1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Proficient: Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.
From observations I made on my final teaching placement (Reception age), I realised that some students were struggling with the concept of writing. A literacy strategy I enlisted was getting students to attempt a drawing that conveys to me what they are trying to say or get them to verbally explain what their ideas are. I used observation as a strategy to monitor particular aspects and understanding that students have acquired from a lesson. To do this I needed to have a clear understanding as to why I am observing, what is it that I am wanting to achieve from this particular observation? For me in this particular lesson students were asked to reflect on what they did in the school holidays (Whitton, Barker, Nosworthy, Sinclair, Nanlohy, 2009). Their reading and writing ability develops as their visual and motor skills develop. Since young learners are still developing fine motor skills, letter writing and identification represent demanding and complex tasks (Steffani & Selvester, p125, 2009).
Sometimes if they are able to express their ideas in alternative ways such as through voice or illustrations, I will scribe for them. I usually ask that they then have a go at copying the writing. I learnt through this that students have different abilities and readiness and therefore progress at different stages. Below are some examples of students work where I have either scribed or they have attempted a picture as an alternative to writing. Students were all working towards the same result, but through alternative ways.
Sometimes if they are able to express their ideas in alternative ways such as through voice or illustrations, I will scribe for them. I usually ask that they then have a go at copying the writing. I learnt through this that students have different abilities and readiness and therefore progress at different stages. Below are some examples of students work where I have either scribed or they have attempted a picture as an alternative to writing. Students were all working towards the same result, but through alternative ways.
![Picture](/uploads/9/0/0/1/90015093/img192.jpg?250)
Tony, age 5.
![Picture](/uploads/9/0/0/1/90015093/img194.jpg?250)
Oscar, age 5.
Steffani, S., and Selvester, P.M., (2009). The Relationship of Drawing, Writing, Literacy, and Math in Kindergarten Children. Reading Horizons, 49(2), pp. 125-142.
Whitton, D. (2009). Learning for teaching. South Melbourne, Vic.: Cengage Learning Australia.
Whitton, D. (2009). Learning for teaching. South Melbourne, Vic.: Cengage Learning Australia.