‘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 …show more content…
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 appropriate mathematics language for the children’s language stage and key questions will also differentiate the lesson to suit our learners. Substituting difficult words with simpler words, for example demonstrate with show as described in Cavanagh & Prescott (2015) is another effective strategy as it provides scaffolding for our learners and models the language for them. The environment differentiation is slight but a quiet learning environment or environment near to the teacher can offer a
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 …show more content…
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 appropriate mathematics language for the children’s language stage and key questions will also differentiate the lesson to suit our learners. Substituting difficult words with simpler words, for example demonstrate with show as described in Cavanagh & Prescott (2015) is another effective strategy as it provides scaffolding for our learners and models the language for them. The environment differentiation is slight but a quiet learning environment or environment near to the teacher can offer a