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Teaching to Diverse Students - Doc

   

Added on  2020-04-21

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Running head: TEACHING TO DIVERSE STUDENTSTeaching to diverse studentsName of the student:Name of the university:Author note:

1TEACHING TO DIVERSE STUDENTSTable of contentsModule 3..........................................................................................................................................2Discussion 1: Personalizing learning for all students..................................................................2Discussion 2: Differentiated Instruction for Diverse learners.....................................................4Discussion 3: An inclusive classroom.........................................................................................7Module 4..........................................................................................................................................9Discussion 1: Learning about your students and staff.................................................................9Discussion 2: EAL/D students...................................................................................................10Discussion 3: Providing greater English access to the EAL/D students.......................................11Module 5........................................................................................................................................11Discussion 1: Honoring diversity through the selection of resources.......................................11Discussion 2: Developing cultural sensitivity and awareness through selection of resources. .11Discussion 3: Overcoming personal bias...................................................................................12Module 6........................................................................................................................................13Discussion 1: Closer look at the critical pedagogy....................................................................13Discussion 2: Critical literacy....................................................................................................14Discussion 3: Critical literacy approaches in classroom...........................................................14References and bibliography.........................................................................................................15

2TEACHING TO DIVERSE STUDENTSModule 3Discussion 1: Personalizing learning for all studentsFigure 1: Typical components of diversity(Source: Australian Curriculum, Assessment and Reporting Authority, 2017)The typical components of diversity are differences in race, ethnicity, socio-economicstatus, gender sexual orientation and the personal capabilities possessed by the individuals.Within the classification of “persons”, the students are also included. Considering the aspect ofcapability in the previous sentence, it includes both the students with disability as well as thestudents without disability (Davies, 2012). This diversification broadens the scope and arena of“diversity” in case of the students. As a matter of specification, schools, colleges and workplaceare enriched with diversity, due to the modernization of the services. The consideration of thespecial or gifted students in the category of Student Diversity is a kind of degradation towardsthe purity of education (Australiancurriculum.edu.au, 2017). This is because in schools, the

3TEACHING TO DIVERSE STUDENTSchildren hail from different socio-cultural backgrounds. Inclusion of the special and giftedchildren within the curriculum enhances the intensity of the term “diversity”.Figure: Australian curriculum dimensions(Source: Australian Curriculum, Assessment and Reporting Authority, 2017)The purpose of the curriculum, developed by the Australian government, clearly statesfunding to be involved for the students with disability in every program. Here, the phrase “on thesame basis” holds prime importance. This is because of the unequal treatment, which theschools, colleges and the other educational institutions expose towards the students withdisability (Courcy et al., 2012). This mentality has reduced the moral of the disabled students interms of the capability for excelling in the academics. Consideration also connotes evaluating and ensuring that students with disability receivequality education for their proper development. Herein lays the appropriateness of the word“advice” in the title of the curriculum. This is because exposure of rationality in providing

4TEACHING TO DIVERSE STUDENTSeducation to the specially challenged students is of utmost importance. This rationality needsevaluation for managing the process of educational pedagogy for the students with disability.Here, maintenance of legislations such as Disability Standard for Education (2005) helps theteachers to look after the educational needs of the disabled students according to the prescribedstandards (Australiancurriculum.edu.au, 2017). Personalized learning is the provision of educational needs to the disabled students,according to their needs. For this, development of standards and frameworks are very importantin order to assess the approaches of the teachers and the guides for levying proper education tothe students with disabilities. Herein, communication is a vital element, which results in thetransfer of knowledge from the teachers to the students. However, the definition ofcommunication attains a different parameter in case of the disabled students (Hill, 2012).Written, sign languages and gestures are the different forms, through which the special childrenare made familiar with their surroundings. In the video, Uluru: A Landform in Landscape, the teacher Deb Loveday makes thestudents touch the sand and feel the characteristics of the place, Uluru. First she touches the sand,and gives her hand to the students to feel the texture. Along with this, the hard square like shapesare used for making the students acquainted with the rocks. In terms of communication, it is seenthat she loudly speaks the words, so that the students can grasp the basic concepts regarding thelandscapes of Uluru (ACARA). The pedagogical method of instruction shown in the video seemsapt in terms of catering to the needs of the specially challenged students. In view of thisperspective, intentional communication relates to the means adopted by the teacher of CliffordPark Special School to transmit quality education to the gifted children.

5TEACHING TO DIVERSE STUDENTSDelving deep into the pedagogy, verbal communication is used for developing thecommunication skills of the students. Drawing the landforms create wonder among the studentsregarding the shapes. Wonder in this sense can be considered as the approach of the studentstowards the lectures delivered by the teachers and the professors to the students, including thespecially challenged ones (ACARA). This type of pedagogy is in perfect alignment with thestandards and frameworks included within the educational curriculum by the Australiangovernment. This is because the teachers indulge in meetings with the board of directors forchalking out plans regarding catering to the needs, demands and requirements of the disabledstudents. The meetings can be considered as an important component of the educationalcurriculum prepared by the Australian government. The teacher in the video seemed very close to the students for making them understandthe basic geographical concepts. She seemed motherly, which is flexible enough for the speciallychallenged students in terms of developing their skills, expertise and knowledge (ACARA). Thistype of approach acts as the main agent for the gifted students in terms of enhancing theirlearning process.

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