Teachers may use a variety of strategies when planning and programming to meet the needs of diverse learners in their classrooms. These case studies are examples only. They demonstrate the use of the programming diagram included in the document.
See Relating the case studies to the steps of the programming diagram.
Case study 1
Strand (Substrand): Case study 1: Number and Algebra (Whole Numbers)
Year of schooling: 1
Adjustments:
Stage(s) of learning:
- Early stage 1: pp 42–44
- Stage 1: pp 68–71
Case study 2
Strand (Substrand): Case study 2: Number and Algebra (Multiplication and Division)
Year of schooling: 6
Adjustments:
- instructional scaffolding (selection and sequencing of examples)
- opportunities for additional guided practice
- opportunities for additional feedback (provision of immediate feedback; number of problems completed correctly is graphed)
- use of grid paper to assist with the setting out of work
- use of a permanent model (multiplication grid)
Stage(s) of learning:
Case study 3
Strand (Substrand): Case study 3: Statistics and Probability (Chance)
Year of schooling: 4
Adjustments:
- changes to classroom organisation (positioning of student)
- use of audiology devices (FM transmitter and hearing aids)
- pre-teaching of the articulation of mathematics-specific language
- provision of increased processing time
Stage(s) of learning:
Case study 4
Strand (Substrand): Case study 4: Statistics and Probability (Data)
Year of schooling: 5
Adjustments:
Stage(s) of learning:
- Stage 1: pp 118–121
- Stage 2: pp 182–185
- Stage 3: pp 250–253
Case study 5
Strand (Substrand): Case study 5: Measurement and Geometry (Volume and Capacity)
Year of schooling: 3
Adjustments:
- instructional scaffolding (instructional steps on cue cards with designated group roles; provision of a choice of two strategies; use of sentence stems/cloze sentences)
- changes to classroom organisation (grouping with an appropriate peer model)
- opportunities for additional feedback
Stage(s) of learning:
Case study 6
Strand (Substrand): Case study 6: Measurement and Geometry (Area)
Year of schooling: 2
Adjustments:
Stage(s) of learning:
- Stage 1: pp 94–96
- Stage 2: pp 151–154
Case study 7
Strand (Substrand): Case study 7: Measurement and Geometry (Three-dimensional Space and Two-dimensional Space)
Year of schooling: Kindergarten
Adjustments:
- changes to classroom organisation (organisation of resources; positioning of students)
- use of alternative/adapted materials
- opportunities to use planned grips, holds, lifts and in-hand manipulations
Stage(s) of learning:
Case study 8
Strand (Substrand): Case study 8: Measurement and Geometry (Position)
Year of schooling: 2
Adjustments:
Stage(s) of learning:
- Early stage 1: p 65
- Stage 1: pp 116–117
Relating the case studies to the steps of the programming diagram
The information below relates the steps within the programming diagram to the areas designated in each of the case studies. (The numbers in brackets refer to the relevant step(s) in the programming diagram.)
Determining the starting point for instruction
The teacher:
- determines the criteria for assessment that will be used to make judgements about students’ skills and understanding. These judgements are informed by the evidence of learning gathered in relation to the selected outcomes and content to be assessed (1)
- uses gathered evidence to make judgements about students’ knowledge, skills and understanding in relation to the outcomes and content of the syllabus (2) (assessment of students’ prior knowledge, skills and understanding may involve previously gathered evidence or a particular assessment event).
Selection of outcomes and content
The teacher:
- selects outcomes at the Stage students are working towards (outcomes are central to programming as represented in the diagram). Some students with disability may be working towards earlier stage outcomes, as determined in the collaborative curriculum planning process.
- selects content from the syllabus in relation to the outcomes according to the students’ learning needs, including Working Mathematically content as appropriate (3).
Teaching strategies
The teacher:
- plans teaching strategies appropriate to the selected content, specific mathematical learning (facts, concepts, strategies and procedures) and phase of learning, and which allows students to demonstrate achievement in relation to the selected outcomes (3).
Learning experiences and assessment opportunities
The teacher:
- plans learning experiences to address the selected outcomes and content (3)
- determines how and when to assess student achievement using the planned learning experiences (2)
- documents the adjustments that individual students require to access the planned learning experiences and assessment opportunities. Adjustments for individual students should be informed by the collaborative curriculum planning process.
Feedback
The teacher:
- monitors individual students’ work during the learning experiences (4) (2)
- considers the most effective forms of feedback for individual students (4)
- provides feedback to students based on the gathered evidence of learning (4) (2).
Evidence of learning
The teacher:
- uses the evidence of learning gathered during and following the learning experiences to determine whether students have made progress as a result of the learning experiences (5) (2)
- makes judgements in relation to students’ knowledge, skills and understanding using the criteria for assessment (5) (1)
- determines whether students are ready for the next phase of learning or require further learning experiences to consolidate their knowledge, skills and understanding.
Evaluation
The teacher:
- makes judgements about the effectiveness of the teaching program based on the evidence of learning (5). This informs future programming and instruction.
Tiered outcomes and content, learning experiences and criteria for assessment
In developing a whole class program, teachers can organise students into tiers based on their learning needs. Teachers assess students’ prior knowledge, skills and understanding in a particular strand, or strands, to determine the appropriate number of tiers and the placement of students in tiers.
When planning and programming a unit of work, the teacher determines which learning experiences and assessment opportunities will be tiered and the knowledge, skills and understanding that students require before commencing tiered learning experiences. For each tier the teacher:
- selects outcomes and content
- plans learning experiences and assessment opportunities to address the selected outcomes and content
- determines the size and the number of groups
- determines support and/or adjustments that are necessary for individual students
- selects appropriate resources
- determines criteria for assessment.
In the case studies the teacher organises students into three tiers based on their learning needs.
