teaching portfolio

 

Clusters: 1 (Standards 1 - 5) | 2 (Standards 6-9) | 3 (Standard 10)

Standards: 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10

 

Standard 4 - Design and implement learning experiences that value diversity

 

I understand that my students possess a wide range of abilities, backgrounds and aspirations (Van Kraayenoord, Elkins, Palner & Rickards, 2000). I believe that teaching for diversity involves providing learning experiences that address the varying needs of these students. By adopting a problem-based, co-operative learning approach (Carrington & Keefe, 2006), I aim to create opportunities for all students to be active contributors. Encouraging students to work co-operatively creates a culture of respect where all students are acknowledged and receive extra one-on-one help from peers. This strengthens the skills of those needing extra attention and re-enforces outcomes for the higher achievers (Ashman & Elkins, 2005).

 

During my professional experience at a catholic boys school I was entrusted with the task of creating revision program for a grade 12 IPT class of 23 students. There were no students with learning disabilities or difficulties and diversity was limited to ability and self-efficacy in programming.

 

I developed a problem-based sequence of three programs in which students created a progressively more complex calculator using the Delphi Integrated Development Environment (IDE). The sequence was designed to reinforce modularity (artefact 1 – the Vanilla procedure and artefacts 2 and 3 – the function) as well as basic (artefact 1 – addition) and increasingly advanced arithmetic (artefacts 2 – subtraction, multiplication and 3 – division and multiple operators). In an attempt to use students’ zone of proximal development, I deliberately connected the task to a similar calculator they had created earlier in the course. I grouped the students into pairs to work through the problems together.

 

As well as provide a reasonable challenge for the low achievers, the sequence was left open in the final task for the high achievers to create a realistic calculator (involving division and multiple operators), well beyond the expected outcomes. The students worked well together, in particular the stronger students mentoring their weaker peers. All students managed to create the basic calculator with almost three quarters of the class completing the second version. Over the three lessons students were constantly discussing the requirements, encouraging each other to complete the tasks.

 

I found peer mentoring an invaluable tool. With so many students of such varying abilities in a classroom, having them collaborating effectively means you have more time available for the weaker students. I found that the class came together as a community, respecting each other’s personalities and abilities to solve these and many other problems.

 

To this point I have not experienced diversity beyond ability and gender. I feel that I my own practices would benefit from future professional development and experience in working with students who have learning disabilities or difficulties.

 

References

Carrington, S., & Keefe, M. (2006). Schools and Diversity. Frenchs Forest: Pearson Education Australia. 

Van Kraayenoord, C., Elkins, L., Palmer, C., & Rickards, F. (2000) Literacy, numeracy and students with disabilities. The literature review, 2. Canberra: Department of Education, Training and Youth Affairs. 

Ashman, A., & Elkins, J. (2005). Educating Children with Diverse Abilities. Frenchs Forest: Pearson Education Australia.