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

Source: Journal of Early Childhood Teacher Education, Volume 35, Issue 1, 2014, pages 98-109

In this paper, 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.
They candidly describe how they used the principles of Differentiated Instruction to model effective pedagogy for their early childhood teacher educator candidates.