The purpose of this assignment is to demonstrate how reaching and teaching every child happens in early childhood classroom communities. Within 3 early childhood stages (i.e., infants/toddlers,preschoolers, and early elementary), students will examine, implement and actually demonstrate to our class specific inclusive teaching strategies within the selected age group.
You will a) identify children’s preferred age range, and b) implement 2 strategies to teach
inclusively, mindfully, and equitably. You will actually implement how to teach inclusively
with young children given face to face interactions or a virtual modality. If this is not possible,
you will identify other ways of demonstrating how to teach inclusively such as videos, role
play, photographic essays, student-generated work, etc. There will be an emphasis on curricula
framings as well as creating original teacher-made materials, games, graphic organizers,
visual schedules, tactile aids, etc. that provide a menu of options for children.
In lieu of a paper, you will present a final cohesive, creative integrated presentation to
teach the rest of the class about the selected strategies.
Here is a full description:
? Introduction:
o Select and provide a brief overview of 2 different inclusive teaching approaches
or strategies
o Introduce team members and description of teaching positions and schools.
o Identify the age range selected and why this age was chosen
? Articulation of Teaching Commitments
o Articulate what a strong focus on Inclusive Early Childhood Curricula looks like.
o Provide a set of teaching commitments to demonstrate what teaching inclusively,
mindfully and equitably looks like in practice by grounding this to course
readings.
? Implementation of Teaching Strategies:
Each group will:
o Describe in detail 2 inclusive teaching strategies for reaching/teaching all learners
o Implement them with children by showing how each teaching strategy was carried
out through documentation such artifacts, videos, photographs, work samples and
other supporting material.
o Ensure that these strategies are taught within a context that mirrors the articulation
of teaching commitments above
o Create and share teacher-generated materials: games, graphic organizers, visual
schedules, tactile aids, etc. (can be child constructed too!)
When preparing the presentation, consider having information using different multimodalities
and formats including but not limited to, role play, visual maps, mobiles, music, video, poetry.
Engaging the whole class in a brief, meaningful, and interactive experience is an essential
component