One Size Fits All Analysis

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‘Many teachers use the “one size fits all” approach where all students receive the same instruction irrespective of their specific needs; however…this style of teaching benefits only a few students’ (Cavanagh & Prescott, 2015. P.150). This assignment will agree that using a one size fits all approach to teaching will only benefit a few students. Embracing classroom inclusiveness, differentiation and the Australian Professional Standards for Teachers (APSTs) will guide us as teachers to appreciate the diversity of our learners and inspire, motivate and engage them to achieve their individual successes.
The concept of ‘One size fits all’ will not allow for equality for the students, nor a simple task for a teacher. The Australian Professional
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The location of the school, coeducational or same sex students, culture, language and religion of the students will also broaden the diversity of the classroom. In the inner city classroom adjustments need to be made to accommodate the needs of the students with learning difficulties and the two exceptional students. This is done through differentiation of the lesson plan. It is the way teachers anticipate student needs and modify the content, process, product and environment to meet these needs regardless of the students’ ability. The APSTs framework guides teachers throughout seven standards to also encourage inclusivity, equality and diversity for our students. The adjustments made to the lesson plan for students with learning difficulties have been guided by research as to effective strategies which will enhance learning opportunities for these students. Task modifications have been made to the content, process and environment. By providing a video clip, demonstration and video overview of the lesson objective we are identifying the concepts and skills, sequencing smaller tasks and providing visual and audio cues to aid the students understanding. This encompasses the use of the VAK learning styles model and recommendations by Department of Education in supporting students’ needs. Students who may be struggling need to see ‘how’ to complete the activity (Cavanagh & Prescott, 2015). The use of …show more content…
These frameworks encourage high standards of ethical behaviour, professionalism, integrity, dignity, responsibility, respect, justice and care when dealing with students, families, caregivers, colleagues and the broader community. These qualitites need to be evident in our teachers but they need to be visible in our approach to inspiring learning. The teaching standards also promote inclusiveness of culture, religion, socioeconomic backgrounds; the creation and maintenance of safe and supportive learning environments as well as fostering relationships with our students, their support networks and the wider community. To achieve this, teachers must incorporate these values into everyday teaching strategies and methods. There is no way teachers using a ‘one size fits all’ approach to student instruction can be diversified and inclusive across the spectrum of student needs and support. ‘Every individual has the right to be respected and given the opportunity to participate in educational contexts that allow them to achieve their full potential’ (Study desk, week 4 notes). To successfully encompass all of this knowledge and gain these skills will result in an effective teacher. A teacher who will be a source of inspiration and provide a powerful impact on their students, whilst influencing them as they develop, mature and make

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