LA

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

Diversity in the Classroom

  • Learners differ in age, culture, language, religion, socio-economic status, abilities, interests, maturity.
  • Case: Mandy (5 y) vs Minh (6 y) → age gap of \approx 20\%; impacts early literacy, numeracy, coordination, physical strength.
  • 1.3 Diverse linguistic, cultural, religious, socio-economic backgrounds
  • 1.4 Aboriginal & Torres Strait Islander strategies
  • 1.5 Differentiate for full ability range
  • 1.6 Enable full participation of students with disability
  • 4.1 Support student participation

Culturally Responsive Teaching

  • Treat cultural diversity as a strength; accept, value, accommodate.
  • Adapt communication: forms of address, personal space, eye contact.
  • Vary pedagogy: explicit instruction, collaborative learning.
  • Integrate “8 Aboriginal Ways of Learning” (Story Sharing, Learning Maps, Symbols & Images, Land Links, etc.).

Differentiation

  • Premise: every student can learn with suitable guidance.
  • Adjust what students learn, how they learn, how they show learning.
  • Balance: not individual programs for all, but equitable entry points, varied routines, high expectations.

Tomlinson’s Model

  • Content – facts, concepts, skills, materials.
  • Process – activities for meaning-making.
  • Product – evidence/demonstrations of learning.

Factors Affecting Readiness

  • Prior knowledge & experiences
  • Cognitive ability, maturity, self-efficacy
  • Home environment, cultural perceptions of schooling
  • Interests, strengths, talents

Supporting Students with Disabilities (1.6)

Hearing Impairment

  • Seat front; gain attention by name/signal.
  • Face student; speak naturally & clearly; add visual cues.

Vision Impairment

  • Seat front; speak clearly; organise space/routines.
  • Use tactile cues, large-print/tech aids; manage lighting.

Autism Spectrum

  • Establish clear structures & routines.
  • Break tasks into steps; visual reminders/timers.
  • Provide self-regulation options; create a calm zone.

Linguistic Diversity (1.3)

  • Teach in meaningful contexts; act out/draw.
  • Provide visual supports, key words, clear structure.
  • Avoid overload & colloquialisms; adapt assessments.

Reflective Planning Questions

  • How will students’ physical, social, intellectual traits impact planning, teaching, assessment?
  • What needs are common to all learners?
  • Where can I find further resources on learner diversity?