Assignment 2: Differentiated Learning Task: RAFT

Developed by: Clay Mackenzie Student ID – 2182307

Curriculum Area of Learning Task: History
Specific Topic of Learning Task: World War One: Major Events and People
Year Level(s): Year 9 History via SACE Framework

Differentiation Choices
1) For this learning task, I have chosen to design a differentiated…
 Learning Menu: Defined as a guide of proposed learning activities that allow students to show mastery of content
and required academic skills by giving them the means and options to choose how to they wish to present their work
and learning (Hill-Jackson et al.,2019)
 Choice Board: Defined as an organised graphic that contains many associated activities that students can select
from as they learn about and through a particular topic or area of study (Catlin et al., 2016)
 RAFT (Role, Audience, Format, and Topic): Defined as a writing strategy that enables critical, creative, and
analytical thinking as students position themselves and consider the roles and interrelationships between the author,
audience, and format of the presentation to discuss a pre-determined or student created topic (University of
Michigan, 1990)

2) My learning task is differentiated to address student differences via…

 Readiness: Defined as differentiated curriculum and activities altered in wording and presentation to meet
individual students' shifting levels of progress towards mastery (Tomlinson, 2017).
 Interest: Defined as building curriculum and learning activities that allow students to select the method and
presentation of their work based on the passions and influences students bring into the classroom (McCarthy, 2017).
 Learning Profile Preferences: Defined as a collective guide and understanding of each particular student’s
background factors, personal influences, strengths, areas of development, culture, preferred methods of class
activity completion, and willingness to engage in classroom experiences that shapes how content is prepared and
presented to the individual student (Tomlinson, 2001).
Context
This RAFT is a formative assessment piece that will occur towards the end of a unit that focuses on the depth study area
of World War One. Students will have been given this task at the start of a double lesson, in which they will be expected to
complete it and share via flexible grouping at the end of the lesson. Students will be familiar with each of the selected roles
in the RAFT and the selected topics, as they are based on the content of previous lessons. Thanks to a cross-curricular
approach with the English discipline, students will have learnt in that class the best ways to create each of the format
options and best engage any of the audience options. This RAFT learning activity is characterised as a sense-making
opportunity, as it encourages students to connect situations, contexts and concepts with knowledge and reasoning within
their work while also allowing the teacher to notice gaps and concerns in student progress towards mastery before the
more extensive and significant summative assignment (Murphy, 2020). It is imagined that students will attempt future
RAFT activities, as they receive ongoing assessment and feedback on these RAFTs, to further refine their abilities to
argue and support a variety of historical arguments in diverse formats and with different audiences in mind. The learning
objectives are aligned with the ACARA Year 9 History framework and will be extrapolated below.

Learning Objectives – Know, Understand, and Do.

Achievement Standard: (Students) analyse the causes and effects of events and developments, and actions of people.

Learning Objective: (Understand): As a result of engaging with the lesson, students will understand that: Events
and their implications force change, which leads to different actions and conclusions by individuals about the incident's
significance.

Historical Skill – Content Descriptor: Identify and analyse the perspectives of people from the past (ACHHS172)

Historical Understanding – Content Descriptor: An overview of the causes and major events of World War I
(ACDSEH021)

(ACARA, 2021).
Know Be able to (Do)

Students will know that underlying themes of nationalism, Students will detect and explain the perspectives and
militarism, and imperialism were rife in both the Triple information in a range of secondary sources.
Entente (United Kingdom, Russia, and France) and the
Triple Alliance (Germany, Austria-Hungary, and Italy), Students will use I.C.T. to effectively gather, generate, and
display resources and information for historical presentation
Students will know that the influence of individuals such as and investigation purposes.
Vladimir Lenin, Woodrow Wilson, and Tsar Nicholas II were
critical regarding the outcomes of events such as the Students will implement critical and creative thinking by
Russian Revolution, the establishment, and eventual failure, examining the connection between the individual
of the League of Nations, and the overthrow of the Russian perspectives on large-scale events and the decisions they
Monarchy by the Bolsheviks. forced individuals to make.

Students will know that the loss of Russia severally Students will create intentionally biased and opinion
impacted morale, strategy, and support for the United influenced pieces that argue effectively for a pre-determined
Kingdom and French war effort. topic or argument.

Students will know that the addition of The United States Students will utilise the historical research process to
negated the loss of Russia and was of severe concern to connect and discuss the short and long-term consequences
the German High Command in the critical final years of the of significant events in history.
Great War.
Students will build and add to an internalised timeline of
Students will know that the German Schieffelin Plan was Europe’s path to total war and that individual countries and
deeply flawed, as it underestimated the Russian military and influential figure shaped its inception, course, and aftermath.
naively thought that an invasion of Belgium would not draw
Britain into the war. Students will create work that criticises and supports
different perspectives through a combination of factual
Students will know that the Austro-Hungarian Ultimatum to information and historical hindsight.
Serbia in 1914 was intentionally unreasonable and designed
to validate a war wanted by both Austria-Hungary and Students will devise and create both visual and written text
Germany. productions that serve a combined intention of
persuasiveness.
Students will know that the Russian Revolution was not
initially supported by the entirety of the Russian population,
with the Bolsheviks having to continue justifying it after the
event itself via nationalistic propaganda.

Students will know that the League of Nations was designed

to prevent future conflict via diplomacy between nations.
However, it was doomed to fail as the United States moved
back to a foreign policy of isolationism as Congress would
not allow the United Nations to join the League of Nations.

Essential Questions

1) The role of the individual in shaping the construction, purpose, and argument within various forms of communication.
2) The way(s) in which large-scale events are presented, argued for, and rationalised to those directly and indirectly
impacted by them.
3) The impact of changes in effectiveness, tone, and presentation have in building a convincing argument for a
predetermined audience.
4) The manner in which both short and long-term events shape the understanding and course of events, and their
remembrance by individuals.
World War One R.A.F.T.
When and How This RAFT Will be Used:

This RAFT will be used towards the very end of a unit that focuses on World War One. It will be
differentiated by learning profile preferences and serve as a sense-making activity to address and note
gaps in student knowledge and application before the summative assignment. Students will have total
freedom to select their RAFT option, from the ones provided with their accompanying task card.
Alternatively, students may negotiate with the teacher to construct their own RAFT. This negotiated option
enables elements of a supportive community of teachers and learners via the establishment of a positive
learning environment, as students are enabled to design, reason for, and create work that is designed with
their active voice and agency in mind and supported and valued when shared with equally engaged peers
(De Nobile., 2020).

After students complete their RAFT individually, they will be put together by flexible mixed grouping and
share their creations amongst peers that selected the same RAFT option. This group sharing and learning
will be an opportunity for students to practice critical social skills of presentation, public speaking, and
democratic group cooperation that form, as Eredics implies, a soft curriculum that educators must present
to generated active, involved, and socially adept students and citizens (2018).
Each student will also upload their RAFT to a whole class Google Docs sharing service. Students will be
expected to read through one RAFT of each option they did not select as a homework task. Students will
be expected to write a short, no more than three sentences, summary of each RAFT they used in their
homework task. Students will upload their RAFT summaries to the whole-class Google Docs. This process
enables a peer learning opportunity, which helps students learn new interpretations of concepts,
perspective, creativity, and events from their classmates and their work (Buchs et al. l., 2017).

Role Audience Format Topic

French Wartime Reporter French Populace Visual News Segment How this Great War came
about, and why France is
caught up in it!
Austro-Hungarian Citizens of the Austro- Press Release The demands that will be
Diplomate Hungarian Empire sent to Serbia to answer for
the death of Archduke Franz
Ferdinand.
Vladimir Lenin Russian People Political Cartoon and Writer’s Why the bourgeoisie and
Statement imperial rule failed Russia
and needed to be
overthrown via glorious
revolution!
British General British Parliament Government Briefing The impact the loss of
Russia, but the gain of the
U.S.A., will mean for the
British and allied war effort.
German War Advisor German High Command Dialogue Why the Schlieffen Plan is
not a masterpiece and must
be reconsidered.
Tsar Nicholas Romanov II Romanov Family Journal Entry How you fear Russia will
look if the Bolsheviks gain
any further power!
Woodrow Wilson United States of America Propaganda Poster That Congress must allow
Congress the United States of America
to the League of Nations, or
another war will happen
soon!
Student Chosen Role Student Chosen Audience Student Chosen Format Student Chosen Topic

World War One Task Cards and Helpful Research Links

1) French Wartime Reporter: France is in a state of total war, and the people need to know how this mess came
about! As a reporter, it is your job to create a punctual and informative news segment to explain why this war started
and why France needs to be involved. As a well-researched reporter, you have many potential reasons for war to
explore. You may investigate the assassination of Archduke Franz Ferdinand, old and confusing military alliances
across the continent, the rise in nationalism in many nations, or any other points entirely! Lastly, you must consider the
tone of your news segment. Will you keep it to just the straight facts, or will you try and persuade the people that the
war was born out of necessity? Regardless, keep it brief and easy to follow. You should not go on for longer than 5
minutes.
Resources to help with your journalistic research:
- Timeline of World War I | Britannica
- World War I Timeline From 1914 to 1919 (thoughtco.com)
- Six Causes of World War I | Norwich University Online
- How To Write Newspaper Article | Report | Format | Topics (howtowriteanarticle.in)
2) Austro-Hungarian Diplomate: The Archduke is dead! Murdered by Serbian nationalists, and the empire is now in
chaos with rumours and innuendos running rampant amongst the populace. To sort this mess out, you have been
tasked with writing an official press release to clarify what happened and what your government will do about it. As a
proud Austro-Hungarian empire supporter, you should take a firm and vengeful tone in your writing. You should give a
summary of who murdered the Archduke, what ramifications will be placed on Serbia for supporting such an act, and
what will happen if they refuse to cooperate. You will want to discuss the Austro-Hungarian Ultimatum of 1914 crafted
by the governing party and that the empire has Germany waiting to help us if war comes about! This press release
must be brief and accessible for all to understand, so keep it to no more than 500 words.
Resources to help with your government-mandated research:
- The Assassination of Archduke Franz Ferdinand - HISTORY
- The Assassination of Archduke Franz Ferdinand (thoughtco.com)
- Did Franz Ferdinand’s Assassination Cause World War I? - HISTORY
- How To Write a Press Release, with Examples - C.B.S. News

3) Vladimir Lenin: It is done; the last ever Tsar of Russia and his imperial rule has come to an end! The revolution
began in the early hours of this morning and has been swift and successful. Now, however, you must ensure the
people are on your side and convinced of your motives. Therefore, you aim to create a political cartoon and writer’s
statement that captures the gloriousness of the revolution! Perhaps you would look to compare and contrast the living
conditions and rights of the workers before and after the revolution, or you could show how the revolution will bring an
end to the Great War in Russia? Regardless, you must use images and language that praises the new regime and
promotes it in the best light possible. Keep your writers’ statement at no more than 500 words and ensure that most
Russian people can interpret your cartoon easily.
Resources to help with your revolutionary-mandated research:
- Vladimir Lenin | Biography, Facts, & Ideology | Britannica
- Vladimir Lenin - Formation of a revolutionary party | Britannica
- (8) The Russian Revolution - OverSimplified (Part 2) - YouTube
- How to Make a Political Cartoon: 9 Steps - Instructables
4) British General: Russia is out of the Great War! This has effectively ended the Triple Entente alliance and puts us
at a severe disadvantage to the Triple Alliance. As a top British General, it is your job to inform the British Government
why Russia dropped out of the Great War. You may wish to mention the Russian Revolution and what it means for the
allied war effort, such as more intense fighting on the Western Front. It is not all doom and gloom, though, as you have
heard that the United States is inching closer to joining our side in this war. You should sell this fact and discuss why it
will help alleviate the loss of the Russians. Time is short in this war, aiming to keep your government briefing at no
more than 500 words.
Resources to help with your government-mandated research:
- Significance of Russian Withdrawal From WWI (theclassroom.com)
- B.B.C. - History - World Wars: War and Revolution in Russia 1914 - 1921
- Russia Quits the War | Facing History and Ourselves
- What Is a Briefing Note? | Examples

5) German War Advisor: War is imminent in Europe and the German Kaiser seems set to follow Count Von
Schlieffen’s aptly named Schlieffen Plan. This plan is to attack Russia and France at the same time in order to win the
war quickly. You, however, know this plan is horrible and must convince the German High Command to vote against
its use. You decide to write a dialogue that will convince them of the plan's flaws. You should look to the surprising
might of Russia, the alliances of Belgium and England, and the dangers of a prolonged war on the German economy
to support your argument. Time is limited before the vote, so keep your argument under 500 words and ensure that it
is full of convincing facts and language usage.
Resources to help with your Anti-Schlieffen plan research:
- Schlieffen Plan | German military history | Britannica
- What Was the Schlieffen Plan? - History (historyonthenet.com)
- The Schlieffen Plan and World War One (thoughtco.com)
- How to write dialogue in fiction: rules and examples - Jericho Writers

6) Tsar Nicholas Romanov II: It is all coming to an end for the Russian war effort, and you are worried about what
the means for the future of your country. You know a growing movement supports Lenin and the Bolsheviks, which
seem to be growing stronger each passing day. You have been keeping a journal over the past few months and one
 particular article in it discusses the dangers of a communist revolution, how Lenin cannot be trusted, why the war
against Germany was a failure, and what you fear the future of Russia will look like under Lenin and the Bolsheviks.
As a journal entry, you should use the first-person language and keep the sentences short and direct. Aim to write no
more than 500 words.
Resources to help with your journaling and research:
- Tsar Nicholas II - Death, Wife & Family - Biography
- Why Czar Nicholas II and the Romanovs Were Murdered - HISTORY
- Biography of Czar Nicholas II, Last Czar of Russia (thoughtco.com)
- How to Write a Journal Entry | Examples

7) President Woodrow Wilson: The Great War is over, and you aim to prevent another massive global conflict from
happening again! This is why you helped with the creation of the League of Nations. Nevertheless, the Congress of
the United States is hesitant to join; they would instead prefer to return to an isolationist foreign policy. You decide that
a propaganda poster will rally the people and persuade Congress to allow the United States to join the League of
Nations. You may wish to play on fears of a resurgent Germany, the unknown factor of communist Russia, and even
the root causes of alliances and nationalism that started the Great War. Regardless, your poster should be easy to
understand and interpret. You will also create a writer's statement of no more than 500 words that examines the
supporting evidence behind your propaganda poster’s design.
Resources to help in designing your propaganda piece:
- Woodrow Wilson - Presidency, Facts & Foreign Policy - HISTORY
- Woodrow Wilson | Biography, Presidency, & Accomplishments | Britannica
- Woodrow Wilson - Biographical - NobelPrize.org
- How to Make a Propaganda Poster (tutsplus.com)
Rubric for Formative Assessment

Above Standard At Standard Working Towards Standard

The Perspective of The perspective selected is very The perspective selected is The perspective is not shown
Role and Attendance consistent and actively used by the used relatively frequently and in the majority of the students
to Selected Format student to benefit their work. lends itself well to the work.
students work.

The selected format is followed in The selected format is mainly The student does not follow
detail and closely by the student followed throughout the the format for the majority of
throughout the entirety of their majority of the students work. their work.
work.
Fluency and Logic of Insightful, detailed, and meaningful Adequate, consistent, and Not yet well developed,
Topic Argument connections made between the well-constructed connections detailed, or meaningful
cause-and-effect nature of the made between the cause- connections made between
prelude, progress, or conclusion of and-effect nature of the the cause-and-effect nature
World War One and the individuals prelude, progress, or of the prelude, progress, or
and ideas that shaped its course. conclusion of World War One conclusion of World War One
and the individuals and ideas and the individuals and ideas
shaped its course. that shaped its course.
Interpretation of Well refined and clear Mostly well refined and Not yet a well-defined or
Historical Events understanding of significant relatively clear understanding clear understanding of
historical events and their of significant historical events significant historical events
significance in a selected aspect of and their significance in a and their significance in a
World War One. selected aspect of World War selected aspect of World War
One. One.
Incorporation of Well-refined use, incorporation, Mostly well-refined use, Not yet possessing a well-
Secondary and understanding of how to apply incorporation, and emerging refined use, incorporation,
Resources resources that strengthen and understanding of how to and understanding of how to
support the topic selected by the apply resources that strength apply resources that strength
student.
 and support the topic and support the topic
selected by the student selected by the student

Explanation Section: Theory Behind RAFT Student Learning Task

This learning task is differentiated for student learning profile preferences and enacts as many
aspects of the pillars of differentiation as possible in order to create a RAFT learning activity that
enables meaningful, effective, and individualised learning and teaching to occur. According to
Tomlinson, learning profile preferences are defined as a collective guide and understanding of
each particular student’s background factors, personal influences, strengths, areas of
development, culture, preferred methods of tackling classroom activities, and willingness to
engage in classroom experiences that all collectively shape how classroom activities are
prepared, presented, and completed best for the student (2001). Before analysing the positives
associated with differentiation via learning profile preferences, it should be established that
learning profile preferences are debated within the academic education circle. Some voices fear
that this type of differentiation typecasts and stereotypes students, thereby leading teachers to
assume that students with similar background factors are all destined to be best suited to a
particular type of learning (Gorski, 2017, Steele, 2011). However, this line of thinking is flawed
as it ignores educational and psychological experts' findings that actively support differentiation
by external factors. For example, Thomson and Hall argue that the virtual schoolbag, the ideas,
experiences, and history students bring into the classroom, has far more impact on learning than
any factor the teacher can control (2016). To argue this point further, Tomlinson and Moon
(2013) insist that individuals, when understood and treated as such, learn, and thrive in various
ways; therefore, teachers must develop approaches and teaching methods that enable students
to find and eventually learn in their specific and personalised ways. Therefore, differentiation by
learning profile preferences is reasonable and practical to enact student opportunities, learning,
and academic development. As teachers help students try, find, and attempt various learning
methods suited to their individualised personal learning profile, they develop metacognitive skills.
Then, students and teachers can determine when the learning activities, efforts, and
experiences are working effectively to generate meaningful educational experiences and when
the opposite is occurring, and further change is required (Tomlinson & Moon, 2013). This RAFT
differentiates the learning procedure based on learning profile preferences when students are
encouraged to pause, interpret, respond, understand, and process lesson content and
expectations with autonomy and in knowing that their way of learning is valued and enabled by
their peers and teacher (Sousa & Tomlinson, 2011). This enables the benefit of assessable and
varied perspectives of students to be shown and argued for on a determining issue, topic, or
idea. To further support the implementation of a RAFT differentiated by personal learning
profiles, this option also enables Gardner’s Multiple Intelligences model to occur as students
attempt, produce, and reflect on varied modes of expression and creation (Gardner, 2008). Due
to these reasons, the differentiation by learning profile preferences in this RAFT activity provides
opportunities for learners to apply learning in a meaningful and malleable way as they work
towards mastery and demonstration of deep and meaningful understanding and application
(Tomlinson & McTighe, 2006).
This RAFT, differentiated by learning profile preferences, leans heavily towards developing high-
quality curriculum goals which serve as the foundation of this learning task. High-quality learning
goals are defined as learning that is designed to be achievable, appropriately challenging,
rewarding, and above all, individualised to ensure that each student sees and understands the
practical application and worthwhileness of the teaching activities and strategies used in the
classroom (Tomlinson, 2017). To further enhance a high-quality curriculum, the understanding
by design framework is utilised. This framework by Wiggins and McTighe is developed to ensure
that the critical objectives of the lesson are deeply intertwined with aptitudes in understanding,
knowledge of facts, and application of doing that students should be able to show as they
progress towards mastery (2005). Teachers using the framework by Wiggins and McTighe for
the present RAFT activity allows the learning objectives to be assessed via the content and
options in the RAFT and attached rubric. To showcase this benefit, the fifth skill assessed as
part of the learning objective requires students to use historical research and inquiry to link the
individual's decisions with larger-scale events that shaped the First World War. This could take
the form of students investigating Vladimir Lenin’s decision to withdraw Russia from the Great
War and the positives of this decision. However, students can also look at the opposite and
investigate greater European perspective of Russia withdrawing from the war and its
consequences. Therefore, students can engage in both selective and alternative ways of
thinking, doing, and presenting differing perspectives and judgments while still working towards
the same core outcomes, learning objectives, and assessment rubric. Students are also thereby
enabled to show that they are applying the same essential historical research and inquiry
concepts. Once students have completed, thereby demonstrating the assessed skills of
historical research and inquiry, they will be prompted to share, discuss, and critique the RAFTs
of students in their group consisting of learners who selected the same RAFT to complete. This
group adheres to the model of flexible grouping, the process of grouping based on student
choices and decisions to facilitate mutual support, critique, and peer constructive feedback
(Brulles & Brown, 2018). Here, students participating in flexible group will allow them to
collaborate and learn the different ideas, perspectives, and approaches utilised by their peers,
hence furthering and cementing student understanding and content knowledge. Overall, this
RAFT activity enables the critical opportunities for individual learning and methods to occur, with
the added extension of group work to refine and establish high-quality learning and educational
interactions. Also, as per individual personal learning profiles, teachers can identify which
students thrive more in the group or individual activities and use this information to shape
teaching and learning strategies and add further depth to the student’s personal learning profile.
(Tomlinson, 2001).
The data used to create student personal learning profiles comes via intentional conversations
and observations with students, and the incorporation of student pre-assessment and formative
assessment to identify gaps in knowledge, best ways in which students show their progress
towards mastery, and the ever-shifting state of student grasp of key vital concepts, essential
skills, and application of understandings (Tomlinson 2001). Tomlinson and Moon (2013) state
that educators must utilise data from various unit plans and lessons, engage in meaningful
conversations with the student and conduct quality observations before designing differentiated
tasks by personal learning profiles. This collective data and information should then guide the
design and formation of the task, which is a RAFT in this case. Also, this detailed approach
ensures that students are not pencilled or guided towards any set selection in the RAFT activity
based on notions of lack of competency. Instead, they are encouraged to utilise choice theory,
where individuals are enabled to exercise control over their existence, learning, and activities to
allow for meaningful education and positive behaviour choices to transpire (Glasser, 2010), to
identify a RAFT option that connects to their internalised ideas of how they can best engage in
meaningful learning experiences and activities. Although, the teacher may elect, upon discretion,
to encourage risk-taking and further enhancement of a zone of proximal development, a space
where classroom activities and teaching strategies demand students work slightly beyond their
current level of understanding and application of skills and knowledge to generate meaningful
learning opportunities (Vygotsky, 1990). The teacher may mix and match the aspects of the
RAFT to engage students while still respecting their choices and learning preferences. For
example, a student may select the RAFT that focuses on Woodrow Wilson’s Propaganda Poster
to discuss the League of Nations versus American Isolationism. The teacher could encourage
the student to still work with their choice but try a more challenging form of a presentation by
swapping the propaganda poster for a political cartoon format. Granted, this process will require
students to work with a growth mindset, the intrinsic belief that intelligence is malleable and can
be improved by challenging learning experiences and hard work (Dweck, 2006), for acceptance
of the more challenging option to be accepted by the student. Regardless, all RAFT options
enable higher order thinking skills, such as investigation, critical and creative thinking, inquiry,
research, and development knowledge within student work and interactions as part of the RAFT
learning task (Conklin, 2011).
Works Cited (A.P.A.)
Arthur-Kelly, M., De Nobile, J., Lyons, G. (n.d.). Positive Learning Environments: Creating and Maintaining Productive Classrooms. Australia:
Cengage Learning Australia.

Brulles, D., Brown, K. L. (2018). A Teacher's Guide to Flexible Grouping and Collaborative Learning: Form, Manage, Assess, and Differentiate in
Groups. United States: Free Spirit Publishing.

Buchs, C., Topping, K., van Keer, H., Duran, D. (2017). Effective Peer Learning: From Principles to Practical Implementation. United States: Taylor
& Francis.

Conklin, W. (2011). Higher-Order Thinking Skills to Develop 21st Century Learners. United States: Shell Educational Publishing.

Dweck, C. S. (2007). Mindset: The New Psychology of Success. United States: Ballantine Books.

Eredics, N. (2018). Inclusion in Action: Practical Strategies to Modify Your Curriculum. United States: Paul H. Brookes Publishing Company.

Gardner, H. (2008). Multiple Intelligences: New Horizons in Theory and Practice. Ukraine: Basic Books.

Glasser, W. (2010). Choice Theory: A New Psychology of Personal Freedom. United States: HarperCollins e-books.

Gorski, P. C. (2017). Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap. United States: Teachers College
Press.

Hall, C., Thomson, P. (2016). Place-Based Methods for Researching Schools. United Kingdom: Bloomsbury Publishing.

Hill-Jackson, V., Stafford, D., Hartlep, N. D. (2019). What Makes a Star Teacher: 7 Dispositions That Support Student Learning. United States:
A.S.C.D.

MacTighe, J., Tomlinson, C. A., McTighe, J. (2006). Integrating differentiated instruction and understanding by design: connecting content and
kids. United States: Association for Supervision and Curriculum Development.

McCarthy, J. (2017). So All Can Learn: A Practical Guide to Differentiation. United States: Rowman & Littlefield Publishers.

McTighe, J., Wiggins, G. P., Wiggins, G. (2005). Understanding by Design. United States: Association for Supervision and Curriculum Development.
Murphy, S. (2020). Sense-Making and Shared Meaning in Language and Literacy Education: Designing Research-Based Literacy Programs for
Children. United Kingdom: Taylor & Francis.

Resources in Education. (1990). United States: Department of Health, Education, and Welfare, National Institute of Education.

Steele, C. (2011). Whistling Vivaldi: How Stereotypes Affect Us and What We Can Do. United Kingdom: W. W. Norton.

The Australian Curriculum. (n.d.). Australian Curriculum. Retrieved April 2, 2021, from https://www.australiancurriculum.edu.au/

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-ability Classrooms. United States: Association for Supervision and Curriculum
Development.

Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms. United States: A.S.C.D.

Tomlinson, C. A., Moon, T. R. (2013). Assessment and Student Success in a Differentiated Classroom. United States: A.S.C.D.

Tomlinson, C. A., Sousa, D. A. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. United States:
Solution Tree Press.

Tucker, C. R., Wycoff, T., Green, J. T. (2016). Blended Learning in Action: A Practical Guide Toward Sustainable Change. United States: SAGE
Publications.

Vygotsky and Education: Instructional Implications and Applications of Sociohistorical Psychology. (1990). United Kingdom: Cambridge University
Press.