Class List
The Australian Curriculum (2014) state that teachers will use the Australian Curriculum to develop teaching and learning programs that build on students’ interests, strengths, goals and learning needs, and address the cognitive, affective, physical, social and aesthetic needs of all students.
Lesson Modification to cater for individual students:
Students A – E (Developmental delay in literacy/numeracy):
Student F (ADHD)
Student G-H (English as Second Language)
Student I (Gifted)
Student J & K (Indigenous,1 hearing impaired)
Students listed A-E have a slight developmental delay in literacy and numeracy can be catered for during these lessons via appropriate teacher strategies and the proper use of the teachers aide. The class desks for this learning environment have been set up in ability groups of 5. These 5 students have been placed together to make it easier for the teacher and teacher’s aide to assist them throughout their support time. Teachers need to recognise the students who have English as a second language as they may be very intimidated within the learning environment. ESL learners are often very quiet in class with little input to group discussions or activities. Teachers are required to help ESL students make better progress throughout the academic year. Teachers should encourage them to converse more frequently with native English speakers via placing them in desk arrangements and grouped activities. Also, they can ask their students to speak more English at home or take part in activities that require them to speak or read English (ESL Partyland, 2014). Teachers need to recognise ADHD students and refer back to their IEP’s throughout the term. Lerner & John (2009) suggests that students with ADHD should be buddied up in the classroom with a strong student, whom they can rely upon for explanation of instructions, keeping handouts and helping the student stay on track. Teacher can use the above buddy system to also cater for student ‘F’ learning involvement. This will also allow the teacher to see if this strategy is beneficial for both students and therefore can use it in future years. As student K has a hearing impairment, it is important for the teacher to place them at the front of the classroom so they are less distracted and can see the teacher at all times. Media Access Australia (2012) state that it is important for teachers to be very clear with words, making technology available at all times, using visual stimulus, look at classroom arrangements and keep unnecessary noise to a minimum.
Lesson Modification to cater for individual students:
Students A – E (Developmental delay in literacy/numeracy):
Student F (ADHD)
Student G-H (English as Second Language)
Student I (Gifted)
Student J & K (Indigenous,1 hearing impaired)
Students listed A-E have a slight developmental delay in literacy and numeracy can be catered for during these lessons via appropriate teacher strategies and the proper use of the teachers aide. The class desks for this learning environment have been set up in ability groups of 5. These 5 students have been placed together to make it easier for the teacher and teacher’s aide to assist them throughout their support time. Teachers need to recognise the students who have English as a second language as they may be very intimidated within the learning environment. ESL learners are often very quiet in class with little input to group discussions or activities. Teachers are required to help ESL students make better progress throughout the academic year. Teachers should encourage them to converse more frequently with native English speakers via placing them in desk arrangements and grouped activities. Also, they can ask their students to speak more English at home or take part in activities that require them to speak or read English (ESL Partyland, 2014). Teachers need to recognise ADHD students and refer back to their IEP’s throughout the term. Lerner & John (2009) suggests that students with ADHD should be buddied up in the classroom with a strong student, whom they can rely upon for explanation of instructions, keeping handouts and helping the student stay on track. Teacher can use the above buddy system to also cater for student ‘F’ learning involvement. This will also allow the teacher to see if this strategy is beneficial for both students and therefore can use it in future years. As student K has a hearing impairment, it is important for the teacher to place them at the front of the classroom so they are less distracted and can see the teacher at all times. Media Access Australia (2012) state that it is important for teachers to be very clear with words, making technology available at all times, using visual stimulus, look at classroom arrangements and keep unnecessary noise to a minimum.