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Dr. Gemma Scarparolo

Senior Lecturer, Graduate School of Education

University of Western Australia, Australia

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Dr Gemma Scarparolo is a passionate and experienced teacher educator. She is the course coordinator of the Master of Teaching Primary at the Graduate School of Education at The University of Western Australia (UWA) and she coordinates and teaches core units on inclusion and diversity.  Her research focuses on differentiation, equitable and inclusive evidence-based teacher practices, voice inclusive practice, and gifted education.   




  • Scarparolo, G. (2020).  Teaching science inclusively.  In C, Campbell, W, Jobling & C, Howitt (Eds.), Science in Early Childhood (4th ed.).  Chapter 7. Cambridge Publishing. 

  • Scarparolo, G. (2019).  A Differentiated Approach to Historical Inquiry, AGORA, 54(2), 8-14.

  • Scarparolo, G. (2019).  Diversity and Differentiation in Science.  In G, Venville, & V, Dawson (Eds.), The Art of Teaching Science for middle and secondary school (3rd ed.).  Allen and Unwin (159-172, Chapter 10).

Differentiation: A Focus on Student Voice

This year’s conference theme, ‘Reach Us All, Teach Us All: Differentiate!’, directs our attention to the student experience. This keynote will focus on student voice; specifically, why it is important, how to include student voice through differentiation, how it can improve students’ engagement and learning, and lastly what students say when their teachers differentiate.  Differentiation, as an inclusive practice, provides opportunities for teachers to fulfil elements of two child rights identified in the Convention on the Rights of the Child (United Nations, 1989); Article 12 states that children should have a say in matters that are important to them, including their learning, and Article 29 which states that the education of each child should develop their abilities to their fullest potential. 

What’s on the Menu? 
A Spotlight on the Learning Menu Strategy

This session will focus on the learning menu differentiation strategy, including what it is, the rationale for using it, and how and when it can be used effectively.  Discover how a learning menu can maximise learning time, incorporate students’ interests, address different readiness levels, increase student engagement, and maximise learning opportunities for all students.  As part of this workshop, you will plan a learning menu that you can use in your teaching. 



  • Identify the reasons for using the learning menu differentiation strategy

  • Identify effective ways to use the learning menu strategy

  • Create a learning menu to use with your students

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