Details for EDU541 Differentiated Curriculum and Learning Management

This subject will investigate the curriculum implications of catering for the range of abilities within the classroom. This subject will revisit a number of learning theorists whose ideas inform classroom instruction e.g. concept of intelligence, theories of learning and multiple intelligences, emotion and motivation. It provides an overview of some recent findings of cognitive science and neuroscience and their application to the classroom. Educational approaches such as academic, linguistic, socio-economic and culture-based segregation, integration, mainstreaming, and managing challenging behaviour will be critiqued while reviewing differentiation and individualisation. Legislative and policy implications and their impact on learning management programs in a range of educational contexts will be explored. The roles of integration of professionals in the case management of children with learning needs will be examined, together with consideration of parent, caregiver and/or community participation. Different models of communicating, assessing and reporting will be examined. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU541
• Credit points: 10

Subject Coordinator

Prerequisite

The following courses are prerequisites:

• EDU407 Foundations of Christian Education
  or
• 40 credit points.

Unit Content

Outcomes

1. Identify the legislative requirements and teaching strategies that support participation and learning of students with disability; 
2. Integrate research into how students learn and the implications for teaching; 
3. Consider the implications of diverse linguistic, cultural, religious and socioeconomic backgrounds and how they impact on learning and classroom management and programs and services that contribute to student outcomes and the equity and quality of school education; 
4. Critically appraise teaching strategies and assessment moderation that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds, including those from the aboriginal and Torres Strait Islander communities, through the lens of a Christian or alternate worldview; 
5. Critically evaluate practical approaches to manage challenging behaviour; 
6. Prepare curriculum, assessment and reporting knowledge to design learning sequences and lesson plans; 
7. Discuss in detail the strategies for differentiating teaching to meet the specific learning needs of students across the full range of abilities; 
8. Critically analyse the role of external professionals and community representatives, including those from the Aboriginal and Torres Strait Islander communities, in broadening teachers’ professional knowledge and practice. 

Subject Content

1. Setting the Context for Differentiation: Nature of intelligence, Individual differences; Intelligence: assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning; Disability: normalisation, social justice, labelling; Approaches: institutionalisation and de-institutionalisation, sterilisation, inclusion, segregation, integration, mainstreaming- least restrictive environments, Social Role Valorisation. Consideration of national legislation including Disability Standards for Education, as well as other  Education Acts and policies. Analyse the effectiveness of current educational and social policies and programs for promoting equity in education, including Christian and alternate views of social inclusion; strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. 
2. Teaching in Culturally Diverse Classrooms: Understanding how to support students and their families from culturally and linguistically diverse backgrounds; understanding the additional educational needs and support required by those students who are newly arrived (immigrants or refugees) to participate successfully at school. Developing diverse and inclusive learning environments that foster intercultural understandings. Development of learning and teaching strategies for second language learners in the context of the mainstream classroom, including skills in inclusive practices in relation to the curriculum, classroom teaching and assessment. 
3. Approaches to Curriculum Modification: individualisation and differentiation resources; Cross–Curricular Education; Individualisation and Differentiation. Competency-based learning, cooperative learning, multiple intelligences, and task-based learning approaches to support differentiation in the classroom. Strategies to develop collaborative relationships with  specialist teachers, professional support personnel, families and communities to ensure culturally appropriate approaches. Apply culture, identity, cultural diversity and the learner in effective learning environments.
4. Strategies for differentiation and learning management in the classroom: Strategies to meet social/ emotional needs; Strategies to meet physical needs; Strategies to meet educational needs; Strategies to manage challenging behaviour; strategies that support students’ well-being; relate teaching strategies to specific models of instruction; prepare and implement lesson plans for different models of instruction; create stimulating and effective assessment procedures; analyse teaching plans and resulting classroom interactions and relate them to current pedagogical literature. Design and evaluate stimulating and effective assessment procedures appropriate for differentiated learner needs; understanding of assessment moderation and its application to support consistent and comparable judgements of student learning. Explicit teaching of reading and writing, speaking and listening and a sound knowledge of mathematics appropriate to student’s level and area of teaching; literacy and numeracy development; understanding of how effective teaching, including curriculum rigour, engagement, participation and inclusion, is a key factor in effective classroom management. Consider various ways to establish and maintain learners’ motivation within the different contexts in classrooms. 
5. Collaborative relationships: Strategies to develop partnerships with multicultural students, families and communities. Collaborative relationships with human resources: professionals, specialist teachers, school community liaison personnel and community and family partnerships. Develop materials which support the uniqueness of each teaching situation in terms of the age and proficiency levels of the learners; suggest meaningful activities for various groups of learners. 

This course may be offered in the following formats

• Face to face on site (extensive)
• Face to face on site (intensive)
• ​E-learning (online/asynchronous) 
• ​​E-learning (online/synchronous) 

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Case Study Presentation (35%)
2. Critical Reflection (30%)
3. Lesson Plan Sequence (35%)

Prescribed Text

References will include the most current curriculum requirements for schools.

• Armstrong, T. (2012). Neurodiversity in the Classroom: Strength-based strategies to help students with special needs succeed in school and life. Alexandria, VA: Association for Supervision and Curriculum Development. 
• Ashman, A., & Elkins, J. (2018). Education for inclusion and diversity. (6th ed.). Frenchs Forest, NSW: Pearson Education Australia. 
• Burridge, N. & Chodkiewicz, A. (2008). Representations of cultural diversity in school and community settings. Sydney: UTS Printing  
• Dixon, F. A. (2014). Differentiated instruction, professional development and teach efficacy. Journal for the Education of the Gifted, 37(2), 111-127. 
• Forrest, J., Lean, G., & Dunn, K. (2017). Attitudes of Classroom Teachers to Cultural Diversity and Multicultural Education in Country New South Wales, Australia. Australian Journal of Teacher Education. 42(5).      
• Gardner, H. (2011). Frames of mind: The theory of multiple intelligences. (2nd ed.). New York, NY: Basic Books.  
• Hacker, D., Dunlosky, J., & Graesser, A. (Eds.). (2009). Handbook of metacognition in education. New York, NY: Routledge. 
• Hattie, J. (2011). Visible learning for teachers: Maximising the impact for learning. Oxford, UK: Routledge. 
• Killen, R. (2015). Effective teaching strategies: Lessons from research and practice. (7th ed.). South Melbourne, VIC: Cengage Learning 
• Llewellyn, L. (2015). Culturally Appropriate Behaviour Support for Australian Indigenous Students: What Does the Literature Show? AARE Conference, Western Australia. 
• Lloyd, N., Lewthwaite, B.E., Osborne, B., Boon, H.J., (2015). Effective Teaching Practices for Aboriginal and Torres Strait Islander Students: A review of Literature. Australian Journal of Teacher Education. 40(11).   
• Mills, M. (2014). Differentiated learning: From policy to classroom. Oxford Review of Education, 40(3), 331-348. 
• Ockenden, L. (2014). Positive Learning Environments for Indigenous Children and Young People. Resource Sheet no. 33, Closing the Gap Clearing House.  
• Ornstein, A.C., & Hunkins, F.P. (2016). Curriculum: Foundations, Principles and Issues (7th ed.). Frenchs Forest, NSW: Pearson. 
• Rudnick, D.L., (2019) Walking on egg shells: colorblind ideology and race talk in teacher education, Multicultural Education Review, 11:3, 216-233, DOI: 10.1080/2005615X.2019.1644043 
• Turner, A., Wilson, K., & Wilks, J. (2017). Aboriginal community engagement in primary schooling: Promoting learning through a cross-cultural lens. Australian Journal of Teacher Education, 42 (11), 96-116.  
• Tyler, R.W. (2013). Basic Principles of Curriculum and Instruction. Chicago, IL: University of Chicago Press. 
• VanTassel-Baska, J. (2014). Curriculum issues – back to the future: Differentiated curriculum in the rear view mirror. Gifted Children Today, 37(3), 200-201.