Literacy Teaching Practices for Diverse Learners

This assignment focuses on examining effective literacy teaching strategies for students from diverse backgrounds. It requires an analysis of various pedagogical approaches, including those that cater to Aboriginal and Torres Strait Islander students, English language learners, and students with low literacy skills. The assignment emphasizes the importance of understanding cultural contexts, individual learning needs, and inclusive classroom practices.

Running head: TEACHING TO DIVERSE STUDENTS
Teaching to diverse students
Name of the student:
Name of the university:
Author note:

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TEACHING TO DIVERSE STUDENTS
Table of contents
Module 3..........................................................................................................................................2
Discussion 1: Personalizing learning for all students..................................................................2
Discussion 2: Differentiated Instruction for Diverse learners.....................................................4
Discussion 3: An inclusive classroom.........................................................................................7
Module 4..........................................................................................................................................9
Discussion 1: Learning about your students and staff.................................................................9
Discussion 2: EAL/D students...................................................................................................10
Discussion 3: Providing greater English access to the EAL/D students.......................................11
Module 5........................................................................................................................................11
Discussion 1: Honoring diversity through the selection of resources.......................................11
Discussion 2: Developing cultural sensitivity and awareness through selection of resources. .11
Discussion 3: Overcoming personal bias...................................................................................12
Module 6........................................................................................................................................13
Discussion 1: Closer look at the critical pedagogy....................................................................13
Discussion 2: Critical literacy....................................................................................................14
Discussion 3: Critical literacy approaches in classroom...........................................................14
References and bibliography.........................................................................................................15

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Module 3
Discussion 1: Personalizing learning for all students
Figure 1: Typical components of diversity
(Source: Australian Curriculum, Assessment and Reporting Authority, 2017)
The typical components of diversity are differences in race, ethnicity, socio-economic
status, gender sexual orientation and the personal capabilities possessed by the individuals.
Within the classification of “persons”, the students are also included. Considering the aspect of
capability in the previous sentence, it includes both the students with disability as well as the
students without disability (Davies, 2012). This diversification broadens the scope and arena of
“diversity” in case of the students. As a matter of specification, schools, colleges and workplace
are enriched with diversity, due to the modernization of the services. The consideration of the

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special or gifted students in the category of Student Diversity is a kind of degradation towards
the purity of education (Australiancurriculum.edu.au, 2017). This is because in schools, the
children hail from different socio-cultural backgrounds. Inclusion of the special and gifted
children within the curriculum enhances the intensity of the term “diversity”.
Figure: Australian curriculum dimensions
(Source: Australian Curriculum, Assessment and Reporting Authority, 2017)
The purpose of the curriculum, developed by the Australian government, clearly states
funding to be involved for the students with disability in every program. Here, the phrase “on the
same basis” holds prime importance. This is because of the unequal treatment, which the
schools, colleges and the other educational institutions expose towards the students with
disability (Courcy et al., 2012). This mentality has reduced the moral of the disabled students in
terms of the capability for excelling in the academics.

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Consideration also connotes evaluating and ensuring that students with disability receive
quality education for their proper development. Herein lays the appropriateness of the word
“advice” in the title of the curriculum. This is because exposure of rationality in providing
education to the specially challenged students is of utmost importance. This rationality needs
evaluation for managing the process of educational pedagogy for the students with disability.
Here, maintenance of legislations such as Disability Standard for Education (2005) helps the
teachers to look after the educational needs of the disabled students according to the prescribed
standards (Australiancurriculum.edu.au, 2017).
Personalized learning is the provision of educational needs to the disabled students,
according to their needs. For this, development of standards and frameworks are very important
in order to assess the approaches of the teachers and the guides for levying proper education to
the students with disabilities. Herein, communication is a vital element, which results in the
transfer of knowledge from the teachers to the students. However, the definition of
communication attains a different parameter in case of the disabled students (Hill, 2012).
Written, sign languages and gestures are the different forms, through which the special children
are made familiar with their surroundings.
In the video, Uluru: A Landform in Landscape, the teacher Deb Loveday makes the
students touch the sand and feel the characteristics of the place, Uluru. First she touches the sand,
and gives her hand to the students to feel the texture. Along with this, the hard square like shapes
are used for making the students acquainted with the rocks. In terms of communication, it is seen
that she loudly speaks the words, so that the students can grasp the basic concepts regarding the
landscapes of Uluru (ACARA). The pedagogical method of instruction shown in the video seems
apt in terms of catering to the needs of the specially challenged students. In view of this

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perspective, intentional communication relates to the means adopted by the teacher of Clifford
Park Special School to transmit quality education to the gifted children.
Delving deep into the pedagogy, verbal communication is used for developing the
communication skills of the students. Drawing the landforms create wonder among the students
regarding the shapes. Wonder in this sense can be considered as the approach of the students
towards the lectures delivered by the teachers and the professors to the students, including the
specially challenged ones (ACARA). This type of pedagogy is in perfect alignment with the
standards and frameworks included within the educational curriculum by the Australian
government. This is because the teachers indulge in meetings with the board of directors for
chalking out plans regarding catering to the needs, demands and requirements of the disabled
students. The meetings can be considered as an important component of the educational
curriculum prepared by the Australian government.
The teacher in the video seemed very close to the students for making them understand
the basic geographical concepts. She seemed motherly, which is flexible enough for the specially
challenged students in terms of developing their skills, expertise and knowledge (ACARA). This
type of approach acts as the main agent for the gifted students in terms of enhancing their
learning process.

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Discussion 2: Differentiated Instruction for Diverse learners
Figure: Different instructions for diverse learners
(Source: Allison, 2011)
There are different types of learners in the schools, colleges and other educational
institutions. For the development of the appropriate learning processes, there needs to be
diversity in recruitment of the teachers. This type of allotment to the teachers to the disabled
students ensures the achievement of proper academic development and transformation. For
example, if an unqualified teacher is given the responsibility to look after the disabled students, it
would yield negative results. In fact, it would act as an obstacle in the development process of
the students. Herein lays the appropriateness of prior experience and training, which helps a lot
in terms of providing the appropriate education to the needs of the disabled students (Johnson

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& Vasudevan, 2012). Rational and oriental approach needs to be followed in this direction for
bestowing a quality life on the disabled students.
At the first instance, plans need to be developed for providing the students with quality
education. Countering this, prior to the development of the plans, financial condition of the
schools need to be reviewed. If it is found that there is financial flexibility, then the
administrative authorities can construct beneficial offers and schemes, so that the students could
make right progress towards their educational establishment (ACARA, 2013). On the contrary, if
it is found that the school authorities lack adequate financial resources, it would add an
interrogative parameter to the plans made for levying quality education to the students. Delving
deep into the aspect, it acts as a compromise with the academic establishment of the children.
Herein lays the appropriateness of the means of feedbacks and surveys, which enhance the
awareness of the government officials in terms of the specific needs possessed by the gifted
children.
Adopting one pedagogical method for instructing the special students makes the teachers
aware of the effectiveness, appropriateness and feasibility of the prepared plans. This
experimentation needs to be done very cautiously, as it is related with the development of the
children (Schmidt, 2012). Maintaining rationality in this type of pedagogy enhances the
personality of the teachers in terms of taking the children much closer to their academic
development. Typical component of this rationality is thinking about the individual sentiments of
these children. For example, in the video, it is seen that the teacher is asking the students to touch
and feel the hard square like thing. In this type of experiments, it is the duty of the teachers to
first check whether the thing, which the students are being given to touch, would not cause any

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harm to them. Therefore, to be on the safe side, the teachers need to act in a very rational manner
(Windle & Miller, 2012).
Organizing meetings with directors and principals helps the teachers to develop
frameworks and programs for gifting a quality educational phase in the lives of the specially
challenged people. Division of the lectures into segments helps the students to learn the things
easily. Moreover, the teachers, while teaching, need to check whether the gifted children are
bring able to understand. Herein lays the effectiveness of the sign languages and gestures, which
the teacher at Clifford Park Special School used for enhancing knowledge of the children about
the basic geographical landforms (ACARA). Maintaining consistency in these meetings is
crucial in terms of assessing the effectiveness of the adopted pedagogical method. This
assessment makes the administrative authorities of the schools aware of the appropriateness of
the recruitment and selection of the teachers. If it is found that the students are not performing
well under the guidance of the appointed teacher, modifications need to be made in the selection
plans. Keeping adequate time in hand is a wise step for the administrative authorities in terms of
aligning with the standards of the curriculum (Krashen, 1981).
In case the teachers find that the students are not being able to grasp the lessons, after a
certain point of time, the teachers should not stretch the lectures. This is because, there are
limitations to the retaining capacity of the children. However, in case of the special children, the
retaining capacity is even less, therefore, the duration of the lectures needs to be planned
accordingly. Here, experimentation proves fruitful provided there is an oriental approach behind
development of the frameworks and standards. Inclusion of these standards and frameworks
within the curriculum keeps the directors informed about the steps taken by the administrative
authorities to promote the development of the specially challenged students (Commonwealth of

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Australia, 2013). The teachers need to conduct self-assessment for evaluating their performance
towards the disabled students. Consciousness towards the efficient execution of this assessment
reflects the inner urge of the teachers towards transforming the plight of the disabled students.
On the contrary, lackadaisical attitude towards this assessment is a kind of shedding off the
assigned responsibilities. This type of mentality is against the functionalities of a teacher, which
pushes the future of the disabled children into utter darkness (Lotherington & Chow, 2006).
The teacher, in order to levy quality education to the students, uses different and wide-
ranging resources. Planning and evaluation are needed for selecting and evaluating the resources
used for teaching the students. Here, oriental approach is needed for achieving positive
outcomes. For example, one of the primary resources here is the setting, in which the specially
challenged students are being given the education. The classroom of the video is apt for the
students to learn the basic geographical landforms. The charts in the wall create an educative
ambience, which is perfect for the students, especially the specially challenged ones to enrich
their learning skills (Commonwealth of Australia, 2013).
Blackboard is one of the other resources, which the teachers use for making the concepts
clear to the specially challenged students. In terms of the blind students, blackboard is of no use.
Making the students sit in the front benches enhances the vision of the blind students. Countering
this, if the teachers draw the figures on the blackboard in bigger forms, it would enable the
students to understand the shapes clearly. In the video, the students are seen sitting like the
members in a round table conference (Lotherington & Chow, 2006). The teacher stands and
explains the characteristics of the geographical landforms. This helps the teacher to view the
expressions of the students while the lessons are being delivered. The teachers should walk
around the classrooms to see whether the students are being able to follow the lessons properly.

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If it is found that the students are facing problems in understanding, the teachers should begin the
lectures from the starting. This would distort the time schedules of the curriculum; however, in
terms of enhancing the understanding of the specially challenged students, this distortion is
nullified (ACARA, 2014).
Discussion 3: An inclusive classroom
Figure: Inclusive classroom
(Source: Australiancurriculum.edu.au, 2017)
The students within a classroom need to be given equal treatment. This is applicable
specifically for the disabled students, as they tend to suffer from depression and isolation, if not
provided with the needed care, love and attention. This isolation is harmful for their health, as it
inculcates negative thoughts within them to cause self-harm or harm to others (Meidl & Meidl,
2011). This perspective creates inequality and discriminations between the disabled and the other
students, affecting their academic development. In order to provide equal treatment to all the
students, the school authorities need to conduct constant evaluations in terms of upgrading the
standards of educational curriculum. This is applicable also for the specially challenged students.
A rational approach is needed in terms of making plans for making the classroom inclusive.

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Organizing group discussions can be one of the ways. Supervision of the external inspectors in
these group discussions would help the administrative authorities to study the situation and make
plans the next courses of action accordingly (Allison, 2011). Along with this, taking the students
for outdoor activities would act as another parameters for the teachers in terms of assessing the
approach of the students towards the offered lessons. However, attention needs to be equally
placed upon the students.
Assigning different types of projects to the students is one of the other ways, which
would help the teachers to assess the capability of the students to grasp the basic things. This
projects needs to be set according to the grasping capability of the students. For example, if a
student, suffering from stage fright, is told to perform something in front of the other students
and the higher authorities, it reflects the immature mentality of the administrative authorities
towards the development of the students (Hammond, 2012). On the other hand, assigning the
projects to the students and supervising their performance by constantly guiding them reflects the
conscious attitude of the teachers towards the proper development of the specially challenged
students.
Taking into consideration the previous research and studies, regarding student
diversity, is one of the other means of expanding the scope and arena of the educational
curriculum. As a matter of specification, the previous research and studies helps the
administrative authorities of the schools to make innovative planning for the educational
establishment of the specially challenged students. Application of theoretical perspective to the
propositions made in the previous research would enhance the clarity of the administrative
authorities regarding the consideration of the new avenues, which can be offered to the specially
challenged students (Malcolm, 2013).

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Holding conferences with the parents of the specially challenged students would prove
fruitful for the school authorities. This is because the parents would inform the authorities about
the attitude of the children in response to the given circumstances. This intimation would enable
the authorities to modify the curriculum accordingly (Krashen, 1981).
Being a professional educator, it is my responsibility to pay equal attention to the needs
of all the children in my classroom. However, I need to pay special attention to the specially
challenged students. This does not mean that I will expose lackadaisical attitude towards the
other students. I need to plan my teaching accordingly, so that the educational needs of all the
students are fulfilled in my lectures. Within this, I need to include a considerable amount of
group discussions. This is in reference to the increased number of complaints, which I am getting
from the parents of one of the specially challenged student, who is being bullied regularly by the
other students. I have informed the principal about the issue. He has assured that he would
organize a meeting with the parents of the students.
One of my other activities would to take tests for assessing the grasping power of the
students. Here, I need to set the tests according to the retaining skills and ability of the students.
For this, I need to constantly observe the behavior of the students in response to my lectures.
Viewing it from the other perspective, if I evaluate my behavior in response to solving the issues
of the children in the classroom, it would help me in modifying my behavior towards the needs
of the specially challenged students. Setting time limits in this direction would help me to
achieve positive results. Sending drafts to the higher authorities and getting written approvals
from would help me to avert encountering illegal instances, which stains the purity of the
parameter of education.

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Module 4
Discussion 1: Learning about your students and staff
I personally feel that adhering to certain principles helps the teachers to create positive
image in the minds of the students. In other words, adopting appropriate pedagogy helps the
teachers to act as saviors in the life of the students in terms of their academic establishment. As a
matter of specification, there is an inner urge, which assists the teachers to ensure proper
development of the students. Eagerness and willingness to illumine the students towards the
lights of knowledge enhances the personality of the teachers.
Figure: Self-assessment for teachers
(Source: Baron et al., 2013)

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Self-experience is one of the main principles, which results in the proper development of
the literacy skills in the students. This is applicable for all of the students including the ones
learning English. Here, I feel that pedagogy in the classroom results in the transfer of skills,
expertise and knowledge from the teachers to the students, enriching their knowledge. Apart
from this, I also feel that cultural background of the teachers influences the students’ life. This
is because the culture of the teachers reflects in their teaching methods and the students grasp
that behavior. Within this, one of the important aspects is interaction with my colleagues and the
students.
Maintaining effective communication with the colleagues and the students helps me to
know about the socio-cultural backgrounds, from which they hail. Maintaining consistency in
this interactions contradicts the aspect of biasness, which generates conflicts between we, the
teachers. Countering this, I think communicating with the colleagues possesses flexibility to
mitigate the instances of conflicts, discriminations and harassments between teachers like us.
Along with this, conducting counseling sessions with the students would help me to know about
their needs, which are, in turn, assistance for me in terms of developing appropriate learning
environment for them.
Adhering with the principles does not only mean the extent to which I am capable in
contributing to the success of the educational institutions. Instead, I think the main purpose of
self-assessment is to evaluate the extent to which I am capable in bringing alterations in the
plight of the disabled students. I feel that bearing in mind the principles of the educational
institutions, while evaluating the exposed performance, helps me in examining my position
within the institutions.

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Discussion 2: EAL/D students
Figure: EAL/D students in Australian classroom
(Source: Australiancurriculum.edu.au, 2017)
In my classroom, the students hail from different socio-cultural background. Within this,
most of the students are EAL/D, who intends to upgrade their preconceived skills, knowledge
and expertise on the subject, English. I make effective use of the teacher resource, so that the
needs, demands and requirements of these students are fulfilled. I am in regular touch with the
government officials and the administrative authorities of the schools for catering to the needs,
demands and requirements of the EAL/D students in a legal manner. As a matter of specification,
I am having meetings with the government official regarding the provision of quality English
learning environment to these students. The response, which I have are plenty and include- books
in native language, guidebooks and others. I am taking tuitions, so that the students regarding
their development of English language.

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Along with this, I am looking after the accommodation arrangements of the students,
belonging to the refugee and migrants families. This is in order to bring stability to their
disturbed lifestyle, which is posing as a threat to their development. Along with this, I am
planning to talk with the principal and the government officials to engage the parents of these
children in works like the scheme of 100 days. This would bring stability in the life of the
refugees, upgrading their socio-economic status.
Discussion 3: Providing greater English access to the EAL/D students
Language would be the main problem for the students, especially the aboriginals and
those from Torres Islander Strait. This category also includes the Asian students. Speaking fluent
English would be a challenge for these students. The most common outcome here would be
conflicts between the native and the Asian students. Group discussions between these students
would prove fruitful in terms of enhancing the friendship between these students. Making the
students sit by side would strengthen their bondage between them (Meidl & Meidl, 2011).
Providing greater English access to the foreign students can be correlated with hiring skilled and
efficient teachers, who would take classes. Making provisions for tuitions is one of the other
effective ways in which the English skills of the EAL/D students can be upgraded. Taking tests
helps the administrative authorities of the schools to assess the capability of the teachers in terms
of uplifting the status of these students. Exposing the students towards more and more
presentations and lectures enhance their listening skills. This enhancement possesses enough
flexibility to upgrade the possessed English accent (Purdy, 2008).

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Module 5
Discussion 1: Honoring diversity through the selection of resources
It is the responsibility of the administrative authorities of the school to ensure that the
diversity of the students are maintained. Here, the focus needs to be placed on all the students
equally. For example, organizing cultural shows would enrich the preconceived knowledge of
the foreign students about the native Australian culture.
Figure: Shows for the foreign students
(Source: Australiancurriculum.edu.au, 2017)
Airing educative shows on the television channels would also be an innovative project in
terms of acquainting the EAL/D students with the culture of the native place (Robertson & Ford,
2008). Here, the selection of resources is very important. Advertising about the programs on
hoardings and notice board intimates the students about the activities, which would be

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undertaken by the administrative authorities. Protecting the individual rights of the foreign
students is the best way of honoring their diversity.
Discussion 2: Developing cultural sensitivity and awareness through selection of resources
Adopting the means of surveys and feedbacks helps the personnel of the school to
understand the requirements of the students. Involvement of the government officials in meetings
result in the construction of effective and beneficial plans for the academic development of the
students. Exposure of rationality is crucial in these meetings, as the children are sensitive. One
wrong step can adversely affect their growth and development process (Teacher Registration
Board of Western Australia, 2012). Promotion of the plans enhances social awareness regarding
the academic establishment of the students. This would be successful only if the teachers and the
school authorities expose eager, conscious and rational attitude.
Figure: Cultural sensitivity of the students
(Soure: Baron et al.,2013)

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Discussion 3: Overcoming personal bias
Figure: Inspection of the biases between teachers
(Source: Baron et al.,2013)
Biasness is an aspect, which cannot be placed with a teacher. This is because; it acts as a
compromise with the educational needs of the students. However, it cannot be denied that the
teachers within the educational institutions hail from different socio-cultural background. This
fact is itself an indication for the conflicts and discriminations, which happens when different
mentalities indulge in collaborative exposure (Baron, Scullin & Mahood, 2013). Therefore, the
teachers attempt to keep aside their cultural backgrounds while delivering their lectures to the
students. However, predominance of the unconscious mind entraps the teachers, compelling
them to follow the teachings of their own religion. This acts as a compromise with the
educational needs of the students. In this situation, it is recommended that the teachers should
indulge in meeting with the board members for developing standards to be included within the
curriculum. Viewing it from the other perspective, these meetings enhance the cultural diversity
between the teachers (Davies, 2012).
As a matter of specification, giving priority to their culture, customs and traditions in
workplace is against the functions of a teacher. In other words, this deviates their focus from the

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academic establishment of the students. This deviation, in turn, acts as an obstacle in the
development of the students, especially the disabled one. For example, if the teachers give
preference to the needs of a normal student rather than the needs of the disabled student, it
reflects their immaturity in terms of ensuring the development of the students (Schmidt, 2012).
Maintaining consistency in this behavior poses a threat for the specially challenged student
regarding the achievement of success. Moreover, it generates the feeling of inferiority complex
within the disabled students, which is harmful for their growth.
Figure: Thoughts of dark future
(Source: Commonwealth of Australia. (2013)
Module 6
Discussion 1: Closer look at the critical pedagogy
The word “look:” in the article, Critical Pedagogy: A Look at the Major Concepts can be
correlated with evaluation of the current pedagogical methods used by the teachers. These
methods lack oriental approach, which reflects the mentality of the administrative authorities to
grab the hot seat in a competitive era. This mentality contradicts the promise of growth and
development of the students (Hastie & Sharplin, 2012). This attaches a negative connotation to

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the current pedagogy, which degrades the intensity of the educational curriculum prepared by the
Australian government.
Here, oriental approach is needed from the personnel for achieving positive outcomes.
Typical examples in this direction are Checklists and templates helps the administrative
authorities to evaluate the appropriateness, effectiveness and feasibility of the utilized resources
in terms of the educational needs of the specially challenged students. Especially the section of
comments in the templates reflects the approach of the teachers towards their extent to which
they have been successful in fulfilling the needs, demands and requirements of the gifted
students (Purdy, 2008). Making effective use of these sources aligns with the act of evaluation,
which justifies the standards and framework developed for adding value to the curriculum.
Discovery of negative points needs spontaneous actions in terms of the additional resources and
finance needed for filling up the gaps and fissures in exposing the specially challenged students
to the lights of education.
Discussion 2: Critical literacy
Figure: current literacy
(Source: Commonwealth of Australia, 2013 )

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Current literacy levels have covered much distance, however, the literacy development of
the foreign students remains untouched. Steps have been taken in this direction; however, they
reflect lack of adequate planning, which has resulted in the achievement of negative outcomes
(Johnson & Vasudevan, 2012). The main challenge is the language barrier. Foreign students
facing difficulties in communication is a common scene. Herein lays the need for hiring
interpreters within the school premises and the help desk. This would solve their queries in the
initial stage, which is a gradual progression towards their career establishments. Mere hiring of
the interpreters is not enough. Along with this, their approach towards the students needs to be
assessed for evaluating the appropriateness of the adopted method in terms of the identified
benchmark performance levels. Practical examinations of the interpreters help in assessing the
comfort levels of the students with the interpreters (Windle & Miller, 2012). This assessment
indicates the bondage of the students with the teachers, which is important for the upgrading the
levels of literacy.
Discussion 3: Critical literacy approaches in classroom
Creating literary approach in classrooms is directly related with the academic
establishment of the students. Doing this in the form of meetings by involving the board
personnel would yield positive results in offering good scopes for the students to attain quality
education (Purdy, 2008). Within this, involvement of the government officials is assistance in
terms of planning the provision of legal education for the students including those from the
foreign countries. Along with this, it also enables the personnel to avert unwanted illegal
instances. On the contrary, if the personnel expose a careless attitude towards the growth and
development of the students, it connotes a dark future. Critical approach here relates to beneficial
and innovative projects, such as group discussions, talent hunt shows, cultural shows would

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generate an interest among the students to upgrade their preconceived skills, expertise and
knowledge for the attainment of career establishment (Meidl & Meidl, 2011).
Figure: critical literacy
(Source: Commonwealth of Australia, 2013 )

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Allison, D. (2011). Learning our literacy lessons: EAL/D students, critical literacy, and the
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Australian Curriculum, Assessment and Reporting Authority. (n.d.). Australian curriculum:
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iDocumentStorageKey=3d479309-15c9-4f5f-a787-

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041e3ae96073&iFileTypeCode=PDF&iFileName=PETAA%20Paper
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Meidl, T., & Meidl, C. (2011). Curriculum integration and adaptation: Individualizing pedagogy
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Windle, J., & Miller, W. (2012). Approaches to teaching low literacy refugee-background
students. Australian Journal of Language and Literacy, 35(3), 317–333.