole class with adjustments and assessments for my case study student? Drawing from what you have learned from your readings, lectures and tutorials: · Format an A4 page as shown opposite. · Choose and activity from your MI/Bloom matrix & develop a lesson for your class with a planned SMART outcome for your case study student · Show how you would adjust the task, teaching, resources and environment to facilitate and assess your case study student’s inclusion 500 words Lesson steps SMART outcome Adjustments Assessment Lesson steps for whole class Write one outcome for the lesson that includes reference to what you wish the case study student to achieve in terms of, for example, · Curriculum content · Literacy · Social skill and/or · Behaviour skill Adjustments to lesson to include case study student effectively How will your case study student’s progress be assessed? Be specific & link assessment directly to the SMART outcome eg checklist, observations, frequency count, time sample student work product D. How will I assess my case study student’s progress? Design a rubric as a strategy for assessment of the student’s progress · Design a rubric to measure case study student’s progress on SMART outcome. All the SMART outcomes should be addressed – Specific Measurable Action/Achievable Realistic/Relevant Time linked (half A4 page 250 words) E. Reflection on adjustments Analyse the issues and adjustments needed for a student with a particular disability in an area of your choice, planning a cooperative learning activity. Cite sources. · Develop a set of adjustment strategies responding to the issues for a student with a particular disability in an area of your choice describing a cooperative learning activity and the types of adjustments. Cite sources. (half A4 page, 250 words) F. School-Parent communication Write 500 words identifying school-parent communication strategies and developing a communication strategy. Identify the use of a range of communication strategies for educational contexts with an emphasis on communication with parents about student behaviour and student learning. Design a communication strategy to improve school-parent communication strategies. For your communication strategy, present a communication plan outlining the reasons for communication, content that needs to be conveyed, and strategies followed. Include a brief reflective critique of possible outcomes for learners and their families. Cite sources (500 words) Shinae possible lesson -do not replicate for assessment 2 TOPIC: Teamwork Imagine you are working in your KLA and in order to reach your outcomes you want students to increase their skills in team work. Write steps for one lesson for whole class on teamwork Introduction • Overview purpose of lesson Development • Input – video, story, guest speaker on what makes a great team player • Discussion – what do you think makes a great team player? • Group prepare poster/ppt on what makes a great team player • Groups feedback to whole group Closing • Summary- TEAM means? Imagine you are Shinae’s teacher. Define a SMART learning outcome for Shinae Specific, Measurable, Action Based to be Achievable, Relevant & Realistic Time defined Eg: By the end of this 45 minute lesson Shinae will demonstrate her understanding of teamwork by contributing 3 relevant ideas and 1 positive feedback in group and confidently present 1 point in group feedback What adjustments would you make to help Shinae achieve her SMART outcome? For example, adjustments to Learning Tasks/Content; Teaching process; environment/resources. PRE-TEACH: Watch video, read story, investigate guest speaker + bring 3 ideas of what makes a great team player Brief guest speaker Sit near front and CFU (check for understanding) Complete visual scaffold on story/video/speaker Question – CFU Choose group carefully – eg friend + 2 focussed and helpful students – ipad/visual– staff keep distance Groups practise the points they are presenting maybe aide/staff here Her group first, 2nd speaker CFU How would you assess the SMART outcome? • Relevance of ideas bought • Understanding of what makes a great team player • Did she contribute ideas? • Did she give positive feedback? • Was she confident in presentation Does she know memory jogger for TEAM Plan a memory jogger /prompt to facilitate Shinae’s learning in this lesson Together Everyone Achieves More Belinda secondary DO NOT REPLICATE FOR ASSESSMENT 2 TOPIC: Teamwork Imagine you are working in your KLA and in order to reach your outcomes you want students to increase their skills in team work. Write steps for one lesson for whole class on teamwork Introduction • Overview purpose of lesson Development • Input – video, story, guest speaker on what makes a great team player • Discussion – what do you think makes a great team player? • Group prepare poster/ppt on what makes a great team player • Groups feedback to whole group Closing • Summary- TEAM means? Imagine you are Belinda’s teacher. Define a SMART learning outcome for Belinda Specific, Measurable, Action Based to be Achievable, Relevant & Realistic Time defined Eg: By the end of this 50 minute lesson Belinda will demonstrate her understanding of teamwork by contributing 3 relevant ideas and 1 positive feedback in group and confidently present 1 point in group feedback What adjustments would you make to help Belinda achieve her SMART outcome? For example, adjustments to Learning Tasks/Content; Teaching process; environment/resources. PRE-TEACH: Watch video, read story, investigate guest speaker + bring 5 ideas of what makes a great team player Brief guest speaker Sit near front and CFU (check for understanding) Complete scaffold on story/video/speaker Question – CFU Choose group carefully – eg friend + 2 focussed and helpful students – staff keep distance Groups practise the points they are presenting maybe aide/staff here Her group first, 2nd speaker CFU How would you assess the SMART outcome? • Relevance of ideas bought • Understanding of what makes a great team player • Did she contribute ideas? • Did she give positive feedback? • Was she confident in presentation Does she know memory jogger for TEAM Plan a memory jogger /prompt to facilitate Belinda’s learning in this lesson Together Everyone Achieves More