1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
Whilst I recognise the importance of specifically modifying teaching to accommodate students with special requirements I believe that this should be secondary to focussing on teaching in a manner that differentiates for a broad range of learners from the start. I have tried to do this habitually, whether there are students in my class with any obvious special requirements or not.
When presenting new content I explain things in a variety of different ways, which caters to all learning styles and levels of development e.g. verbally explain new content while also showing a PowerPoint with dot-point summaries, or write notes on the board. This caters to both audial and visual learners, as well as assists students with learning disabilities such as auditory processing disorder. This is something I had to deal with while on teaching placement; while the student did not have any problem with the functioning of his ears he did, however, have difficulties comprehending spoken language, especially new or unfamiliar terms. I have also observed similar difficulties for students with English as a second language. I will also often reinforce verbal and written information by showing a video, either as an introduction or summary of the lesson for those learners that may have trouble with reading or auditory processing. Where possible I would also include a hands-on activity that allows for kinaesthetic learners to learn in a way that is optimised for them.
You can read more about how I might deal with some more specific hypothetical situations in the supporting document below.
Whilst I recognise the importance of specifically modifying teaching to accommodate students with special requirements I believe that this should be secondary to focussing on teaching in a manner that differentiates for a broad range of learners from the start. I have tried to do this habitually, whether there are students in my class with any obvious special requirements or not.
When presenting new content I explain things in a variety of different ways, which caters to all learning styles and levels of development e.g. verbally explain new content while also showing a PowerPoint with dot-point summaries, or write notes on the board. This caters to both audial and visual learners, as well as assists students with learning disabilities such as auditory processing disorder. This is something I had to deal with while on teaching placement; while the student did not have any problem with the functioning of his ears he did, however, have difficulties comprehending spoken language, especially new or unfamiliar terms. I have also observed similar difficulties for students with English as a second language. I will also often reinforce verbal and written information by showing a video, either as an introduction or summary of the lesson for those learners that may have trouble with reading or auditory processing. Where possible I would also include a hands-on activity that allows for kinaesthetic learners to learn in a way that is optimised for them.
You can read more about how I might deal with some more specific hypothetical situations in the supporting document below.
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Supporting documentation- Praxis | |
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