The “one size fits all teaching approach” is unreliable as it assumes that all students learn in similar ways. Curriculums should be differentiated to cater for the specific requirements for each individual student. Only then can students obtain the finest possible education and be equipped for future achievement (Brady & Kennedy, 2013). In countless schools it is common for a student's day to mainly involve sitting at a desk, listening to an educator speak, and recording notes in preparation for assessment. However, when taking into consideration that not all students learn efficiently with this process, it becomes clear that differentiating for students with diverse educational needs is essential (Tomlinson, 2014). Study shows that students …show more content…
In addition to providing motivation and a reliable and consistent influence on students, the Melbourne Declaration clearly articulates that “teachers must provide all students with high quality schooling that is free of discrimination of any type.” (Department of Education, 2008). This judgement free atmosphere that a teacher provides is essential to constructing an inclusive setting in which every student feels safe, respected, valued and is provided with opportunity to achieve their learning objectives. In striving to deliver this level of education, teachers are directed by the Australian Professional Standards for …show more content…
Research has confirmed prompts to be an effective teaching tool for students with learning difficulties (Winebrenner, Kiss & Ed, 2014). Prompts have been defined as “Instructions, gestures, demonstrations, touches, or other things that we arrange or do to increase the likelihood that children will make correct responses” (Maurice, Green & Foxx, 2001). The type of prompt that was specifically used was a full verbal prompt. In this type of prompt, the teacher provides the learner with a spoken, complete response to the question just asked (Maurice, Green & Foxx,