2.2.1 Content selection and organisation
In a varied ability year 10 English classroom at a small remote high school I was required to deliver two separate English modules of different ability to the students. With one group studying at a basic non-academic English level and the other at a high standard of academic English, diversified learning and multifaceted classroom strategies and resources were established. In collaboration with my mentor teacher I created and designed lessons that directly built on previous poetry studies and created two separate assignment sheets/criteria, whilst still creating a positive and enjoyable environment.
Scaffolding students towards their designated assessment task required setting altering independent group-learning tasks between the two classes. Additionally, utilising and planning for the teacher aid sessions. In organising and delivering content to disparate groups and individuals I employed numerous techniques such as on the board instructions and student handouts; all communication was language appropriate for the age and ability level of the students.
Scaffolding students towards their designated assessment task required setting altering independent group-learning tasks between the two classes. Additionally, utilising and planning for the teacher aid sessions. In organising and delivering content to disparate groups and individuals I employed numerous techniques such as on the board instructions and student handouts; all communication was language appropriate for the age and ability level of the students.