Students require lessons built around their specific needs and abilities to give them the greatest change of success. The one size fits all approach to learning no longer meets the expectations of the community nor the legal and ethical obligations. This essay will discuss elements of the legislation and policy that related to inclusivity and diversity. It will then discuss and justify the differentiation made to the lesson plan to support learners with difficulties and gifted learners. Creation of an inclusive classroom environment allows all students, regardless of their abilities the opportunity to succeed, become engaged and participate fully within each lesson. A teacher’s ability to differentiate the product, process, environment
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To achieve this the orientation phase of the lesson contains a brainstorming session to revise previously learnt elements of story writing, a hard copy of these elements will be provided to these students for reference during the lesson as some students with learning difficulties have trouble copying from a whiteboard (NSW Department of Education, 2006). The summative assessment for this lesson is completion of an editing checklist which has been adapted based on the student’s ability to analyse text and will require them to demonstrate understanding of the basic features required of a story such as punctuation, grammar and spelling which are lower order thinking skills of Blooms Taxonomy (Frangenheim, 2012). During group work sessions the teacher will provide explicit instruction to learners with difficulties to assist with building and reinforcing their knowledge and provide immediate feedback on their progress this strategy is being used as it has been found that students who experience learning difficulties require a “clear presentation of new skills and concepts with much modelling by the teacher” (NSW Department of Education, 2006). Understanding how these students learn and differentiating lessons accordingly will meet the focus areas 1.2 “Understand how students learn”, 1.5 “Differentiate teaching to meet the specific learning needs of students across the full range of abilities” and 1.6 “strategies to support full participation of students with disability” of the Australian Professional Standards for Teachers (AITSL,
To achieve this the orientation phase of the lesson contains a brainstorming session to revise previously learnt elements of story writing, a hard copy of these elements will be provided to these students for reference during the lesson as some students with learning difficulties have trouble copying from a whiteboard (NSW Department of Education, 2006). The summative assessment for this lesson is completion of an editing checklist which has been adapted based on the student’s ability to analyse text and will require them to demonstrate understanding of the basic features required of a story such as punctuation, grammar and spelling which are lower order thinking skills of Blooms Taxonomy (Frangenheim, 2012). During group work sessions the teacher will provide explicit instruction to learners with difficulties to assist with building and reinforcing their knowledge and provide immediate feedback on their progress this strategy is being used as it has been found that students who experience learning difficulties require a “clear presentation of new skills and concepts with much modelling by the teacher” (NSW Department of Education, 2006). Understanding how these students learn and differentiating lessons accordingly will meet the focus areas 1.2 “Understand how students learn”, 1.5 “Differentiate teaching to meet the specific learning needs of students across the full range of abilities” and 1.6 “strategies to support full participation of students with disability” of the Australian Professional Standards for Teachers (AITSL,