Inclusive Learning Design

Lesson Details

• Year Levels: 5 and 6
• Duration: 60 minutes
• Class Size: 25 students
• Learning Area: Other (Focus: Inclusive and Differentiated Teaching & Learning Processes)
• Australian Curriculum: Aligning with Cross-Curriculum Priorities and General Capabilities in Australian Curriculum (v9)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Understand and explain what makes a learning environment inclusive and differentiated.
2. Use basic learning technologies collaboratively to support their personal learning.
3. Recognise diverse learning needs and reflect on strategies that support peers’ learning.
4. Participate in varied formative assessments tailored to different learning strengths.
5. Reflect on their own learning preferences and achievements to set goals.

These objectives align with elements in the Australian Curriculum’s General Capabilities of Personal and Social Capability, ICT Capability, and Critical and Creative Thinking, broadly supporting student social and emotional development and technological literacy.

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Curriculum Links

• Personal and Social Capability: Develop personal autonomy and interpersonal relationships to contribute to a positive learning environment.
• ICT Capability: Use digital tools effectively to support collaborative learning and problem-solving.
• Cross-Curriculum Priorities: Emphasise inclusion and diversity through differentiated activities.
• Assessment for Learning: Use varied methods (digital, verbal, written) to accommodate different learning styles.

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Resources and Technology

• Interactive whiteboard or equivalent digital display
• Tablets or laptops with internet access (1 per 2 students for collaborative tasks)
• Voice-to-text software and text-to-speech applications (for inclusion support)
• Digital graphic organisers and mind mapping apps
• Printed differentiated worksheets (3 levels of difficulty)
• Self-assessment and reflection journals

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Lesson Outline

1. Introduction & Engagement (10 minutes)

• Teacher Overview: Introduce the concept of inclusive and differentiated learning environments. Define key terms using age-appropriate language.
• Interactive Poll: Use a digital poll (e.g., via interactive whiteboard or tablet apps) asking "How do you like to learn best?" with options like listening, doing, discussing, and using technology.
• Group Discussion: Brief sharing of students’ answers to promote awareness of different learning preferences.

Purpose: Activates prior knowledge and promotes student voice, setting a tone of respect for differences.

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2. Exploring Inclusive Strategies (15 minutes)

• Mini-Lecture & Modelling: Teacher demonstrates a few examples of inclusive strategies:

  • Using learning technology for note-taking or reading aloud
  • Group work with mixed ability pairs to encourage peer support
  • Visual aids and graphic organisers for problem-solving

• Student Activity:

  • Break class into five small groups.
  • Each group is assigned a “learning challenge” scenario (e.g., student struggles with reading, student learns better by doing).
  • Groups brainstorm and record (using tablets or paper) strategies to help their scenario.

Differentiation: Scenarios vary to cover different needs; groups can discuss and choose digital or paper tools to record their ideas.

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3. Technology as a Learning Tool (10 minutes)

• Hands-on Activity: Students explore one selected learning technology tool (e.g., a mind mapping app, voice-to-text, or an educational game that supports literacy or numeracy).
• Guided Support: Teacher circulates, supports students who need help, and highlights how tech can adapt to different needs.

Inclusivity Focus: Encourages competence and confidence in technologies that aid diverse learners.

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4. Formative Assessment and Feedback (15 minutes)

• Differentiated Worksheets: Students complete one of three levels of worksheets (digital or paper) aligned with the “learning challenge” type from earlier.
  • Tasks vary in complexity but target the same learning concept.
• Peer Review: Students pair up and provide constructive feedback using a simple rubric adapted to the learning level.
• Teacher Observations: Informal assessment through observation and discussion; teacher takes notes on engagement and understanding.

Assessment Variety: Supports varied abilities and learning modalities.

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5. Reflection and Goal Setting (10 minutes)

• Students complete a self-reflection sheet/journal entry guided by prompts:
  • "What did I learn today about how I learn best?"
  • "How did technology help me?"
  • "What can I do next time to improve?"
• Quiet individual reflection followed by optional sharing.

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Differentiation and Inclusion Strategies Embedded

• Flexible grouping: Mix abilities for peer support and social learning.
• Use of multimodal resources: Visual, auditory, kinaesthetic, and digital tools.
• Choice and voice: Options in tasks and modes of response.
• Scaffolded learning: Tiered worksheets and technology to provide multiple entry points.
• Assistive technologies: Voice-to-text, text-to-speech, graphic organisers to support diverse learners including those with learning difficulties.
• Formative, ongoing assessment: Real-time feedback from peers and teacher to identify and respond to student needs.

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Assessment of Learning

• Formative:

  • Observation of participation and group discussions.
  • Completion of differentiated tasks.
  • Peer feedback process.
  • Self-reflection journal entries evaluating understanding and attitudes toward learning needs.

• Summative (optional extension):

  • Students could create a short multimodal presentation or digital poster on inclusive learning strategies, using learned technology tools, showcasing their understanding and empathy towards diverse learners.

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Reflection on Teaching Practice (Selection Criteria Response)

I demonstrate expert knowledge and practical application of effective and inclusive teaching practices by designing learning experiences that draw on differentiated instruction and the responsiveness to individual student needs. The lesson strategically uses learning technologies such as interactive polling, mind mapping apps, voice-to-text, and assistive software tailored to various learning styles and abilities, fostering an engaging and accessible environment.

Through ongoing formative assessment, both peer and teacher-led, I ensure tasks challenge each student appropriately, building confidence and promoting achievement. The reflective activities further support students’ metacognition, enabling them to identify their learning strengths and areas for growth.

This approach creates a safe, respectful, and adaptive classroom climate where diversity is valued, and all students are empowered to work towards their potential in line with the Australian Curriculum’s emphasis on inclusivity, personal and social capability, and ICT capability. The lesson plan is a demonstration of how contemporary pedagogy and technology can intertwine to establish differentiated learning environments that celebrate and support every learner’s journey.

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This plan respects the specifics of the Australian Curriculum v9 by:

• Incorporating General Capabilities (Personal and Social Capability; ICT Capability).
• Emphasising Cross-Curriculum Priorities (Inclusion and Diversity).
• Aligning with Assessment for Learning Principles.
• Using digital tools reflective of Australian classrooms’ pedagogical innovation.

Thus, it is designed to ‘wow’ teachers with its integration of inclusivity, technology, differentiation, and real formative assessment strategies, providing a practical framework for achieving positive student outcomes.