APST 1:5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Standard 1: Know students and how they learn
Focus Area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Career Stage: Graduate
Descriptor: Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities.

Other Descriptors, Standard 2: Know the content and how to teach it
Focus Area 2.5 Literacy  strategies
Career Stage: Graduate
Descriptor: Know and understand literacy and numeracy teaching strategies and their application in teaching areas.
School Context
School Austin Cove Baptist College
Level Year 6
Related Subject English
Stage of Schooling Primary School
Type Private School
Location Provincial
Learning Context
The students in this year 6 class have a diverse range of literacy and numeracy learning needs. Reading is a focus across the school and additional resources are allocated to curriculum support and appropriate professional development to strengthen the emphasis on reading. There is a literacy specialist teacher in the Primary School who    focuses on specific strategies designed to improve the reading skills of all students.
Illustration of Practice: GUIDED READING
Prior to my PIP commencement at Austin Cove Baptist College, I made the decision to attend the year 6 classroom on several occasions to get to know the students, to view the classroom environment, and to get an appreciation of the classroom 'dynamics' (Rogers, 1998, p. 198).  I wanted to  begin to build positive relationships so my day one  commencement would be as 'normal' as possible for the students.

Situation
During my final teaching placement I have used guided reading as a strategy for differentiating teaching to target the learning needs of year 6 students across a range of abilities.  Woodcock et al. (2013) define differentiation as ‘a student centered approach, which focuses on teaching to students abilities and learning pace… The authors agree that differentiation blends together whole class work, group work, paired work and individual work throughout lessons, and is a flexible method of teaching’ (p. 62).

Action
At the beginning of the Guided Reading lesson, students are placed into their working/ability groups that were created based on previously undertaken formative assessments. Using Vygotskys Zone of Proximal Development (ZPD) students are placed into their different learning groups and challenged just beyond their learning abilities. The literacy tasks set for each group are designed to cater for a range of specific but common learning needs. Four of the five groups are instructed to work both independently and collaboratively on tasks designed by the teacher.  The final group then works on on a 'reading aloud' activity. During the activity, I have supported students , asking questions about what they are reading and providing explicit teaching at point of need.

 Students who are in the Independent Reading Group select their own reading texts.  I then check their texts to ensure that the text is within their reading ability.  This encourages extrinsic motivation within this group, as they are reading text that normally engages them.
Outcome
The slideshow above gives examples of different reading groups working on their reading tasks.

Group 1 worked on the computer, using an ICT program to develop word and language skills.

Group 2 have been reading a text and re creating the plot sequence, pasting small picture icons into their literacy books, then discussing the text together.

Group 3 worked on 'Text Cards' that had a series of visual and written story lines, which required students to further develop the story lines.

Group 4 were required to read a simple text then complete the reading booklet 'Something to Talk About'  This involved students writing something they had  already discovered, something newly discovered, and something that could be imagined in the story.  A short summary was then written in their reading diaries.

Using cooperative learning groups is a valuable approach because it allows me as a teacher to adapt and modify my teaching and learning applications.  It also ensures that each group is receiving 'targeted' learning instruction.
Action Plan
Effective teachers use techniques that best serve the learning needs of their students. I have begun to 'collect' a range of teaching aids and resources to ensure I have the best teaching practices. This website I have created also contains valuable resources that will empower me to bring effective teaching methods and applications to the classroom.

An important component of my Action Plan is to  develop productive relationships with my students –  get to know them and take a particular interest in their overall development and progress. I believe that treating  students with respect and building effective relationships will empower students to overcome learning challenges, because they will have the confidence to engage me as their teacher.

Western Australia Dept.of Education Teaching Strategies
A variety of Professional Development websites and educational websites