Teaching Students With A Wide Range Of Diverse Learning Abilities Essay

PART A Brisbane Catholic Education ensures that schools are an inclusive, supportive and engaging environment for all students, staff and caregivers. It strives to build a community that values, celebrates and responds to diversity (Brisbane Catholic Education, 2015). Catholic schools cater for students who have a diverse range of personal characteristics and experiences. These characteristics and experience include various physical, religious, cultural, personal health or wellbeing, intellectual

Task Two: Developing Theory of Practice Beliefs about Learners, Learning, and Development A belief that I stand by; that I have held throughout the entirety of the Graduate Diploma programme, and my teaching experiences is my definition of learning. Learning is the ability to obtain new information, strengthen current knowledge, explore values, and acquire skills that benefit everyday life. Learning is continuous; it is not restricted to any specific time, nor place, religion nor culture. Every living

At present I am teaching Year 11 General Careers and Enterprise, Year 7, Year 8 and Year 9 Humanities and Social sciences at Dalyellup College. I have previously held teaching positions at Jurien Bay District High School and the Schools of Isolated and Distance Education (SIDE) teaching a range of classes including lower school Humanities, English, Health, as well as, ATAR Modern History. These teaching roles have provided me with opportunities to work with students across a range of year levels and

times I believe there has been a heightened awareness regarding the necessity to develop Inclusive Classrooms that celebrate difference and cater for a diverse range of learning styles and needs. My belief is reflected in the increasing amount of policies and legislation being developed at both state and Commonwealth levels. These approaches range from Anti-Discrimination Acts, Child Protection, Disability Services and Privacy Legislation. Examples of a few of the most recent approaches designed to

diversity of students (Sebba and Ainscow 1996). Inclusive schooling has previously been described as a process that fosters participation by all students and staff as a base for future school development (Bines 2000). This is as a result of the introduction of inclusive policies and the ever increasingly diverse learning needs that have forced school staff to alter their approach and their organisation of students, models of support, teaching staff roles, and approaches to teaching and the curriculum

Teaching that Engages a Broad Range of Learners Rousseau and Powell (2005) contend that there is a significant difference in the way teachers respond to reform efforts within context, particularly with students in urban and high-poverty areas. They found teachers with high proportions of African American and Hispanic students were more likely to focus on low level skills and less likely to engage in problem solving and reasoning (Rousseau & Powell, 2005). Furthermore, Lewis (2007) contends that

is the quality of teaching. Alton-Lee (2003) argues that quality teaching has been identified as an important practice of positive outcomes for diverse students. Forlin (2012) discusses, but with more details than in Alton-Lee (2003) saying that quality teaching for students with diverse abilities has got various characteristics. For example, it has to focus on student’s achievement, to make clear links between the curriculum and the student’s culture, and to respond the learning processes. Foreman

skill acquisition and knowledge building is a collaborative process. At Alphington Grammar School, the learning journey encourages students to learn both independently and, from and with others. If students are to become autonomous learners, they need to experience regular opportunities for both individual and collaborative learning. As such, our teachers provide learning experiences to enable students to see things from different perspectives, to stand outside their own experiences, culture and their

Western Washington University, I have my Masters in Teaching with an endorsement in English-Language Arts and highly qualified status in Spanish. My ability to build positive relationships with students and peers, variety of teaching experiences and recent coursework in curriculum and instruction strategies, integration and writing across curricula will enable me to be a great asset to the Issaquah School District. During my placement as a student teacher at Ingraham

American classrooms and Churches become exponentially diverse teachers will compete against an immense ambit of student’s abilities to learn. There is importance in classrooms, applying cultural problems, and the strengths in addition to weakness’ of diversity. As teachers accommodate their methods to reach the student they apply regular methods and receive better results by making the student with exceptionalities become normal. There is just that range alone that makes a huge impact on the classroom