Practice What We Preach

Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates

Carolyn Griess, Jane B. Keat

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.

Original languageEnglish (US)
Pages (from-to)98-109
Number of pages12
JournalJournal of Early Childhood Teacher Education
Volume35
Issue number1
DOIs
StatePublished - Jan 1 2014

Fingerprint

candidacy
childhood
instruction
classroom
teacher
education
program of study
educator
linguistics
university
present
learning
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

Cite this

@article{44d60cd09a144d639142b05abe2892fc,
title = "Practice What We Preach: Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates",
abstract = "Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.",
author = "Carolyn Griess and Keat, {Jane B.}",
year = "2014",
month = "1",
day = "1",
doi = "10.1080/10901027.2013.874381",
language = "English (US)",
volume = "35",
pages = "98--109",
journal = "Journal of Early Childhood Teacher Education",
issn = "1090-1027",
publisher = "Routledge",
number = "1",

}

TY - JOUR

T1 - Practice What We Preach

T2 - Differentiating Instruction and Assessment in a Higher Education Classroom as a Model of Effective Pedagogy for Early Childhood Teacher Education Candidates

AU - Griess, Carolyn

AU - Keat, Jane B.

PY - 2014/1/1

Y1 - 2014/1/1

N2 - Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.

AB - Teacher education faculty are experiencing increasingly diverse higher education classrooms. In many ways, the diversities present in collegiate classrooms mirror the differences in classrooms of young children. The diversity may be a result of a range of ethnic, socioeconomic, and linguistic differences. Or it may be differences resulting from previous experiences, background knowledge, learning style, needs, or interests. In this article, two university colleagues present challenges related to meeting a plethora of learner needs in a course with participants from three different programs of study. The authors describe the challenges faced, steps taken to use the challenges as opportunities for growth, and the outcomes of their efforts. The authors candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.

UR - http://www.scopus.com/inward/record.url?scp=84893917407&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84893917407&partnerID=8YFLogxK

U2 - 10.1080/10901027.2013.874381

DO - 10.1080/10901027.2013.874381

M3 - Article

VL - 35

SP - 98

EP - 109

JO - Journal of Early Childhood Teacher Education

JF - Journal of Early Childhood Teacher Education

SN - 1090-1027

IS - 1

ER -