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(Smith & Humpert ,2012) noted that differentiated instruction initial application mostly involved gifted students however the idea soon gained momentum and became more and more prominent in inclusive classrooms(Lawrence-Brown,2004) although its widely known that practitioners working with struggling students and students with special needs differentiated their instruction long before teachers in regulars classes did (Smith et al,2012). Although many various characteristics and principals of differentiation have been defined differently over the past half a century the most common understanding of a differentiated classroom is that: 1. The Teacher is responsive and attends to the student differences. 2. A formative assessment assists in identifying the next learning sequence. 3. The Teacher modifies content, process and products in accordance with the learner needs. 4. The teacher and the student collaborate in the learning process. According to ( O’Meara , 2012) it is not understanding what differentiation is that is difficult for teachers, but rather learning processes whereby teachers can apply it. In looking more closely at Johnny’s case it is imperativ e that one finds ways to put differentiation into practice. Planning and preparation of instruction is where most of the work should happen and this is why the year 9 science curriculum must be adapted for Johnny and other students long before going into the classroom. ( O’Meara , 2010) recognized that differentiated instruction is a flow chart with critical junctures and decisions rather than a singular linear process. Content (Piggot, 2002) confirms that perceptions have been built up that science involves great pressures of content and practical work which has led to a tradition in many secondary schools of whole class activities being the norm, if not the only way of teaching .Differentiating content can be done through increasing the complexity of learning or by concentratingon the most relevant and essential concepts, processes, and skills.(Heacox, 2011) says that some students need more instruction and practice and some need less, in Johnny’s situation we can assign specific content resources that are purposely assigned to challenge his level of learning. As the pre-assessment of Johnny has been made, we understand that his literacy skills need to be improved and thus within the year 9 Australian Science curriculum program one needs to select resources , specifically related to his reading levels that are more basic and foundational. One important factor when adjusting content specifically for a struggling learner like Johnny is for it to occur in a low key manor (Heacox, 2011). Johnny should also feel as if he is getting more
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