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

Self-Reflections on Differentiation: Understanding How We Teach in Higher Education

“…The call has come for differentiated instruction to find its place in higher education (Griess & Keat, 2014). As we ourselves have made the transition from K-12 teachers to junior faculty in higher education, our classroom differentiated instruction practices have transitioned with us.…”

“…In future practice, we must continue to reflect on the literature that calls our attention to the need for differentiated instruction in higher education (Chamberlin, 2011;Ernst & Ernst, 2005;Griess & Keat, 2014;Huss-Keeler & Brown, 2007;Lightweis, 2013;Pham, 2012) as well as strengthens our own personal beliefs. We acknowledge from personal experience that differentiated instruction requires more planning, and that it is an essential component in the classroom in K-12 through higher education.…”

“…This brings up the debate of whether differentiated instruction should be based on content knowledge and/or learning styles versus interests. Research, although limited, provides data that implementation of differentiation practices at the college level impact achievement or satisfaction with the course (Butler & Lowe, 2010;Chamberlin, 2011;Ernst & Ernst, 2005;Griess & Keat, 2014;Huss-Keeler, & Brown, 2007;Lightweis, 2013;Livingston, 2006;Pham, 2012). Does differentiation have a place in teacher education programs?…”

“…However, lacking in the literature is the expectations that institutions of higher education model or expect that instructors differentiate instruction. A limited number of research studies have explored differentiation within teacher education programs (Chamberlin, 2011;Chamberlin & Powers, 2010;Huss-Keller & Brown, 2007;Griess & Keat, 2014;Joseph et al, 2013;Sands & Barker, 2004;Santangelo & Tomlinson, 2009). …”

“…Should teacher educators model the methods and principles we expect teachers to implement? Multiple authors (Chamberlin, 2011;Ernst & Ernst, 2005;Griess & Keat, 2014;Huss-Keeler & Brown, 2007;Lightweis, 2013;Pham, 2012) have argued that differentiation has a natural place within higher education classrooms, suggesting that the changing landscape of classrooms and the diversity of student populations requires faculty and instructors to differentiate to meet the needs of all students in all learning environments. Considering the role of differentiation in higher education, faculty and instructors must first understand their views and expectations of learning.…”