Differentiation by ability
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Setting the basic expectations.
Adding extension for students with advanced abilities:
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As by this year level students will be able to handle Graffiti art, Manga and graphic design, if they would like to experiment with these guidance and support should be given. (Dinham, 2022)
Offering support for students needing assistance
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Flexibility with time and option of choosing to work with a partner.
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Instructions should be further broken into steps with visuals
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simplify concepts
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Repeating instructions if necessary.
This ensures all students can succeed at their level.
Cultural and Linguistic Diversity
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Use simple language and repeat key words (e.g. migrate, travel, survive)
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Use visual aids and signs to support
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Share cultural/geographical connections to animals or nature so students from divers’ backgrounds understand the assignment better when seeing familiar settings.
Inclusion of student with disabilities
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Personalized learning and support by:
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Consulting and collaborating with student and caregivers to know their strengths and limitations
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Assess and identify the needs
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Provide personalized adjustments
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Monitor and review the impact of adjustments
Teaching practices:
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Physical adjustments in the classroom as needed
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Positive behavioral Interventions and Supports
-Maintaining a safe and supportive environment.
-Feedback for effort and participation and progress over time.
(AITSL, 2020)
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Easy to work with tools (thick brushes, easy-grip pencils)
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Offer choice of materials (to avoid messy or uncomfortable textures)
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Provide a quiet workspace if needed