Differentiation & Suggested activities

Anchor 1

Suggested Activities - Resource 1

Tours are conducted in small groups, accompanied by a teacher aide where required
The “Outdoor classroom” (Block & Johnson, 2009) provides movement opportunities and hands-on engagement with natural world which caters to both students with ADHD and Indigenous students through connection to country (Yunkaporta, 2009).
Diagrams can be represented visually and symbolically and created digitally if students choose. This supports language acquisition in EAL/D, ASD & lower ability students (Walqui, 2006).

Tours are conducted in small groups, accompanied by a teacher aide where required
The “Outdoor classroom” (Block & Johnson, 2009) provides movement opportunities and hands-on engagement with natural world which caters to both students with ADHD and Indigenous students through connection to country (Yunkaporta, 2009).
Diagrams can be represented visually and symbolically and created digitally if students choose. This supports language acquisition in EAL/D, ASD & lower ability students (Walqui, 2006).

Anchor 2

Whole group discussion about what they have learned and how this applies to their own context, using questions such as ‘How does it work?’, ‘What purpose does it meet?’, ‘Who will use it?’, ‘What do I like about it?’ or ‘How can it be improved?’
Students develop draft ideas for diorama using planning app.

Multimodal texts with visual representations support communication for students with EAL/D, ASD & lower ability students (Hogden, 1995).
Students with ADHD and ASD can watch the videos on handheld devices as the use of multimedia and digital technologies to support the visual/spatial learning styles of students with Autism has been described as best practice (Hirashima, Hoppe & Young, 2007).
Noise cancelling headphones during video screenings support students with hearing impairment, and those with ASD and ADHD (Jordon & Powell, 1995).
Utilise the online activities which include different ability level activities suitable for lower ability students and higher ability students enabling students to work within their zone of proximal development (Vygotsky, 1978).
The video clips and interactive data activities do not rely heavily on written tasks, thereby increasing the inclusivity of their use especially for students for whom written communication is a weakness, according to Fetherston (2007).
Higher ability students are able to work through the online activities at their own pace and conduct their own research, enabling them to engage with the content in a deeper manner as they undertakes enrichment activities (Rogers, 2002).
Use of a social story supports understanding and engagement for students with ASD and EAL/D, Intellectually impaired students.

Anchor 3

Anchor 4

Students engage in the digital data collection and representation resources, then work in small groups, using butcher’s paper and markers, to choose different symbolic representations of the same data

Interactive learning objects help to maintain levels of attention and engagement, especially for students with ADHD and ASD (Hirashima, Hoppe & Young, 2007).
The two resources offer a range of activities for differing ability levels enabling targeted instruction at level of understanding.
The word document offers a scaffolded, visual activity to support lower ability learners.
Noise cancelling headphones during online interactive learning objects support students with hearing impairment, and those with ASD and ADHD (Jordon & Powell, 1995).

Conduct simple surveys using the different data collection methods/tools - exploring favourite foods, amount of food ready for picking etc.
Whole of class decision about which method will be best suited to the purpose of deciding on recipes for the community picnic

The flexibility of the digital resources enables easy inclusion of images for survey purposes making engagement and learning accessible to students with weak written communication skills (Fetherston, 2007).
The interactivity of the survey apps with the IWB and individual hand held devices enables the teacher to demonstrate to the whole class, and supports students to contribute at their level.
The flexibility of options for students to conduct individual surveys provides an open framework for them to demonstrate their learning.