Case study 5
The Year 3 class teacher is planning a unit of work for the Measurement Strand (Substrand: Volume and Capacity). In developing a whole-class program to meet the learning needs of all students, the teacher needs to consider the particular learning needs of one student, Sam.
Sam is experiencing difficulty with the Working Mathematically Strand of the Mathematics Syllabus. Sam has restricted interests. He likes to talk about computers, dinosaurs, fossils, and his stamp collection. Sam experiences significant social anxiety. He is fearful of unknown situations, group work, being asked to answer questions, and not completing set tasks. When Sam is anxious he repeatedly rubs his hands together or engages in repetitive body movements, eg erasing his work. He has been taught specific skills for managing his anxiety which include coping strategies and relaxation techniques. During interactions with his peers, Sam experiences difficulty with turn-taking and sharing. He experiences difficulty organising information and expressing his thoughts in a succinct manner. Sam experiences difficulty transitioning between activities and environments. |
- Collaborative curriculum planning
- Determining the starting point for instruction
- Selection of outcomes and content
- Teaching strategies for the learning experiences and assessment opportunities
- Learning experiences and assessment opportunities
- Feedback
- Evidence of learning
- Evaluating