Evaluation and Differentiation Plan

Evaluation and
Differentiation Plan

Contents
INTRODUCTION...........................................................................................................................1
PART A...........................................................................................................................................1
Evaluation of teaching philosophy and learning sequence..........................................................1
PART B...........................................................................................................................................3
Rationalised differentiation plan / discussion..............................................................................3
Conclusion.......................................................................................................................................6
REFERNECES................................................................................................................................7

INTRODUCTION
Teaching and learning are two different elements that are linked with each other because
if teacher will teach all the students properly then they will be able to learn effectively. While
planning to develop skills and abilities of all the students the teacher can use differentiation plan
as it can help to deal with all the issues that are faced by them while learning (Johnsen, Fearon-
Drake, & Wisely, (2020). Present report is segregated in two parts. First one is based upon
evaluation of teaching philosophy and learning sequence and second part is focused with
development of differentiation plan. This assignment covers various topics such as philosophy of
the teacher, learning sequence, evaluation of them, strength and weaknesses of teacher etc. Apart
from this, a detailed differentiation plan along with the views on the elements covered in part A
are also covered in this assignment.
PART A
Evaluation of teaching philosophy and learning sequence
From the teaching and learning sequence – year 5 it has been analysed that Mrs Clark is a
very experienced teacher who teaching the students since last few years. While teaching
individuals she uses skill based philosophy. It is all about analysing, planning and implementing
skills that are gained with the help of knowledge based learning. Under this type of philosophy
all the students are motivated to apply their insights, assess concepts and think in logical manner
(McKenna, Shin, & Ciullo, (2015). The teacher makes sure that all the students learn necessary
skills such as spelling, grammar, punctuation, handwriting etc. All of them are pre-requisite
qualities that are required by all the students so that they can score good in their academics. By
evaluating the teaching and learning sequence – year 5 it has been determined that it provides
various benefits to the individuals. These are developing the ability to think in critical manner,
building effective oral and written communication, enhancing skills of problem solving, sparking
creativity etc. The whole sequence demonstrates that different resources that are used by the
teacher for teaching purpose are spelling textbooks, writing prompts, basal readers, worksheets
etc. All of them are provided by Mrs Clark and not any one of these resources are linked with the
learning that occurs in class. All the teaching related activities are performed in classrooms with
the help of very teacher-directed learning episodes. The way of teaching is not right as Mrs Clark
believes that by providing direct instruction to the students they will be able to learn the way in
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which information report could be generated. If the teachers will think that they are having
experience and it is required to be learned by the students then it may leave negative impact upon
mind set of them because they will have specific target to achieve. In order to make sure that all
the students are learning properly the teacher is required to analyse the area of interest of them so
that tasks according to their interest could be set and assigned (Deunk, and et. al., (2018). As
analysed from the sequence, teacher is not negotiating with the students in relation to their
interested area which is resulting in development of some specific skills of students rather than
enhancement of all the capabilities. The sequence is also demonstrating that teacher uses same
resources and tasks for all the students and does not expect any type of creativity from them
which results in weak creative thinking skills of the students. All the individuals have different
capabilities and skills and for bringing best out of them it is very important for teachers to use
innovative ways for teaching rather than using set tasks for them (Goddard, Goddard, & Kim,
(2015).
Balanced approach is a way of teaching in which teacher mixes phonics with whole
language. If it is used by teachers then they give equal attention to writing as well as reading
instruction so that students can learn effectively. There are five essential elements that are
focused under this approach. These are ongoing evaluation and assessment, intentional and
systematic skills instruction, authentic writing and reading activities, excellent models of writing
and reading behaviour and copious amount of varied and rich literature. By using this approach
teachers will be able to develop all the skills of students rather than some specific capabilities to
learn and read. Apart from this, multimodal process could also be used by teachers to develop
skills and capabilities of all the students. It is highly focused with using combination of
communication modes while teaching students. Some of them are image, print and spoken texts.
This process include different modes such as speaking, representing, listening and viewing which
are different from readings and writing modes of communication (Thaneerananon, Triampo, &
Nokkaew, (2016).
By analysing the sequence different strengths and weaknesses of the teacher's philosophy
are analysed. The strengths include the experience, value for grammar, punctuation and spelling,
follow strict rules for content, presentation and layout. Some of the weaknesses of teacher's
philosophy which were analysed while evaluating sequence are using set resources and tasks for
all the students, teacher does not integrate language and literacy teaching and learning etc. Apart
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