Building Inclusive Secondary Classrooms (EDUC3606)

See task description on Blackboard.

For this task, you will undertake a study of some of the available literature to investigate a learning need, selected from one of the following options. It is expected that you will focus on an aspect of interest to you within one of the areas of learning need.

·    Language – e.g. dyslexia, low literacy level, developmental language disorder

·    Social / emotional – e.g. Autism Spectrum Disorder, Mental Health impacts

·    Learning attainment – e.g. low attainment, intellectual disability, gifted learners

·    Physical and sensory – e.g. hearing impairment, sensory sensitivity, Cerebral Palsy

·    Culture – e.g. Religion, sexuality, socioeconomic status

You are to prepare an annotated bibliography of five key references and draw implications for teaching in one of your discipline areas (e.g. Geography, Physics). In selecting your references, you are to include in this order:

1. One relevant chapter from the set textbook for this course
2. One chapter from another book of your choice
3. One journal article from the reference list of one of the chapters
4. Two other relevant research articles published within the last five years.

Format

In approximately 2000 words and a maximum of four pages, include:

• An introduction specifying your selected learning need and your teaching area.
• For each of the five references, include the following contents:
• Full bibliographic citation in APA format.
• Specify the content or scope of the reference and the Intended audience
• Summarise the main points
• Identify any conclusions or implications made by the author/s
• Discuss the relevance to your teaching area, connections to the APSTs that apply to your response, strengths and limitations of the work, and other applicable issues
• Conclude with implications and considerations from your analysis of the five references as a set for your teaching, particularly with reference to your chosen teaching area(s).

Reference List and Acknowledgements – (NOT included within the 2000 wordcount)

Reference List: Your full bibliographic citation in APA format which makes up part of your response is not required to be replicated within a separate reference list. If/where you use intext citations of other sources, this is required to be included in a separate reference list. The reference list is not included within the 2000 wordcount.

Acknowledgement: Please ensure you acknowledge where and how you have used AI including the AI tool used for example ChatGPT, Bing Chat, Grammarly GO. Also include:

• Questions used to generate the response.
• Refining questions used.
• Instructional questions used.
• How you have synthesised the products of AI into your assessment.

The Acknowledgement is not included within the word count.

Please be mindful of the policy outlined under assessment within the ECP and copied below for your convenience:

Use of generative AI to support or inform assessment.

The assessment tasks have been designed to be challenging, authentic and complex. Whilst students may use AI technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance.

A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.

To pass these assessments, students will be required to demonstrate detailed comprehension of their written submission independent of AI tools.

See task description on Blackboard.

In this task, you will plan a lesson to meet the needs of a range of students such as those with disability, from diverse linguistic, cultural, religious and socioeconomic backgrounds, including Indigenous learners, and with a range of abilities. The lesson plan will be applicable to one of your teaching areas and based on the Australian Curriculum.

Drawing on relevant legislative and policy documents, and using the principles of differentiated instruction and Universal Design for Learning (UDL), you will plan a lesson demonstrating teaching strategies that support student participation (including strategies for teaching Aboriginal and Torres Strait Islander students), as well as strategies for assessing what students know or are able to do as a result of the lesson. In addition to the general planning for all, you will plan learning adjustments based on a learning need such as you investigated for Task 1, indicating appropriate adjustments for teaching and assessing a student with that need.

Include (in a maximum of 4 A4 pages):

• A brief overview (no more than one A4 page) explaining the context for the lesson such as: teaching area, year level, the specific learning need you have addressed and a discussion of relevant APST standards. This is to provide background for the lesson.
• Planning for the lesson, in a format of your choice. Establish learning goals that provide achievable challenges for students of varying abilities and characteristics. This should be a maximum of two pages A4, including the UDL features.
• Indications of UDL design features for:
• Engagement (stimulate interest and motivation for learning)
• Representation (present information and content in different ways)
• Access and Expression (differentiate ways to assess learning outcomes that allow students to show what they know or can do).
• Explanation of adjustments designed to meet the learning need you have investigated.
• An explanation of teaching strategies you have chosen and how they are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.

In an appendix (not counted in the page limit) include all resources for the lesson including enabling and extending prompts*. Include references for resources (where appropriate) on the resource itself and not in a reference list at the end. This is to be useful for your future work so that you will have the reference with the resource.

Any other references can be included in a reference list in an appendix and will not be counted in the reference list.

Acknowledgement: Please ensure you acknowledge where and how you have used AI including the AI tool used for example ChatGPT, BingChat, Grammarly GO. Also include:

• Questions used to generate the response.
• Refining questions used.
• Instructional questions used.
• How you have synthesised the products of AI into your assessment.

The Acknowledgement is not included within the word count.

Please be mindful of the policy outlined under assessment within the ECP.

* Enabling and extending prompts represent a technique developed to support learners from a range of abilities. See: Sullivan, P., Mousley, J., & Zevenbergen, R. (2006). Teacher actions to maximize mathematics learning opportunities in heterogeneous classrooms. International Journal of Science and Mathematics Education, 4, 117-143.

See task description on Blackboard.

This is a culminating task where you will build on your understandings of building inclusive classrooms by documenting preparations for a meeting with parents.

Scenario: [Note – this will vary. The PLP provided will be a de-identified current document]

Two weeks into the new school year, the parents of a student in your year 9 class have asked to meet with you to discuss how you will accommodate their child’s learning needs as specified in the Personalised Learning Plan (PLP).

In this task, you will document your preparation for the meeting (up to five pages), including the following:

1. Background (suggested two A4 pages)

• A summary of the relevant legislation and policy documents. (Choose a jurisdiction where you plan to teach).
• An indication of the assessment data (formative and summative) you would study prior to the meeting to provide background on the student’s progress.
• An overview of your investigation of applicable external professionals and community representatives including professional support networks, such as disability associations, and other community groups for extending your personal professional knowledge and practice.

2. A plan for the meeting (suggested two A4 pages)

• Location, timing, seating arrangement, refreshments etc.
• Introductions – opportunity for parents to indicate what they wish to gain from the meeting
• How you will work with parents/carers over the year, including considerations of sensitivity, confidentiality, seeking their input and advice, and how you intend to collaborate with them throughout the year
• Explanation of learning adjustments applicable to your subject area in response to the student’s PLP
• Explanation of reasonable adjustments planned for assessment, in response to the PLP
• Explanation of your plan for the student’s wellbeing and safety, including positive behaviour support processes (Tier 1, 2 or 3, as applicable).

3. Follow up (suggested up to one A4 page)

• Recording of the conversation
• Further meetings
• Reporting to others (e.g., school learning support team)

Acknowledgement: Please ensure you acknowledge if, where and how you have used AI including the AI tool used for example ChatGPT, Bing Chat, Grammarly GO.

Also include:

• Questions used to generate the response.
• Refining questions used.
• Instructional questions used.
• How you have synthesised the products of AI into your assessment.

The Acknowledgement is not included within the word count.

Please be mindful of the policy outlined under assessment within the ECP.

The acknowledgment is not included in the page limit.