1. Diversity in Education (ABLES Model)
EDFGC 5807 Theory and Practice of Learning and Teaching
Week 8
Monday 1st may 2017

2. School Placement Reflection
What did you see whilst on placement:
Linking theory with practice – how?
Classroom practice , classroom setup, classroom demographic
Differentiation
Teach like a champion
Behaviour management strategies
Engagement
Commonalities/Differences

3. Winter School Winter School Dates: The proposed dates are:
Week 1 Tuesday 13 and Wednesday 14 June
Week 2 Monday 19 and Tuesday 20 June
Week 3 Monday 26 and Tuesday 27 June
Week 4 Monday 3 and Tuesday 4 July
Enrolment:

4. AITSL Standards Professional Knowledge
1   Know students and how they learn
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1.6 Strategies to support full participation of students with disability
practice/detail?id=IOP00155

5. AITSL Standards: Graduate
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
1.6 Strategies to support full participation of students with disability
Demonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

6. Inclusive Education
Inclusive education refers to a belief that schools should address the needs of all students in their regular school environment regardless of ability or disability.
Discuss, share

7. Diagrammatic Form

8. Readings: Diversity Social Diversity Cultural Diversity
Sexual Diversity
Religious Diversity
Read, discuss, report back
(Howell, J (2014) Teaching & Learning Building Effective Pedagogies)

9. Students with diverse learning
Who are the students in the classroom with diverse learning needs?
In small groups
Make a list of diverse learners
E.G. ASD – Autism Spectrum Disorder

10. Supporting Participation
This video shows the steps taken in a classroom to promote planning for inclusion:
practice/detail?id=IOP00066

11. Prosper
Reading: PROSPER: A new framework for wellbeing (McGrath & Noble, 2014)
PROSPER is a road map for the evidence-based school and classroom practices that build student wellbeing and student engagement in learning and schools as supportive & connected communities.
Discuss the seven school wellbeing pathways that enable all students to PROSPER.

12. ABLES Model Abilities Based Learning and Educational Support
There are five key features of ABLES:
1. Assess, monitor and respond to a student’s abilities. Develop an Individual Learning Plan for students who are below level 1 of the Victorian Curriculum.
2. Professional learning, curriculum materials and guidance for teachers.
3. More accurately identify and set learning goals for students with disabilities and additional learning goals
4. Resources
5. Track a student’s progress over time

13. Individual Learning Plan
An ILP is a collaboratively written document which outlines a student’s current level of ability and identifies specific goals for future attainment. ILP’s ensure students with learning difficulties and disabilities have access to a meaningful curriculum suited to their particular needs.
ILPs build on a student’s current level of learning and take into consideration a student’s cultural, linguistic and social-economic background.

14. SMART Goals
Educational Goals used in Individual Learning Plans should be SMART. Well written goals describe what the student will do, when they will do it, to what standard, and how progress will be measured.
S= Specific - (significant, stretching) M= Measurable - (meaningful, motivational) A= Achievable - (agreed upon, acceptable) R= Realistic and relevant - (realistic, results-orientated) T= Time-limited- (tangible, trackable)

15. AT2 Questions

16. Assignment Task 2 Critical Incident
A critical incident need not be a dramatic event: usually it is an incident which has significance for you. It is often an event which made you stop and think, or one that raised questions for you. It may have made you question an aspect of your beliefs, values, attitude or behaviour. It is an incident which in some way has had a significant impact on your personal and professional learning.

17. Theoretical Perspectives
Psychological
Sociological
Philosophical

18. Psychological Perspective
Is concerned with the scientific study of human learning:
Behavioural
Cognitive
Developmental
Constructivist
Motivational
(John Locke, John Dewey, Jean Piaget, Jerome Bruner, Benjamin Bloom)

19. Sociological Perspective
Is concerned with how education serves society through:
Socialization
Conflict theory – looks at social inequality, funding and learning conditions
Symbolic interactionism- is a perspective focuses on social interaction in the classroom, on the playground, and in other school venues.
(Emile Durkheim, Pierre Bourdieu)

20. Philosophical Perspective
Unifies pedagogy, curriculum, learning theory and the purpose of education:
Constructivism/Cognitivism - the learner actively constructs his or her own understandings of reality through interaction with objects, events, and people in the environment, and reflecting on these interactions. (Piaget, Vygotsky)
Behaviourism - behaviour that is shaped deliberately by forces in the environment (Pavlov)

21. Examples of Critical Incident
Observations of a student with learning difficulties (inclusion of all students)
Theoretical perspectives – psychological (cognitive development) and humanistic
Learning/teaching theories in a Prep classroom
Theoretical perspectives of Sociocultural – Vygotsky and the zone of proximal development and behavioural – use of rewards
Literacy Workshop with a focus on report writing
Theoretical perspectives- socio-cultural approach (Vygotsky) and social learning theory (Bandura)

22. AT2 Practical Research Task Ideas
Critical Incident
Perspective
Structure of a literacy lesson: student learning and engagement
Sociocultural approach, social learning theory
Vygotsky, Bandura
Student playing the class clown
Stages of cognitive development
Piaget
Absenteeism: leading the student missing sequences of lessons, disengagement
Sociocultural perspective
Exposure to only an hour art lesson once a week
Piaget, Vygotsky, Reggio Emilia Approach
Constant and open access to IPads in the classroom
Bloom
Difference in student behaviour between regular teacher and a CRT
Bandura
Student distracting others
Vygotsky
Inquiry based learning

23. What is an Annotated Bibliography?
It is a list of resources where each entry is accompanied by a summary and evaluation.
It is written to demonstrate your understanding of the main arguments in each resource and their relevance to the topic you have chosen.
It is not an essay.

24. Where do I start? Library catalogue Reading list Journal articles
Book chapters
Web documentation ( gov or edu)

25. Read Critically The text is constructed and interpreted
Writers and readers are influenced by values: social, cultural, religious and political
Identify: the purpose of the text, theoretical approach, key issues
Evaluate: what is included, what is missing in the text
Reflect: How do these ideas differ from others, from my own, are they relevant.

26. Annotated Bibliography
The annotated bibliography presents a summary of relevant references in turn with each paragraph describing and evaluating an individual reference.
So you will need to:
Select a suitable event;
Describe the event briefly;
Identify an aspect of this event as the focus for the annotated bibliography;
Justify the choice of your theoretical perspective;
Include 7 or 8 references in the annotated bibliography. (References must include a majority of articles from peer-reviewed journals – web resources are acceptable provided they constitute a minority of the references).

27. Assessment Task 3 Next session on Wednesday:
Bring in any term planners
Look at AT3