The teaching approach of ‘one size fits all’ does not benefit the majority of students. Every student has a unique background, experience and learning style. To ensure that all students receive the best educational outcome, classrooms need to be inclusive and lesson plans adjusted with differentiation for diverse learners. Teachers need to ensure they adhere to their ethical and legal responsibilities and the Australian Professional Standards for Teachers (APST).
An inclusive classroom caters for a variety of student’s preferred learning styles, including visual, auditory and kinaesthetic. Visual learners learn best by writing, pictures, graphics and power points (Fleming, 2001). Their learning is considered in this lesson, through writing …show more content…
Differentiation addresses individual student needs to learn effectively in a supportive classroom with quality instruction and assessment (Tomlinson & Moon, 2013). As each student has diverse backgrounds, interests and needs, these differences need to be considered to engage students. It is every teachers’ legal responsibility to respect student diversity and ensure they have fair and equitable access to the curriculum (Queensland College of Teachers, 2008). Through differentiation planning, teachers prioritise access to furthering the student’s educational development. Teachers differentiate lessons through content, the delivery of information; process, how students understand the information; or product, how understanding is demonstrated (Cavanagh & Prescott, 2015). Students with learning difficulties do not have a specified learning disability but struggle to learn new knowledge and skills (Cavanagh & Prescott, 2015). Students with learning difficulties require additional scaffolding for success. Exceptional learner’s performance and ability exceed the grade level standard (Gregory, 2012). To ensure students reach their potential, they need to be challenged to develop higher order thinking skills and take learning risks. Specific differentiation of content, process and product are included in this lesson …show more content…
Students with learning difficulties require explicit instruction of strategies through additional scaffolding and benefit from technology assistance (Winebrenner, 2006). Within this lesson, students receive additional instruction with the teacher, a worksheet with fewer options and they are permitted to use a calculator when calculating their budget. The exceptional learner chose from a variety of real-world activities, this motivates their self-regulation through a variety of complexities encouraging higher order thinking (NSW, 2006). The activities modify the process by working in pairs to do online research, developing evaluation and analysing. Students display their budget as a Plus Minus Interesting poster as product modification (Frangenheim, 2012). Content is modified by looking at various party venues and challenging students to attempt percentage off which is within the grade 6 mathematics strand. The inclusion of a worksheet allowing students to move around their options to see what could work is a kinaesthetic modification. These lesson plan adjustments ensure diverse learners can access the curriculum and extend their
An inclusive classroom caters for a variety of student’s preferred learning styles, including visual, auditory and kinaesthetic. Visual learners learn best by writing, pictures, graphics and power points (Fleming, 2001). Their learning is considered in this lesson, through writing …show more content…
Differentiation addresses individual student needs to learn effectively in a supportive classroom with quality instruction and assessment (Tomlinson & Moon, 2013). As each student has diverse backgrounds, interests and needs, these differences need to be considered to engage students. It is every teachers’ legal responsibility to respect student diversity and ensure they have fair and equitable access to the curriculum (Queensland College of Teachers, 2008). Through differentiation planning, teachers prioritise access to furthering the student’s educational development. Teachers differentiate lessons through content, the delivery of information; process, how students understand the information; or product, how understanding is demonstrated (Cavanagh & Prescott, 2015). Students with learning difficulties do not have a specified learning disability but struggle to learn new knowledge and skills (Cavanagh & Prescott, 2015). Students with learning difficulties require additional scaffolding for success. Exceptional learner’s performance and ability exceed the grade level standard (Gregory, 2012). To ensure students reach their potential, they need to be challenged to develop higher order thinking skills and take learning risks. Specific differentiation of content, process and product are included in this lesson …show more content…
Students with learning difficulties require explicit instruction of strategies through additional scaffolding and benefit from technology assistance (Winebrenner, 2006). Within this lesson, students receive additional instruction with the teacher, a worksheet with fewer options and they are permitted to use a calculator when calculating their budget. The exceptional learner chose from a variety of real-world activities, this motivates their self-regulation through a variety of complexities encouraging higher order thinking (NSW, 2006). The activities modify the process by working in pairs to do online research, developing evaluation and analysing. Students display their budget as a Plus Minus Interesting poster as product modification (Frangenheim, 2012). Content is modified by looking at various party venues and challenging students to attempt percentage off which is within the grade 6 mathematics strand. The inclusion of a worksheet allowing students to move around their options to see what could work is a kinaesthetic modification. These lesson plan adjustments ensure diverse learners can access the curriculum and extend their