Exam

Question 1

What are the three underlying principles of UDL?

Answer 1

1. Mulitple means of Representation
2. Multiple means of engagement
3. Multiple means of expression

Question 2

What is multiple means of representation (UDL) and practical examples

Answer 2

• Students are provided with a vareity of ways to recieve and interprete information
• E.g.
  
  • Using PowerPoint slides that have a combination of oral, visual and written information
  • Textbooks that have an audiory version as well that includes pictures and diagrams

Question 3

What is multiple means of engagement (UDL) and practical examples

Answer 3

• Different ways to motivate students, challenge them, boost their interest in learning.
• E.g.
  
  • Working in areas of student interest with some choice
  • Using a variety of activities to engage e.g. co-operative, group etc.

Question 4

What is multiple means of expression (UDL) and practical examples

Answer 4

• How students respond to information and providing output formats that can be easily changed to accommodate preferred means of control
• E.g.
  
  • Offering alternative approaches to responding to information
  • word processed report, podcast, group presentation, drama, song, dance, visual demonstration

Question 5

Gestures (Non-Verbal Communication)

How this strategy be used to create positive behaviour and inclusive classroom​

Answer 5

• Using appropriate gestures can help the effectiveness of communication (particularly for students with hearing difficulties e.g.)
• Friendly body/hand gestures can communicate that you are engaging, friendly and direct towards studenst
• shows how you are open to what the student is communicating and recieving this information
• E.g. by gesturing your hands as open when talking, it shows students that you and engaging, open and approachable to discussion or questions
• Finger pointing= negative exclusive communication

Question 6

Positioning and Posture (Non-Verbal Communication)

How this strategy be used to create positive behaviour and inclusive classroom

Answer 6

• Positioning and Posture
  
  • Having open and engaging body language can create a positive/ inclusive environment
  • E.g. Kneeling down next to a student or standing openly in front of a class can communicate positive, friendly messages to students
  • Crossed arms= negative, exclusive
  • Open and positive posture/ positioning can tell studenst that you are willing to help and therefore are promoting a positive and inclusive environment

Question 7

Facial Expression (Non-Verbal Communication)

How this strategy be used to create positive behaviour and inclusive classroom​

Answer 7

• facial expression is one of the most recognisable non-verbal communication where it conveys messages easily
• teachers need to be mindful of their expressions in order to foster an inclusive and positive environment
• By having a smiling, open facial expression is can communicate interest, attentiveness, openness and positive attitudes to students
• Frowns, eye-rolling etc. can create negative messagings and thus negative student-teacher relationships

Question 8

Eye-Contact (Non-Verbal Communication)

How this strategy be used to create positive behaviour and inclusive classroom​

Answer 8

• Having appropriate and open eye-contract can convey positive engagement and attentiveness to all students
• it can show that you care and are listening to what they are telling you= helps foster positive relationships with students and an inclusive classroom environment
• Cultural sensitivity- Aboriginal cultures can find it offensive (mindfullness)

Question 9

Proximity and Touch (Non-Verbal Communication)

How this strategy be used to create positive behaviour and inclusive classroom​

Answer 9

• needs to be appropriate for the context
• Touch on the shoulder can indicate support and encouragment
• Proximatey that is friendly and open and not backing people against the wall
• Proximately close to students (e.g. kneeling down next to them) if they need asssitance with their work

Question 10

Strategies of Verbal Communication that can help create a positive and inclusive environment

Answer 10

1. Active Listening:

• E.g. paraphrasing what the speaker said, using non-verbal assurances such as nodding, and ‘I see’s’ to demonstrate that you are listening
• Result- aids effective communication, listener cares, encourages healthy relationships (which encourage positive behaviours)

2. Open Questioning

• E.g. asking questions to gain further information (e.g. How, what etc.)
• Result: gains more information for better communication, shows active listening, engagement

3. Asserting

• For aggressive or submissive messages to help take control of the situation

4. I-Messaging

• Asserting position by describing a problem you observed, how you feel and why you feel that way
• E.g. When I feel interrupted during a lesson I feel frustrated because I have to keep stopping.
• Results- communicates without direct accusations of ‘you’ singling out students
• assertive communication that is still positive

5. Negotiating

• Focuses on the principles of mutual respect and removes inference and emotion
• Identify the problem, possible options, outcomes of each options, delete unaccpetable options, apply to agreed solution

Question 11

Why can students with literacy difficulties loose confidence, self-esteem and motivation for school?

Answer 11

• If they are struggling with school work and aren’t at the same level as their peers, it can impact their confidence in themselves and their academic ability
• It can then impact upon their self-esteem and self-efficacy in literarcy and at school which can then influence their engagement and motivation to learn and be at school

Question 12

Three stratgies to combating lack of self-esteem and confidence and increase motivation at school.

Answer 12

• Differentiated Work:
  
  • Work that is appropriate to student’s ZPD
  • Work that sets them up to achieve can improve their self-efficacy, confidence, esteem and thus motivation for school
  • Work sheets that may provide them additional support e.g. Definitions of any difficult words etc.
• Engagement/ Personal Interest:
  
  • ​Have tasks and assessments that have the space to be personalised by the student and relate to their own personal interest to further engage and motivate
• Positive Reenforcements:
  
  • ​Encourage and motivate student work when it is appropriate
  • For high school students this may be not singling students out but providing them with personal one-on-one feedback and encouragement with their work
• Learning Support:
  
  • ​Additional support whether it be a additional teacher support
  • More scaffolding in tasks and work to help them overcome any barriers affecting their learning

Question 13

Four Signifiance Barriers to the Development of Social Skills

Answer 13

• Language barriers (ESL Students)
• Sensory barriers (hearing or vision impariments)
• Physical barriers (students in wheelchairs who cant access certain parts of the school during social interaction etc.)
• Intellectual/ developmental barriers
• Behavioural barriers (ADHD, Aspergers)

Question 14

Strategies to overcome barriers to the development of social skills

Answer 14

• Awareness:
  
  • ​Informing students of any barriers that may affect another student or reasons why they may behave the way they do
  • Take the intrigue away from it and so they are aware of why students act in certain ways
  • Helps to promote social inclusion and peer acceptance which can help develop social skills
• Alternative Forms of Communication
  
  • ​Students with sensory disabilities or physical disabilities that may impact their communication with their peers
  • establish other modes of communication
  • e.g. class learning a few phrases of sign language, digital forms of communication etc.
• Specficially Designed Social Interaction
  
  • ​Some students with intellectual or behavioural problems may need to have specifically designmened groups or pairs when group work to help develop that communication
  • Students with aspergers for example dont like change, perhaps they need to have a buddy who works with them so they have that normal social interaction

Question 15

Identify the elements of Tomlinson’s Differentiation Framework

Answer 15

• Curriculum Focus
  
  • ​content
  • process
  • product
• Student Focus
  
  • ​readiness
  • interest
  • learning profile

Question 16

What are the three elements of Tomlinson’s Curriculum Focus?

Answer 16

• Content:
  
  • ​What is being taught theorietically
  • E.g. changing words, making it relevant to interests
• Process:
  
  • ​How something is taught
  • E.g. some students may need more scaffolding than other students
• Product:
  
  • ​what the students produce (how they show what and how they know things)
  • E.g. Someone with a literacy difficulty is given a written test to demonstrate the content may demonstrate. Options to verbally present this instead.

Question 17

What are the three elements of Tomlinson’s Student Focus?

Answer 17

• Readiness:
  
  • ​The level students are at (links to ZPD) and the readiness they have to learn something in a particular way
• Interest:
  
  • ​Tap into student interests to improve motivation and extend their knowledge and understanding
  • E.g. Tasks that have options for student choice i.e. choice of book
• Learning Profile:
  
  • ​Different students have difference learning preferences and types of intelligences and therefore teachers need to address all of these styles
  • E.g. Student choice in the way they present something

Question 18

Examples of Tomlison’s Differentation Framework

Answer 18

• Students have a assignment and they choose how they present/ create it. E.g. digital presentation, speech, essay, visual representation, movie.
  
  • Product + Learning Profile
• Making history content relevant to modern examples so students can understand and relate content better. E.g. Comparing the Beatles mania to One Direction
  
  • Content + Interest
• ​​Some students may struggle with understanding certain content, the teacher could therefore provide those students with more scaffolding and structure to help them
  
  • Process + Readiness

Question 19

Basic Stratgies on How to Differentatiate Classroom

Answer 19

• Anchoring Activites:
  
  • ​Task students can move to automatically after finishing their work
  • E.g. Pick a period or event in history and write a journal entry of what life would be like
• Open-Ended Questions:
  
  • ​Tasks that have more than one possible answer or product to suit different ways of thinking
  • E.g. Asking students why they think certain ways, “Wartime nurses saved humanity but were helping the way effort too. Do you agree?”
• Varying Questions:
  
  • ​Use a variety of questions that can be based off Bloom’s taxonomy for example to suit different student’s abilities
  • E.g. Some students are asked to describe something whereas others are asked to evaluate something.
• Tiered Instruction:
  
  • ​Changing level of complexity of tasks in order to meet the developmental outcomes/ needs of all students
  • E.g. Some students may need more scaffolding or some may need slighly different homework as it takes them longer to do it (twice the work) compared to other students
• Learning Stations:
  
  • ​Provides variety in the classroom and helps develop independent and collaborative learning skills
  • E.g. Can be interest or ability based.
  • E.g. History stations based upon areas and topics of interest