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 journalArticlepeer-review

2 Scopus citations

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

All Science Journal Classification (ASJC) codes

  • Education
  • Social Sciences (miscellaneous)

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