Sequenced Lesson Analysis

Our sequenced lessons were designed in such a way to ensure every child within the classroom had an equal opportunity to learning the content in the curriculum based around Space and Earth Sciences. To certify this, we incorporated a variety of teaching and learning strategies that cater for individual students’ needs, wants and abilities whilst holding them to their highest capability. When catering for the mixed abilities in our lessons, it was vital to consider differentiated instruction. This involves recognising students’ ‘varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively’ (Hall, Strangman, & Meyer, 2003, p. 2). Ontario Public Service (2013), mentions that differentiated instruction involves using a …show more content…
We incorporated lots of opportunities for visuals and graphic organisers to be utilised so the child with autism could better understand the lesson’s content. We catered for other learning styles too, such as those who were tactile or kinaesthetic learners by having lots of hands on activities within our lessons, and those who were more logical or mathematically minded, we included tasks that required them to problem solve, measure and make connections to previous knowledge. By understanding how students learn best, it enables educators to differentiate instruction effectively and meet the needs of all children (Ontario Public Service, 2013; O'Briwn & Guiney, 2001). In our lessons, the educator can refer to a poster which had a number of learning styles with a brief description of how best to present information to a child with a particular learning style. Nolan and Raban (2015), say that teaching material in multiple ways (visually, auditory, kinaesthetically and so on), can actually lead to deeper understanding from all children, regardless of learning style. Thus, making it effective approach for the entire