Hey there Amy! Through tuning in to the demands of your current teaching role, it is clear to your consultation team that your classroom is made up of a wide variety of students with diverse needs, all bringing a very dynamic vibe to your classroom context.
To your left, the associated drop tabs have been attached to provide you with some resources which may assist you in catering for these diverse needs within your classroom. Through discussing and conversing with your reports of the teaching and learning experiences you have encompassed so far, a range of integral student needs have been identified. These include catering for learning demands such as a student with Asperger's Syndrome, students experiencing the process and effects of parent separation and concerns regarding the Department of Community services. Catering for students who are from English as a Second Language background is also evident, alongside behavioural concerns and differentiating learning for gifted and talented learners.
The key to allowing for success in catering for such intrinsic and challenging student needs is to ensure that you understand how to differentiate learning for each student within your classroom. Differentiated instruction is a learner centred instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn (Bush, 2006, p43). Differentiated instruction requires that educators, like yourself, must know their students in a way that they can effectively plan for students’ learning experiences prior to instruction (Benjamin, 2006). As an educator who is willing to differentiate and respond to the diverse range of students needs within their classroom, it may support and prompt you to ensure you are meeting student needs by asking yourself the following; what can I do as an educator to support and respond to the needs of this individual student in my classroom? (Inman & Roberts, 2006)
To your left, the associated drop tabs have been attached to provide you with some resources which may assist you in catering for these diverse needs within your classroom. Through discussing and conversing with your reports of the teaching and learning experiences you have encompassed so far, a range of integral student needs have been identified. These include catering for learning demands such as a student with Asperger's Syndrome, students experiencing the process and effects of parent separation and concerns regarding the Department of Community services. Catering for students who are from English as a Second Language background is also evident, alongside behavioural concerns and differentiating learning for gifted and talented learners.
The key to allowing for success in catering for such intrinsic and challenging student needs is to ensure that you understand how to differentiate learning for each student within your classroom. Differentiated instruction is a learner centred instructional design model that acknowledges that students have individual learning styles, motivations, abilities, and, therefore, readiness to learn (Bush, 2006, p43). Differentiated instruction requires that educators, like yourself, must know their students in a way that they can effectively plan for students’ learning experiences prior to instruction (Benjamin, 2006). As an educator who is willing to differentiate and respond to the diverse range of students needs within their classroom, it may support and prompt you to ensure you are meeting student needs by asking yourself the following; what can I do as an educator to support and respond to the needs of this individual student in my classroom? (Inman & Roberts, 2006)