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this assignment is the preparation of a Project Report with a maximum length of 2,000 words excluding reference and any appendices.
This must be a project that you develop for this assessment, not a unit you have already used in your teaching career.
Describe (using a pseudonym) a student in your classroom or teaching-learning setting, or a hypothetical student (give year level, learning characteristics, unique strengths, and differences to be accommodated).
Obtain a copy of one of the Year 1 to 10 Syllabuses (from the Queensland Studies Authority website) in a key learning area. Examine the Syllabus in terms of the outcomes required. Select and describe one outcome at a level appropriate for the student.
Taking the role of a class teacher or an advisory learning enhancement teacher, develop a lesson demonstrating Universal Design for Learning principles and practices in your upfront planning and the practices of differentiated instruction that might be necessary/could be anticipated during the teaching of that lesson for your nominated student.
Explain how the content of the lesson (curricula), the teaching practices and strategies are consistent with the principles and practices of UDL and differentiation and the student‘s characteristics. To support your reasons, ensure you cite the research literature that you have read in this course (given in weeks 5 to 12) and your additional reading selected from database searches. The explanations and use of research and contemporary literature constitute an important aspect of this assessment task
Your report should include:
•a 200-word (approx.) case study of your student.
•the name of the Syllabus, Strand, level of outcome, and statement of outcome.
•a description of one lesson including the lesson activities. (You should use a lesson plan format with which you are familiar or select one from a website on the internet.)
•labels (in some way) that identify the elements that relate to UDL and to differentiation.
•explanations with evidence from the research and contemporary literature (post-2000). Reasons can be theoretical, conceptual, and/or empirical. This is an important aspect of this assessment task and, thus, should comprise the bulk of the report.
This is also an open assignment in terms of topic selection.
If you have difficulties accessing the syllabus information for this assessment item. I light of this, I suggest you go to the QSA website
http://www.qsa.qld.edu.au/13634.html
This will show that Australian National Curriculum. Choose a subject area. Choose a Year level and download that information. Scroll down to the review sheet and look at the different areas that need to be addressed for that subject area at that level. Choose one you think is appropriate for your assignment, then click on the code number in blue & that will take you to a precise description of what is required. You can build your lesson around this.
You may like to look at a couple of different levels or requirements before you choose the one you would like to undertake.
These are some resources
ACCOUNTING for cultural diversity : issues of equity and authenticity in assessment with particular a Sakrzewski, Margaret
ADAPTING curriculum and management strategies to support students with special needs in the inclusive Conway, Robert N. F., 1949-
APPLYING learner-centered principles in teacher education [course reading] Pierce, Jean W. APPLYING the LCPs to high school education [course reading] Weinberger, Elizabeth
APPROACHES to comprehension instruction : for students with literacy problems at the high school leve Brennan, S.
ASSESSING learning process : useful information for teacher and students [course reading] Carl, S. C.
ASSESSING professional collaboration in schools : knowing what works [course reading] Gable, Robert A.
ASSESSMENT accommodation checklist: who, what, where, when, why and how? [course reading] Elliott, Stephen N.
ASSESSMENT and grading in high school mathematics classrooms [course reading] Senk, Sharon
ASSESSMENT for instruction of students with developmental disabilities [course reading] Hilton, Alan L.
ASSESSMENT must lead to action [course reading] Westwood, Peter
ASSISTIVE technology, universal design, universal design for learning : improved learning opportuniti Hitchcock, C.
BAIYAI – meeting place of two parties : the pedagogical literacy relationship [course reading] Munns, G.
BALANCING perspectives on mathematics instruction [course reading] Jones, E. D.
BEHAVIOURAL supports for parents of children with an intellectual disability and problem behaviours : Gavidia-Payne, Susana
BEST practices in promoting reading comprehension in students with learning disabilities 1976 to 1996 Mastropieri, Margo A., 1951-
BEYOND strategies : teacher beliefs and writing instruction in two primary inclusion classrooms [cour Weibe Berry, Ruth A.
BLURRING the boundaries through collaborative teaching [course reading] Whitten, Elizabeth
CASE studies in co-teaching in the content areas : successes, failures and challenges [course reading Mastropieri, Margo
CASE study of inclusive school development : a journey of learning [course reading] Carrington, Suzanne B.
CELEBRATING diversity and denying disparities : a critical assessment [course reading] Lubienski, S. T.
CLINICAL exchange : infusing language enhancement into the reading curriculum for disadvantaged adole Fleming, J.
CO-TEACHING in secondary schools: teacher reports of developments in Australian and American classroo Rice, Don
COLLABORATIVE approach to planning in the content areas for students with learning disabilities : acc Jitendra, Asha K.
COLLABORATIVE teaming to support students at risk and students with severe disabilities in general ed Hunt, Pam
COMPREHENSION : the purposeful, strategic and critical construction of meaning [course reading] van Kraayenoord, Christa
CULTURALLY relevant pedagogy : ingredients for critical teacher reflection [course reading] Howard, T.
CULTURALLY responsive teaching in special education for ethnically diverse students : setting the sta Gay, Geneva
DEVELOPING cultural critical consciousness and self-reflection in preservice teacher education [cours Gay, Geneva
DEVELOPING inclusive practices for delivering the curriculum at Singleton High School [course reading Hunt, P.
DEVELOPMENT of academic self-efficacy [course reading] Schunk, Dale
DIFFERENTIATED instruction for all students [course reading] Van Kraayenoord, Christina E.
DIFFERENTIATED instruction : inclusive strategies for standards-based learning that benefit the whole Lawrence-Brown, Diana
DIFFERENTIATION and equal opportunities [course reading] Hart, Susan, 1947-
DISTINGUISHING communicative difference from language disorder in bilingual children [course reading] Wei, Li., 1961-
DOES temperament influence children’s achievement in school? [course reading] Keogh, Barbara
EFFECTS and perceived consequences of using read-aloud and teacher-recommended testing accommodations McKevitt, B. C.
EFFECTS and perceived consequences of using read-aloud and teacher-recommended testing accommodations McKevitt, B. C.
ELIMINATING ableism in education [course reading] Hehir, Thomas
ENHANCING argumentative essay writing of fourth-grade students with learning disabilities [course rea Deatline-Buchman, Andria
ENIGMA in our schools : students who are academically talented and learning-disabled [course reading] Sturgess, Anne
EVALUATING cooperative teaching teams [course reading] Salend, Spencer J.
EVALUATION of a conflict-resolution and problem-solving programme to enhance adolescents’ self-concep Hay, I.
EVERYTHING I needed to know about teaching I learned from my children : six deep teaching priciples f Rickford, Angela
EXAMINING middle school inclusion classrooms through the lens of learner-centered principles [course King, Ilda Carreiro
EXPLICITLY teaching struggling writers : strategies for mastering the writing process [course reading Graham, Steve
FOUR approaches to comprehension instruction [course reading] Brennan, Stephanie
FOUR variables for success [course reading] Coleman, M.
FRAMEWORK for culturally responsive teaching [course reading] Wlodkoski, R. J.
FRAMEWORK for the redesign of K-12 education in the context of current educational reform [course rea McCombs, Barbara L. FROM gibberish to phonemic awareness : effective decoding instruction [course reading] Smith, Corinne Roth GETTING started with collaboration [course reading] Montague, Marjorie, 1945- GRADING and differentiation : paradox or good practice? [course reading] Tomlinson, Carol Handbook of Metamemory and Memory [electronic resource] / edited by John Dunlosky, Robert A. Bjork. (no author) HELP for struggling upper-grade elementary readers [course reading] Lubliner, L. HOME-school collaboration : working with families [course reading] Smith, Tom E. C.
I have to use turnitin so I need it without plagiarism please.
Thank you
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