Luther College is an independent Christian school of the Lutheran tradition in the eastern suburbs of Melbourne that offers AusVELS curriculum for Year 7-10, as well as VCE and VETis for Year 11-12. The school has a high SES rating with an ICSEA value of 1115, which is significantly higher than the average score of 1000 (ACARA, n.d.). The student population is made up of about 49% boys and 51% girls. It has no indigenous students, and 4% of the students are from non-English background. Of the 183 students who enrolled and completed their senior secondary certificate in 2014, 72% of the students were enrolled in a university, with only 14% going to TAFE, and the remaining 6% joined the workforce (My School, 2016).
The 2015 Year 7 NAPLAN …show more content…
Differentiated instruction is undeniably a suitable response to this diverse mixture. However, can it be implemented without stigmatising the students, and potentially compromising the prescribed curriculum standard? Merging and applying them, I must admit, pose a most difficult challenge. This is evinced in the first three lessons, which adapt the textbook structure for laying the disciplinary knowledge foundation. These, however, are necessary to set the stage for more advanced …show more content…
Here, play is used to introduce two real-world events (data collection of run time and jump height), which contextualises the concept of addition, subtraction and division within the social context (Tanner, 1997). Playing by a set of rules also allows for consistency and repetitions, which promote the idea of practice and modulation (Sennett, 2008), which is essential in learning mathematics. Here, peer learning is adapted as a strategy to enable me to use the same material for all students: the activities can accommodate the diverse learning needs and still engages all in their social roles (Scruggs et al., 2012). The first-half serve to establish the instrumental ground of the academic curriculum as useful knowledge (McNeil, 2009). Furthermore, students working in groups can also stimulate and maximise their social learning experience (Johnson & Johnson, 2002). In the second half, they continue to work and interact with their group members and teacher to answer the activity
The 2015 Year 7 NAPLAN …show more content…
Differentiated instruction is undeniably a suitable response to this diverse mixture. However, can it be implemented without stigmatising the students, and potentially compromising the prescribed curriculum standard? Merging and applying them, I must admit, pose a most difficult challenge. This is evinced in the first three lessons, which adapt the textbook structure for laying the disciplinary knowledge foundation. These, however, are necessary to set the stage for more advanced …show more content…
Here, play is used to introduce two real-world events (data collection of run time and jump height), which contextualises the concept of addition, subtraction and division within the social context (Tanner, 1997). Playing by a set of rules also allows for consistency and repetitions, which promote the idea of practice and modulation (Sennett, 2008), which is essential in learning mathematics. Here, peer learning is adapted as a strategy to enable me to use the same material for all students: the activities can accommodate the diverse learning needs and still engages all in their social roles (Scruggs et al., 2012). The first-half serve to establish the instrumental ground of the academic curriculum as useful knowledge (McNeil, 2009). Furthermore, students working in groups can also stimulate and maximise their social learning experience (Johnson & Johnson, 2002). In the second half, they continue to work and interact with their group members and teacher to answer the activity