This page was developed for the purposes of Assignment 3 within the Differentiation and Inclusive Educational Practices topic at Flinders University, EDUC 9406. This assignment has four parts; 1,2, 3 and 4 which can be accessed via the links below. These aim to demonstrate my rationale for differentiation and inclusion for teaching a diverse range of students.
References for all parts are listed in the references section on this page.
ACARA. (2019, November 15). Students for whom are EALD. [Website]. Retrieved from https://www.australiancurriculum.edu.au/resources/student-diversity/students-for-whom-eald.
Ainscow, M. (2013) Special Issue: Examining Theory and Practice in Inclusive Education. Trinity Education Papers, 2, 2-11
Australian Institute for Training and School Leadership (AITSL). (2019, November 15) Australian Professional Standards for Teachers [Website]
Retrieved from https://www.aitsl.edu.au/teach/standards
Australian Government, Department for Education. (2019, November 15) Disability Standards for Education, 2005. [Online pdf.] Retrieved from https://docs.education.gov.au/system/files/doc/other/dse-fact-sheet-2-dse_0.pdf
Casey, J. (2018). Web annotation technologies for learning. Compass: Journal of Learning and Teaching, 11(1), Compass: Journal of Learning and Teaching, 04/24/2018, Vol.11(1).
Commonwealth of Australia. (2019, November 15). Disability Standards for Education 2005. [Website} Retrieved from https://docs.education.gov.au/system/files/doc/other/disability_standards_for_education_2005_plus_guidance_notes.pdf
Department for Education. (2019, November 15). Index of Educational disadvantage. [Website]. Retrieved from https://www.education.sa.gov.au/department/about-department/statistics-and-reports-about-sites-students-and-staff
Doubet, K. & Hockett, J. (2017). Differentiation in the Elementary Grades: Strategies to Engage and Equip All Learners. Alexandria: Association for Supervision & Curriculum Development.
Dweck, C. (2012). Mindset: Its Role in Learning, Teaching and Differentiation. Paper presented at SGIS Conference Switzerland, March 9. Retrieved October 1, 2016 from http://www.caroltomlinson.com/Presentations/zug_Mindset_DI.pdf
Education World. (2019, November 15). Keeping Kids Above the Line. [website]. Retrieved from https://www.educationworld.com/a_admin/admin/admin594.shtml
Foreman. P. (2017). Inclusion in Action. VIC: Cengage Australia.
Government of South Australia, Department for Education and Child Development. (2019, November 15). The SMARTAR Goal and SMART Intervention Toolkit. [Website]. Retrieved from http://web.seru.sa.edu.au/wp-content/uploads/2017/09/SMARTAR-GOAL-for-Non-DECD-Service-Providers-Procedure.pdf
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
Hudson, P. (2013). Learning to teach in the primary school. Port Melbourne, Vic.: Cambridge University Press.
Institutes on Academy Diversity, University of Virginia. (2019, November 15). Continuous Assessment.[Video file]. Retrieved from www.differentiationcentral.com/com/videos/
Jarvis, J. (2016) Anchor Activities Workshop materials. School of Education: Flinders University
Jarvis, J. (2019, November 15). Lecture 2: High quality curriculum to support effective differentiation.[PowerPoint slides]. retrieved from https://flo.flinders.edu.au/course/view.php?id=57528
Jarvis, J. (2019, November 16). Lecture 6: Leading and Managing a differentiated classroom. [online lecture]. Retrieved from https://flo.flinders.edu.au/course/view.php?id=57528
Kagan, S. (2009). Kagan Structures: A Miracle of Active Engagement. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Retrieved from http:// www.KaganOnline.com
Marzano, R. J. (2017). The New Art and Science of Teaching. Bloomington, IN:Solution Tree Press.
Moon, J. (2004). A handbook of reflective and experiential learning : Theory and practice. New York: RoutledgeFalmer.
Noble, A. (2019 November 15). Module 7: Introduction to individual education plans. [Online presentation]. Retrieved from https://flo.flinders.edu.au/course/view.php?id=57528
Sousa, D., & Tomlinson, C. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Bloomington, IN: Solution Tree Press.
South Australia Department for Education. (2019, November 15). Learning Plans Simplified. [Website]. Retrieved from https://www.education.sa.gov.au/department/media-centre/media-releases/learning-plans-simplified-one-child-one-plan-project
TCH, Teaching Channel. (2019, November 15). New Teacher Survival Guide: Differentiating Instruction. [Online Video]. Retrieved from https://www.teachingchannel.org/video/differentiating-instruction
Tomlinson, C., & Imbeau, M. (2010). Leading and managing a differentiated classroom. ASCD
Tomlinson, C. A. (2014). Good curriculum as a basis for differentiation. In, The differentiated classroom: Responding to the needs of all learners (2nd ed., pp. 60-79). Alexandria, VA: ASCD.
UNESCO. (2019, November 15). UNESCO Digital Library. A guide for ensuring inclusion and equity in education. [Website] Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000248254
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. ASCD
William, D. (Teacher Magazine-ACER). (2019, March 6). Dylan William on Effective Questioning in the Classroom. [Website]. Retrieved from https://www.teachermagazine.com.au/articles/teacher-podcast-dylan-wiliam-on-effective-questioning-in-the-classroom?utm_source=CM&utm_medium=Bulletin&utm_content-