The Inclusive Classroom

B. How can I now put into practice what I
have learned?
http://www.celt.iastate.edu/teachingresources/effective-practice/revised-bloomstaxonomy/
http://unesdoc.unesco.org/images/0013/001365/136583e.pdf

This 2004 UNESCO report explores curriculum
differentiation for students with special needs.
http://www.rde.nsw.edu.au/capresources/

Site has MI/Bloom grids on different topics. Note some
inaccuracy re Bloom levels & MI activities
http://www.bounceback.com.au/articles
Site has research paper on integrating MI and Bloom.

As an example of differentiating the curriculum, using MI/Bloom blank sheet
(approx.one A4 page) write a set of ten activities in a curriculum area/topic and
include the theme of difference and diversity.
– Identify the key syllabus outcomes/curriculum descriptors for the whole class.
– Write 10 different learning activities (for whole class) that teach the key concepts
and engage different intellectual domains and different levels of thinking
(MI/Bloom) ensuring each level of thinking on the Bloom Taxonomy is
addressed.
– Make sure you write the activities in a way that others would understand what to
do if given the task.
– Use a different topic to RDE NSW website (in adjacent column).
Discuss two benefits of a differentiated unit of work for your case study student.
Support this with research (approx. half A4 page)