EDL1240/EDU1310 – Planning for Learner Diversity (Week 10)

Question-and-answer flashcards covering key concepts from Week 10’s lecture on learner diversity, including AITSL standards, culturally responsive teaching, differentiation, and classroom strategies for diverse learning needs.

According to the lecture, what is the main reason teachers must ‘know their students’ in relation to AITSL standards?

To meet Standards 1.3–1.6 and 4.1, which require teachers to support participation, address diverse backgrounds, differentiate instruction, and include students with disabilities.

Name two AITSL standards that specifically address cultural and linguistic diversity.

Standard 1.3 (students with diverse linguistic, cultural, religious, socio-economic backgrounds) and Standard 1.4 (strategies for teaching Aboriginal and Torres Strait Islander students).

What percentage older is Minh than Mandy, and why is this significant?

Minh is almost 20 % older than Mandy, highlighting how age differences can affect early reading, counting, motor skills, and physical strength.

List two developmental areas the teacher must consider when students differ by almost a year in age.

Early reading skills and early counting skills (also acceptable: hand-eye coordination, physical size/strength).

How should culturally responsive teaching view cultural diversity in the classroom?

As a strength to be accepted, valued, and accommodated.

Give two communication factors a teacher should consider for culturally responsive teaching.

Informal address vs. formal, physical distance, eye contact (any two).

At graduate level, what must teachers demonstrate for AITSL Standard 1.4?

Broad knowledge of how culture, cultural identity, and linguistic background affect the education of Aboriginal and Torres Strait Islander students.

Name four of the ‘8 Aboriginal Ways of Learning’.

Possible answers: Learning Maps, Story Sharing, Symbols & Images, Land Links, Community Links, Non-verbal, Deconstruct/Reconstruct, Non-Linear (any four).

What is the core premise behind effective differentiation?

Every student can learn with appropriate guidance and support.

In Tomlinson’s model, what does ‘Content’ refer to?

The facts, concepts, principles, attitudes, skills, and materials related to the subject.

In Tomlinson’s model, how is ‘Process’ defined?

How the learner makes sense of, understands, and takes ownership of key facts, concepts, and skills.

According to Tomlinson, what is a ‘Product’?

The way a student demonstrates what they have learned and can do after the learning experience.

List three factors (other than age) that might explain learning differences between Mandy and Minh.

Any three: prior knowledge, cognitive ability, home environment, maturity level, self-efficacy, culturally-determined perceptions of school, interests/strengths/talents.

Why is differentiation NOT the same as writing an Individual Education Plan (IEP) for every student?

Differentiation balances class-wide instruction with varied approaches, giving all students access to success without requiring individual programs for each learner.

State one guiding principle for balanced differentiation mentioned in the lecture.

'Start with what students know and help them grow' (also acceptable: vary routine, maintain high standards for all).

What does AITSL Standard 1.6 require regarding students with disabilities?

Teachers must support students with disabilities to participate fully in lessons.

Give two classroom strategies to support a student with hearing impairment.

Seat near front, call name/ give signal before speaking, face student, speak clearly, use visual cues (any two).

Give two accommodations recommended for a student with vision impairment.

Seat near front, speak clearly, organised space, tactile cues, large-print or tech aids, manage lighting sensitivity (any two).

What classroom feature can help students on the autism spectrum self-regulate?

A designated ‘calm zone’.

When supporting linguistic diversity (Standard 1.3), why should teachers avoid colloquial language?

Because colloquial expressions may confuse EAL/D students and impede comprehension.

Name one way to modify assessment for linguistically diverse learners.

Provide visuals, key words, structured formats, or reduce non-essential language load.

How can acting out or drawing aid linguistically diverse students?

It places language in familiar, contextualised events, enhancing comprehension.

What question should teachers ask themselves about the characteristics of their students when planning?

How will the physical, social, and intellectual characteristics of students impact my planning, teaching, and assessing?

Why is self-esteem important when differentiating for students like Mandy and Minh?

Building self-esteem helps students tackle challenging tasks and develop confidence.

Where can a pre-service teacher look for further information on planning for learner diversity?

Professional readings, university resources, AITSL website, mentor teachers, and relevant educational literature.