DIVERSITY: TEACHING THE UNIQUE CHILD STUDENT NAME: Charlotte Bayliss ‘ASSIONMENT TASK 4; Learning Gente Corstructon DUE DATE: wecHTine 50% GRADE: AL btize.: [As scheduled between the 23 March -2 Apel 2015 LEARNING INTENTIONS: 1,2 & 3 ASSESSMENT STANDARDS: ‘Aestegory. 8 Create Fall Nests citeria (oustareing ‘Ws itavia(ecnsetontiy— Insighiful, profound) Aricaaten | een) and devsiops(oome. bey, (raster polished, cr a number of aspects Sopnisteaisc). Orgensaton (focusses, tghty organised), Develops many aspects | Cognifeanty, in dep) | Meals orteve adoquatal at Crise met begining love ASSESSMENT CRITERIA: FEEDBACK: Grading is based on the extent to which there is evidence of: ‘+ @dear definition of the specific learning need * theory\ies} on the concition explained * some key research on the condition investigated ‘and applied to the teaching situation ‘+ the implications of the condition for teaching (and especially the centre context) are explored ‘* practical examples of learning programmes for a Child with this specific need provided, including a lesson pianvleaming experience outline that acknowledges cifferentiation + application to NZ context * consideration of Ctristian response throughout * an evaluation of how well centres are doing is Clearly articulated ‘* an informed hypothesis about possible future directions ‘+ a personal reflection on transformation of knowledge, attitude and skil in relation to special noeds Presentation in which * aesthetic presentation of the learning centre + arrange of interaciive activities provided, including but not limited to visual, oral, tacile, elements + the activities encourage genuine learning for the Paricipants + atake away" resource containing key teaching points is provided for each class member Charlotte your fearing cenire was well researched ‘and concise. Your knowledge about Selective Mutism was very well demonstrated through your leaming centre, ‘You covered all the aspects of the criteria well and had some great resources including teaching stretegies available, with which to read and interact, You had a clear definition of what Selective Mutiem is. You engaged well with theories about Selective Matism and the possible causes of it. There was. evidence of key research, implications to teaching, links to a New Zealand coniext and a Christian response was made in relation to Selective Mutism, You had some evidence of how well centres/schools are doing; you made the ‘Connection with ine use of sign language to assist with children with Selective Muticm. An adapted lesson plan wes available to see also. A personal reflection on transformation of knowledge, attitudes and ski in relation to special needs was evident throughout, There was a clear flow to everything and your leaming centre was very well presented. Your activities covered the orteria well. Take away resource was very useful