EDUC4720 Assignment 2: Differentiated Learning Experience Caitlin Button

2120349

Assignment 2: Differentiated Learning Experience

Name & Student Number: Caitlin Button, 2120349

Curriculum (Learning) Area of Lesson or Learning Task: Mathematics, Patterns and Algebra
Specific Topic of Lesson or Learning Task: Creating and copying patterns
Year Level/s: Foundation

Differentiation Choices
Mark the appropriate box/es

1. For this assignment, I have chosen to design a differentiated:

 Learning Menu or Agenda
 Choice Board
 RAFT
 Summative Assessment Task for Unit of Work
 Lesson with Specific Adjustments for Students with Special Needs
 Series of Tasks for Learning Centres or Stations
 Learning Task or Lesson with Innovative Use of Technology to Support Differentiation

2. My lesson or learning task is differentiated to address differences in student:

 Readiness
 Interest
 Learning profile preferences

Context (about 1 paragraph)

Provide any contextual information that will help the examiner make sense of your planning decisions. For
example, summarise the broader unit into which this lesson fits and the broad aim/s of that unit, and
explain where this lesson or learning task fits into the unit sequence (Does it come after several
introductory lessons? Does it come towards the end of the unit and enable students to apply their
knowledge, understandings and skills to a particular learning task? Is it an assignment that will be ongoing
over the course of a whole unit? Is it a single lesson or a task/ arrangement that spans several lessons?).

_________________________________________________________________________________________________________________

This mathematics unit is designed for a foundation level class in a primary mainstream classroom
setting, and fits under the Australian Curriculum strand of Patterns and Algebra (ACMNA005).
The overall unit is designed to help engage students with ‘observing natural patterns in the
world around us’, and ‘creating and describing patterns using materials, sounds, movements or
drawings’ (ACARA, 2018).

This particular mathematics lesson is the second within a unit based on the concept ‘Patterns in
the world around is’. The introductory lesson involves exposing students to different patterns

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both inside and out of the classroom, and beginning to think about patterns in their personal
lives. This will be done by reading the big book ‘Patterns’. The second lesson of this unit will be
spread over 4 days, with a 50 minute lesson each day and will consist of a variety of different
activities that are dependent on the students’ levels of readiness, and their interests to learn the
concept of varying patterns. By having a variety of activities that are readiness and interest
based, students will achieve a more conceptualised understanding of patterns and will be able to
‘transfer their knowledge to more concrete examples’ in following lessons (Erickson & Lanning,
2014, p.36).

Foundation Achievement standard:

By the end of the Foundation year, students make connections between number names, numerals and
quantities up to 10. They compare objects using mass, length and capacity. Students connect events and
the days of the week. They explain the order and duration of events. They use appropriate language to
describe location.

Students count to and from 20 and order small collections. They group objects based on common
characteristics and sort shapes and objects. Students answer simple questions to collect information and
make simple inferences.

Learning Objectives
As appropriate, these should be based on the Australian Curriculum. You can include specific references to
ACARA in parentheses where you have taken an objective verbatim (ACMMG006), or use language like
“Adapted from..” if you have made some changes to statements from ACARA, but been guided by these.

As a result of engaging with the differentiated lesson or task, students will:

understand that (Concepts, principles, “big ideas”. Make sure your objectives are statements that work in
the form, Students will understand that…)

_________________________________________________________________________________________________________________

Students will understand that patterns can be made and found in many different forms in the world
around us.

(Adapted from (ACMNA005).

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Know (e.g. facts, vocabulary, dates, information) Be able to (do) (Skills, processes)

→ What a pattern is: patterns are a repeating → Create their own pattern sequence based on chosen
sequence of materials/ objects, sounds, classifications (colour, size, item etc.) with different
movements, colours or drawings. materials.

→ Vocabulary: start, middle, finish, repeat, → Make predictions on what will come next in a
order, organise/d, pattern, predict, count, skip, pattern.
create, copy, groups of.
→ Be able to both copy and continue patterns
presented to them.

Cross curricular topics:

•Health and Physical Education

→Contributing to healthy and active communities: Participate in play that promotes engagement with
outdoor settings and the natural environment (ACPPS007) Leaf threading.
→food and nutrition (FN) Fruit kebabs.

•Information and Communication Technology (ICT)

→creating with ICT Using KidPix and TuxPaint.

Essential Questions (These should help students engage with the “big ideas” or understandings)

• Are patterns usually predictable?

• In what ways, and with what materials, can we make patterns from?

Pre Assessment:

The pre assessment for this topic will be done at the conclusion of the introductory (first) lesson.
Within the first lesson of the unit, students will be introduced to patterns and what patterns are,
where patterns can be found (in both natural and unnatural environments) and begin to
understand how patterns can be made.

The students will be given a worksheet (see page 11) as well as a choice of a variety of materials,
and be asked to individually make their own pattern sequence.

Materials:

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→ ‘My Pattern’ worksheet

→ craft glue
→ coloured toothpicks
→ stamps
→ stickers
→ pom-poms
→ leaves
(or any material that is able to be easily glued onto a sheet of paper)

This pre assessment activity is a great way to individually asses each child in regards to their
readiness to begin grasping the idea of patterns and pattern sequences, as the teacher will be
able to see if any connections and links have been made between new and prior knowledge
(Erickson & Lanning, 2014, p.36). The students are allowed to independently choose what
materials they can use (although to avoid wastage of materials and making the activity too
complex, it is a good idea to limit the amount of different types of materials the students can
use –perhaps 2 or 3. Example: only use coloured toothpicks and stamps).

This will be a good indicator of how the students are beginning to understand the concept, by
observing how simple or complex their patterns are, and if the patterns are sequenced correctly.
If students are able to ‘understand the conceptual basis of the mathematics lesson’ they will be
able to begin making generalisations and creating links between concepts and transferring them
into their work (Erickson & Lanning, 2014, p.37).

After analysing their responses to the pre assessment activity, I will be able to determine what
activities will be best suited to the commencing lessons. This will be dependent on what level of
complexity the students are showing in their work, and what pre-existing knowledge and skills
they have in regards to creating patterns. Tasks will then be made that will ultimately stretch
the students ‘cognitive growth (learning) in their zone of proximal development’, by interacting
with activities that appropriately challenge their current knowledge (Jarvis, 2013, p. 57).

After these pattern sequences have been analysed and noted, display them in the classroom
either on a wall or hanging to inspire creative ideas, inspiration and discussion for the following
lessons.

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Please note: the week before this lesson, a note needs to be sent out to parents in regards
to making fruit kebabs. Please see page 12.

TIME STEPS COMMENTS

5 min 1. INTRODUCTION The introduction for this lesson will consist of a recap of the
(whole class) introductory session, based on the essential question:
‘what is a pattern?’

Discussion After discussing their thoughts on patterns, direct students’

attention to their pattern sequences that are displayed in the
classroom and ask students to observe the following:
• what can you notice about everyone’s patterns?
• what materials were used?
• how long were the patterns?
• what was in the start, middle and ending of the patterns?

After this discussion, hold a few and cover half of the pattern.
Ask students to see if they can make predictions on what will
come next.

10 min →As a whole class, discuss the rotational activities that will be
2. EXPLICIT TEACHING commencing and give visual demonstrations.
(whole class) →For each station there is a ‘station card’ that has instructions
and/or and reminders on what the students are to be doing.
GUIDED DISCOVERY
(whole class)

1. Materials: 1. Fruit salad kebab making (See p. 12-13)

Why this is pattern making: Pattern making can be sourced
•pre-prepared small cubes of fresh
from many materials in the world around us, including food!
fruit: apple, banana, pear,
strawberries, blue berries, oranges, Classification group: food
watermelon, pineapple, and grapes. Instructions:
(to avoid needing to use a knife •Each child collect 1 kebab skewer and chopping board
around students) •collect pieces of fruit and some mini marshmallows
•mini marshmallows •create pattern sequence on chopping board
•chopping boards •after creating pattern, thread pieces of fruit onto skewer
•kebab skewers •place skewer onto plate and wash hands
•plastic plates
•draw and colour fruit kebab pattern into mathematics book
•coloured pencils
•eat!
•mathematics book

Get SSO to take photos of fruit kebabs

whilst children are making them.

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2: Materials: 2. Nature play: leaf threading (See p.14)

How patterns can be found in nature/ natural things: discover
• 1 large plastic sewing needle
natural recourses that can be used for pattern making.
• string
• different assortment of leaves Classification group: nature
• wooden beads Instructions:
• 1 long stick to hang the string • start threading your items onto your string into a pattern
from • tie string onto stick to hang from

Discussion about this station: Patterns can be made from

Keep leaf threading and display
completed ones in the classroom. many different things from nature. Can you name some
things you could make a pattern from? Teacher will ask this
question as they move between the 3 stations.

3: Materials: 3. Pattern copying: coloured pop stick fences (See pages 15-17)
• Fence worksheets Look, a broken fence! Try and copy the fences’ pattern so the
• coloured pop sticks animals don’t escape!
Classification group: materials/ pop sticks
At the beginning of this task, the
Instructions:
teacher will prescribe the students what • Students to collect a ‘Broken Fence’ worksheet (there are 3
level worksheet they are to start off different worksheets of varying difficulty levels) and are to
with. complete the fences’ patterns.
Take photos of students to document
• If the students have picked a fence pattern that is too hard or
their participation in the activity and to too easy, they are able to change their worksheet to a more
record their difficulties. suitable difficulty level.
(Make sure to print a few of each sheet).

4: Materials:
• Classroom computers
• KidPix or TuxPaint program 4. Pattern making: on the class computers using KidPix or
TuxPaint (See p. 18)
How pattern making can be found on different technologies:
How can patterns be made on ICT? Use the stamp or drawing
tools on KidPix or TuxPaint to create some awesome patterns!
Print these patterns to be displayed in Classification group: ICT
the classroom. Instructions:
• Students are to use either the program KidPix or TuxPaint, and
use the stamp/ picture/ drawing tools to create their own
patterns through ICT.
-Encourage students to use different colours, sizes of objects
and classifications (are they using animals, objects, colours etc.)

40 min • Split students into groups ready for the rotational activities for
2. EXPLORATION/ lesson 2 that will be spread across 4 days.
PRACTICE (make sure students are split into groups that compliment their
behaviour, in order to avoid disruptive and silly behaviour).

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(group/individual)
• SSO support worker to remain with students who are
participating in activity 1 (fruit kebab activity).
Students do not have to be
split into groups by readiness • Teacher to be floating around watching the other groups whilst
level for activities 1, 2 and 4, students are exploring the different ways they can make
as they are easily adjustable patterns.
to suit the intellectual needs
and strengths of each • Observe how students are engaging with the tasks and how
individual and are based on complicated or simple they are making their pattern sequences,
interests. and encouraging them to be as creative as they can be.

• Towards the end of each lesson, allow time for students to

3. Lesson closure/ check pack up and be seated on the floor ready for a discussion.
for understanding
→How were the patterns made?
→What was easy or hard about making the patterns?
Sharing circle. →Where did you see the patterns happening?
→Where can patterns be found in our world?
→Were you able to predict what was going to happen in a
pattern? How?

Closing activity:
Sharing circle.
Go around in the class and each student share something they
noticed about patterns, or how they made a pattern.

Checking for understanding at the end of each lesson by:

•Activity 1: check photos taken by the SSO to assess the

students patterns and complexity of them, as well as students
drawings of their kebabs in their mathematics books.

•Activity 2: keep and display the ‘leaf threading’ in the

classroom, observe what materials have been used and if there is
evident pattern sequencing.

•Activity 3: take photos of students working with worksheets for

future reference of what difficulty level students are at in regards
to their readiness levels of pattern sequencing.

•Activity 4: Print patterns that were made via ICT and display
them in the classroom, take notice of what tools were used to
make the patterns, how many different tools were used and
either how simple or complicated the patterns were.

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Explanation:
Provide 1-3 paragraphs to clearly explain how your assignment is an example of a differentiated lesson or
learning task designed to address student differences and what specific aspect/s of student diversity you
are aiming to address. This explanation should demonstrate your understanding of the principles and
application of differentiation, supported by the topic readings and materials.

_________________________________________________________________________________________________________________

The purpose of the pre assessment task that was prescribed at the end of the introductory lesson, is to
gauge where each of the students were in regards to their knowledge on patterns and repeating patterns.
By allowing each of the students to individually complete the same task with the openness to interpret it
in their own individual way, the teacher is able to observe:
•if the students understand what a pattern is
•if the students are able to create their own pattern and repeat it
•if the students understand that patterns can be made from a range of items (including items that can be
found in nature)

By doing so, it will be evident if the students have grasped the concept of patterns, are able to create,
copy or repeat them, and the complexity of which they’re made. By analysing these aspects of the
students understanding of patterns, the teacher is able to apply this knowledge to the commencing
lessons making sure the level of complexity is appropriate and engaging and within the students zone of
proximal development (Jarvis, 2013, p.57).

All of the tasks are differentiated by both interest and learning preferences. Each task is designed engage
the students in a different way in order to broaden their exposure, understanding and knowledge on the
concept of pattern making. By utilising different materials, textures, activities, incorporating health and ICT,
as well as providing them with the opportunity to apply the same concept in a variety of ways, allows the
students to be creative and use their strengths and interests to engage in an individualised way. By doing
so, students can avoid becoming disengaged and will develop a sense of self-efficacy by practising the
skill of pattern making through completing tasks that ‘offer just the right amount of challenge and mental
effort’ (Jarvis, 2013, p.58).

Each of the tasks within lesson 2 (that will be spread over 4 days) is designed to cater for readiness and
interest.
Activity 1 (Fruit salad kebab making):
This activity is designed through interest. Through the interest of working with food, and for the interest of
the students health. This task is a fun way to incorporate pattern making into everyday foods that the
students are accustomed to. It reinforces the element of: patterns can be found everywhere in the world
around us. This task gives the students an alternative way of creating and understanding patterns with a
category (food) that they may not be used to working with. After making their patterned fruit kebabs,
students are to then draw their kebabs in their mathematics books. If time allows, students are to also
draw and create another food kebab pattern –this will identify those who have understood the concept of
making and repeating patterns and if they are able to transfer their knowledge intro written or drawn
format. This activity will benefit students who are kinaesthetic learners. These students respond best to
movement, action, doing things with their hands, and using tactile resources (Hattie & Yates, 2013, p.176).

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Activity 2 (Nature play: leaf threading):

Activity 2 which is leaf threading, is designed through interest of nature play and using natural resources.
As a part of the Australian Curriculum, foundation students are expected to be able to observe patterns
that can be found in the world around us, and use natural resources to create their own patters (ACARA,
2014). Allowing the students to work with natural resources (and possibly work outside with this task)
helps with their understanding of natural materials and what can be found in nature.
Students will be exposed to:
•different natural textures
•different and perhaps new smells (leaves)
•using and practising their fine motor skills by threading objects onto string.
This activity will suit the kinaesthetic learners in the class, as these students respond best to movement,
action, doing things with their hands, and using tactile resources (Hattie & Yates, 2013, p.176). In addition,
students who prefer an alternative environment to work in (outside) will benefit from learning somewhere
other than the constraints of a classroom (Hattie & Yates, 2013, p.176).

Activity 3 (Pattern copying: coloured pop stick fences):

This activity is based on the concept of differentiation. This task is purposefully designed to challenge
students in regards to copying and maintaining a pattern. There are 3 different worksheets designed to
challenge students respectfully in regards to their level of readiness for patterns, understanding patterns,
and being able to replicate them. By having these varying levels and starting points of patterns that all
achieve the same learning goals, students are all able to access and understand the learning objectives
with accordance to their personal levels of knowledge (Doubet & Hockett, 2017, p.208). Students
participating in this activity will be allocated a worksheet by the teacher, based on what level of complexity
they has shown in the pre assessment.

Tier 1: Students who are in tier 1, will show knowledge of patterns via conversation, but will be unable to
mentally organise the information and transfer the concept into written (or drawn) format. They will show
understanding of the basic knowledge that patterns are a repeating sequence of materials/ objects,
sounds, movements, colours or drawings, but will not be able to process the information without
structured guidance with one-on-one assistance (Erickson & Lanning, 2014, p. 37).

Tier 2: Students who are in tier 2, will show basic knowledge and generalise what pattern sequences are.
These students may have chosen 2-3 materials to make patterns from and can repeat their pattern at least
once. These students may start showing more advanced knowledge on pattern sequences in their
discussions, but fail to transfer that to their worksheet (Erickson & Lanning, 2014, p. 36).

Tier 3: Students who fall under tier 3 will show a conceptual level of understanding. These students will be
able to transfer understandings to multiple examples, and make ‘connections between new knowledge
and prior knowledge’ (Erickson & Lanning, 2014, p. 36). Students will show a higher understanding with
pattern creating and copying with more complex patterns, for example:
AABCAABCAABC
ABADDABADDABADD
AAABDDAAABDDAABDD

Activity 4 (Pattern making: on the class computers using KidPix or TuxPaint):

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Incorporating the use of an ICT activity caters to the growing and popular interest of using technology
within the classroom and visual learners. Visual learners ‘will benefit from instruction which features visual
elements, imagery, or spatial relationships, at when shown in visual form’ (Hattie & Yates, 2013, p.176). By
using the program KidPix or TuxPaint, students are able to use their developing ICT skills in creating a
digital pattern. Students are encouraged to use as many tools they like in order to create pattern
sequences that will be printed and displayed in the classroom. By allowing students to be as creative as
they can be with this activity, students are able to participate in accordance to their own readiness levels
and understandings of patterns.

Differentiating these tasks by the four classroom elements of: content, process, product and affect,
students will automatically be able to learn and make sense of the learning objectives in meaningful ways.
Giving students the opportunity to reflect what they know by presenting the same concept in a variety of
ways caters to their proximity to learning goals, their interests, and their preferences for approaches of
learning (Sousa & Tomlinson, 2011, p. 12-13). Through small group instruction, varying materials and
tiering where possible, students will reach the ‘…likelihood of academic success and maximum students
achievement’ (Sousa & Tomlinson, 2011, p. 13).

References:
Australian Curriculum and Assessment Reporting Authority. (2014). Foundation to Year 10 Curriculum: Mathematics. Retrieved 1st April from:
https://www.australiancurriculum.edu.au/f-10-
curriculum/mathematics/?year=11751&strand=Number+and+Algebra&strand=Measurement+and+Geometry&strand=Statistics+and+Probabilit
y&capability=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Communication+Technology+%28ICT%29+Capabili
ty&capability=Critical+and+Creative+Thinking&capability=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Interc
ultural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Histories+and+Cultures&priority=Asia+and+Australia%
E2%80%99s+Engagement+with+Asia&priority=Sustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false

Doubet, Kristina J & Hockett, Jessica A 2017, 'Differentiating according to student readiness', in Doubet, Kristina J & Hockett, Jessica A.,
Differentiation in the elementary grades: strategies to engage and equip all learners, Virginia ASCD, Alexandria, pp. 199-250.

Erickson, H Lynn & Lanning, Lois A 2014, 'The structure of knowledge', in Erickson, H Lynn & Lanning, Lois A, Transitioning to concept-based
curriculum and instruction: how to bring content and process together, Corwin, Thousand Oaks, Calif., pp. 33-43.

Hattie, John & Yates, Gregory 2014, 'Analysing your students' style of learning', in Hattie, John & Yates, Gregory, Visible learning and the science
of how we learn, Routledge, Milton Park, Abingdon, Oxon , pp. 176-186.

Jarvis, Jane 2013, 'Differentiating learning experiences for diverse students', in Hudson, Peter (ed.), Learning to teach in the primary school,
Cambridge University Press, Port Melbourne, Vic., pp. 52-70.

Sousa, D. A. & Tomlinson, C. A. (2011). Differentiation and the brain: how neuroscience supports the learner-friendly classroom. Bloomington,
IN: Solution Tree Press.

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