Adapting for individual differences\n\nThinking ahead\nWhat are the types and sources of individual differences among children?\n\nWhat do teachers need to know about individual variation among children and how to accommodate individual differences?\nWhat is Garner,s theory of multiple intelligences and what are its implication for practice?\nHow do teachers differentiate instruction for all learners? what is the Response to intervention(RT)framework and how does it address individual differences in children,s learning?\nWhat pratices are required by law for children with disabilities and special needs?\nWhat pratices for teaching children with special are effective for teaching all children?\nEmbracing a culturally and linguistically Diverse word\nThinking ahead\nThinking ahead\n\nWhat is culture? How do cultural contexts influence children,s learning and development?\nHow do the rules for behavior differ among various cultural groups and how are these groups similar?\nWhat is your cultural group or groups? How dos your cultural background influence your thinking and behavior?\nWhy is it essential for teachers to understand and be sensitive to children,s linguistic and cultural diversity?\nWhat is cultural competency? What are effective cross-cultural communication strategies? \nWhat are developmentally appropriate, culturally responsive teaching strategies and learning goals for children?\nAre developmentally appropriate practices also culturally appropriate?\nwrite a journal (600 words)containing a short summary of the readings, a self reflection and connections with pratice.\n\nlective \ninquirer\nShows evidence of \nunderstanding the reading \nby asking thoughtful \nquestions (higher order \nthinking). Refers to two \n“My Educational Lab” \nresources to craft ideas \nShows \nsome \nevidence of \nunderstanding the reading by \nasking questions about facts.\nRefers to one \n“My Educational Lab” \nresources to craft ideas. \nShows \nsuperficial\nunderstanding and does \nnot ask any question.\nDoes not refer to any \n“MyEducationalLab” \nresources to craft ideas. \nDispositions \nReflects upon her/his own \nprofessional judgment and \nhas the ability to articulate \nit. Sophisticated references \nto major theories and can \nmeaningfully explain, \ncompare, contrast or \ncritique early childhood \nprograms \nOutstanding reflection upon \nher/his own professional \njudgment and has the ability \nto articulate it superficially. \nList few references to major \ntheories and can \nmeaningfully explain, \ncompare, contrast or critique \nearly childhood programs \nWeak reflection upon \nher/his own professional \njudgment. No ability to \narticulate ideas. No \nconnection with theories. \nMention few references \nto major theories. \nExplain, compare, \ncontrast or critique early \nchildhood programs \nsuperficially. \nKnowledge \nbase\nSophisticated ability to \nsummarize foundations of \nearly childhood programs \nand theories and their \nimplications on how they \ncan impact practice. At \nleast 600 words (2 pages) \nOutstanding summary of \nfoundations of early \nchildhood programs and \ntheories. Some connections \nwith implications on how they \nimpact practice. 300 words \nor less. \nLimited Summary \nwithout highlighting \nfoundations of early \nchildhood programs and \ntheories. No analysis of \nimplications on how they \nimpact practice. Less \nthan 300 word\n
