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Evidence 5: Differentiated Student: Modified unit of work (click link)

(1.3, 1.5, 1.6, 2.1, 2.2, 3.1, 4.1, 7.2)

Annotation: Year 7/8 Drama studies at Daramalan College is a unit focused on mime, movement, creating character, improvisation, melodrama, writing reflections of evolutionary statements regarding own/others performances and performing. The unit is a fun and exploratory introduction to drama, but for some students (modified or ion an individual learning plan) the process of performance can be daunting. My first semester at Daramalan College I had several students in IP's and one on a fully modified unit of work in my Year 7 Cohort. In the development of Learner Profiles and Individual Plans, it is required that I take into consideration what are achievable goals and strategies for students to succeed in their studies by establishing challenging but attainable goals (3.1).

 

I am no stranger to the art of differentiation strategies in the classroom, but was less experienced in the course design aspect of modified work. The attached Modified work was one I created for this unit of work. I differentiated teaching to meet the specific learning needs of students across the full range of abilities (1.5), and applied strategies to support full participation for those with a disability (1.6) alongside those without (4.1). I supplemented and enhanced this program, with something that has become somewhat interconnected with my brand as an educator, which was to scaffolded the entire program with puppets.

 

Throughout my placement at Radford College in 2018, I experimented developing a junior Drama course using puppets to assist with creating a safe space for character exploration for those with differentiation requirements and; who were simply more reserved. This knowledge of various tools and my deep content knowledge can allow for extension for those with theatrical success but can simultaneously offer success for those with challenges. Puppets has become synonymous with my junior drama teaching style and it has allowed for understanding by design to create an access point to Drama and enrich the learning of my students. This is one of many teaching strategies designed to support participation (3.3) due to my high level of content knowledge (2.1).

 

This modified unit of work (and the accompanying Student IP) are written according to the legislative requirements and the disability standards. I have followed all procedures and policies to complete these documents and comply with regulations (7.2) To create the IP (adjacent to the modified unit) I have discovered the interests and other avenues of success for this student and used language that relates to his interests. This clear and concise guideline for my student to clearly outline expectations proved useful (coupled with my differentiation strategies) as this student was able to achieve an A grade in this unit of work. He was deeply supported through specific and attainable learning goals and their learning was also further scaffolded due to my understanding by design and creative flair when creating lesson plans and assessment items for the unit. 

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