Student Impacts: Scenario

Student Impacts: Scenario

Step 1: Teacher, Lachlan, notices that her Year 4 students are struggling with understanding fractions. Despite multiple attempts to teach the concept, many students seem confused and unsure about how to approach fraction problems.

Step 2: Lachlan decides to create an Individualised Plan for each struggling student, aiming to provide tailored support using the Learning Goals Matrix, Adjustments Matrix, and Instructional Strategies Matrix. However, without mastery or fidelity in the process, the plans lack clarity and fail to address the specific needs of each student effectively.

Step 3: Over the next few weeks, students continue to struggle with fractions, becoming increasingly frustrated and disengaged from learning. Despite Lachlan’s efforts to implement the Individualised Plans, students do not have enough opportunity to master fraction skills, leading to heightened behaviour problems in the classroom.

Step 4: As a result, students’ confidence in their learning abilities diminishes, and they feel insecure about their progress in the classroom. Without achieving mastery or meeting progress standards, students fall further behind in their understanding of fractions, exacerbating their feelings of confusion and insecurity.