'Shooting Stars' Goal
Throughout my placement for CPP4, I was required to differentiate activities to cater for the varying levels of ability in the Year One class. Within the Year One class there was one boy who was significantly below year level.
In order to cater for the varying abilities, I would create a whole class learning intention for literacy and using the ‘Shooting Star Weekly Goals’ students would also create their own challenging, yet achievable goals (focusing on writing). At the beginning of each week I would brainstorm with the class ideas of goals they may choose, then throughout the morning I would conference with each student and discuss their goal. Through the weekly star goals I was able to guide each student to establish a challenging, achievable goal that met their ability (Standard 3.1).
In order to cater for the varying abilities, I would create a whole class learning intention for literacy and using the ‘Shooting Star Weekly Goals’ students would also create their own challenging, yet achievable goals (focusing on writing). At the beginning of each week I would brainstorm with the class ideas of goals they may choose, then throughout the morning I would conference with each student and discuss their goal. Through the weekly star goals I was able to guide each student to establish a challenging, achievable goal that met their ability (Standard 3.1).
Literacy Rotations
In the Literacy rotations, I provided differentiation to cater for the varying abilities through levelled, guided reading groups (Standard 1.5).
Through my weekly planning of literacy rotations (see weekly plan attachment below) I differentiated the rotations by adapting the complexity of learning task for a range of abilities (Standard 4.2). For example, one rotation was a listening post where all students listened and read along to ‘Little Red Riding Hood’ and then completed a storyboard summary sheet drawing the beginning, middle and end of the story (Standard 2.5).
The Snakes & Monkeys (higher ability groups), had a different sheet to the Tigers, Zebras & Elephants. The sheet still required them to draw the beginning, middle and end of the story accompanying it with a written summary.
Through my weekly planning of literacy rotations (see weekly plan attachment below) I differentiated the rotations by adapting the complexity of learning task for a range of abilities (Standard 4.2). For example, one rotation was a listening post where all students listened and read along to ‘Little Red Riding Hood’ and then completed a storyboard summary sheet drawing the beginning, middle and end of the story (Standard 2.5).
The Snakes & Monkeys (higher ability groups), had a different sheet to the Tigers, Zebras & Elephants. The sheet still required them to draw the beginning, middle and end of the story accompanying it with a written summary.
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Mathematics
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In Mathematics on my final placement with a Year One class, I differentiated my lessons by adapting the complexity of learning tasks for a range of students’ abilities (Standard 1.5). For example, during a unit sequence on doubles (Standard 2.2), students had the opportunity to complete one consolidating work sheet on doubles or extend their learning to doubles plus one. I supported the students working at a concrete operational level through providing a laminated number line and whiteboard marker to assist their counting and calculations of doubles into a visual model (Standard 2.5). Some of these students were from an Aboriginal and Torres Strait Islander/ ESL background, through providing manipulatives and reading out loud and breaking the question down I helped support the students learning (Standard 1.3) . Conversely when working with high-achieving groups, I encouraged them to work out the doubles using mental strategies, then after obtaining an answer to check using a number line or their fingers.
I was able to cater for the varying abilities within the class through differentiating the class activities while assisting all students to demonstrate achievement of the learning outcome.
I was able to cater for the varying abilities within the class through differentiating the class activities while assisting all students to demonstrate achievement of the learning outcome.
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Achievement of these sub-standards is also supported in my final CPP4 report, which states:
1.5 – ‘She has structured learning tasks sequentially, catering for students with special needs or learning difficulties.’
2.2 – ‘ Monique’s preparation and planning have been detailed and thorough providing the students with creative, highly motivating activities.’
2.5 – ‘ During Literacy rotations the students were provided with experiences in reading, writing, listening, viewing and speaking.’
2.5 – ‘During Mathematics Monique was responsible for teaching the students units on length and doubles. She successfully provided them with opportunities to work mathematically with a variety of resources including the interactive whiteboard.’
1.5 – ‘She has structured learning tasks sequentially, catering for students with special needs or learning difficulties.’
2.2 – ‘ Monique’s preparation and planning have been detailed and thorough providing the students with creative, highly motivating activities.’
2.5 – ‘ During Literacy rotations the students were provided with experiences in reading, writing, listening, viewing and speaking.’
2.5 – ‘During Mathematics Monique was responsible for teaching the students units on length and doubles. She successfully provided them with opportunities to work mathematically with a variety of resources including the interactive whiteboard.’
Catering for Physical Needs
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Throughout my CPP2 & CPP3 placement I had the opportunity to cater and plan for the physical needs of a Year 2 boy in my class. The student was diagnosed with Charcot-Marie-Tooth (CMT) disease, which is a hereditary motor and sensory disease. It causes degeneration of peripheral nerves weakening muscles therefore affecting co-ordination and balance. CMT can also affect fine motor skills (Standard 1.6).
I learnt to support the student through slightly adjusting resources, the environment, materials used and lessons. For example, I included the use of his Neo smart board while teaching a unit on narratives, as this was a longer writing task and he became fatigued from large amounts of handwriting.
I would also warn the student to begin pack up early, allowing more time as it would take him longer to transition between activities.
I was able to, with permission from his mother, observe an Individual Learning Plan (ILP) meeting (see attachment below). This meeting with the parent; involved the updating of the ILP. During the process she was able to contribute any additional information to the ILP. The meeting provided awareness of the adjustments to ensure her son had adequate support to successfully participate in class learning programs and activities (Standard 7.3).
After reflecting on this meeting, I observed my mentor teacher implementing and following required processes, policies and professional requirements. This complied with the legislative Disability Standards for Education 2005 and the relevant policy of Students with a Disability: Meeting their Educational Needs 2008 . I implemented and followed the strategies within the intervention plan, complying with the above policy, this required understanding and applying the policy developed by the ACT Government. This ensured the boy's physical and educational needs were met through making reasonable adjustments to support his participation and access to the school curriculum. The application of this practice demonstrates my concurrence with the Teachers Code of Professional Practice, specifically regarding the area of service to the public (Standard 7.1).
I learnt to support the student through slightly adjusting resources, the environment, materials used and lessons. For example, I included the use of his Neo smart board while teaching a unit on narratives, as this was a longer writing task and he became fatigued from large amounts of handwriting.
I would also warn the student to begin pack up early, allowing more time as it would take him longer to transition between activities.
I was able to, with permission from his mother, observe an Individual Learning Plan (ILP) meeting (see attachment below). This meeting with the parent; involved the updating of the ILP. During the process she was able to contribute any additional information to the ILP. The meeting provided awareness of the adjustments to ensure her son had adequate support to successfully participate in class learning programs and activities (Standard 7.3).
After reflecting on this meeting, I observed my mentor teacher implementing and following required processes, policies and professional requirements. This complied with the legislative Disability Standards for Education 2005 and the relevant policy of Students with a Disability: Meeting their Educational Needs 2008 . I implemented and followed the strategies within the intervention plan, complying with the above policy, this required understanding and applying the policy developed by the ACT Government. This ensured the boy's physical and educational needs were met through making reasonable adjustments to support his participation and access to the school curriculum. The application of this practice demonstrates my concurrence with the Teachers Code of Professional Practice, specifically regarding the area of service to the public (Standard 7.1).
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ICT
![Picture](/uploads/2/9/9/2/29929179/3982160.jpg)
ICT is an important aspect of teaching, providing many opportunities for valuable resources to be used that engage and interest students. It also caters for learners who are more visual and prefer hands on, such as using the computers, iPads and smart board. Throughout all my placements I have incorporated the use of ICT into the topic areas of Mathematics, Literacy, Inquiry units and Art (looking at example art works).
Students have responded excitedly and positively to its’ use, enjoying the collaboration (on the smart board and iPads) and all engaging with the activity (Standard 2.6).
ICT caters for varying learning styles allowing students to be hands on during the activities and also engages students visually. The games and apps have different levels that help to cater for students’ varying abilities.
I always use ICT in a responsible, safe and ethical way, checking the websites and apps first to ensure they are appropriate for the students (Standard 4.5).
Achievement of these sub-standards is also supported in my final CPP3 & CPP4 report, which states:
2.6 – ‘Monique uses ICT effectively within her classroom.’
2.6 – ‘Monique includes ICT in her daily practice using iPads, computers and the smart board during Literacy, Numeracy and Inquiry unit.’
Students have responded excitedly and positively to its’ use, enjoying the collaboration (on the smart board and iPads) and all engaging with the activity (Standard 2.6).
ICT caters for varying learning styles allowing students to be hands on during the activities and also engages students visually. The games and apps have different levels that help to cater for students’ varying abilities.
I always use ICT in a responsible, safe and ethical way, checking the websites and apps first to ensure they are appropriate for the students (Standard 4.5).
Achievement of these sub-standards is also supported in my final CPP3 & CPP4 report, which states:
2.6 – ‘Monique uses ICT effectively within her classroom.’
2.6 – ‘Monique includes ICT in her daily practice using iPads, computers and the smart board during Literacy, Numeracy and Inquiry unit.’