Learning is core business at Dayboro State School. 

Differentiated Classroom Instruction

The development of the Australian Curriculum is shaped by propositions, two of which are:

• The Australian Curriculum recognises the entitlement of each student to knowledge, understanding and skills that provide a foundation for successful and lifelong learning and participation in the Australian community
• The Australian Curriculum is based on the assumptions that each student can learn and the needs of every student are important (ACARA, 2011, 9).

Differentiated instruction is not a single strategy, but rather an approach to instruction that incorporates a variety of strategies. It is an approach that identifies and monitors the individual needs of students and matches these with ways of teaching.

At Dayboro SS teachers are aware of their students’ diverse backgrounds and know that they are academically, culturally, linguistically, economically, socially and motivationally diverse. To maximise student outcomes, teachers consider this diversity when designing educational programs to cater for individual needs.

To ascertain these learning needs, teachers monitor the progress of their students to see where they are at within a particular learning task. Teachers can monitor this progress through identifying difficulties students might be having, student strengths, and their levels of readiness, students’ interests and motivations, and the ways students learn.

Linda Smith

Team Leader – Curriculum and Intervention

(lsmit70@eq.edu.au)