Assignment 2: Personalization, Differentiation, and Individualization

Assignment 2: Personalization, Differentiation,
and Individualization

Certainly, adults have different interests, strengths, and comfort zones. Listening to a fascinating 90-minute lecture, creating a new invention, giving an interactive 30-minute presentation, crafting a heartfelt essay, or making a video of a groundbreaking experiment are all examples of activities that involve learning. It is likely that one of these experiences sounds more interesting to you than the rest, or there may be one that you would immediately remove from this list. Children are no different. The same approach or activity will not always engage every child. The same skill or learning objective can be achieved in many ways.
Another consideration related to learning activities is examining the developmental and cognitive levels of individual learners. The same activity can be imagined at a variety of levels to match, or reasonably challenge, the ability of each learner.
For this module’s Assignment, you will once again consider how to support, inform, and guide a new teacher. This Assignment will also become part of either your New Teacher Handbook or New Teacher Website. The following Assignment will be addressed through research and with examples from your observation.
To Prepare:
Imagine you are supporting a new teacher in the area of applying developmentally appropriate practice and differentiation to foster children’s development and learning. Research effective practice and information for continuing to guide this teacher.

By Day 7 of Week 6
Develop a 4- to 5-page paper for your New Teacher Handbook or create a 20-slide minimum PowerPoint with notes and/or written narration for your New Teacher Website that provides evidence-based information addressing the following:
• Why differentiation is so important to children’s learning and how it is best incorporated into learning and teaching
• Ways in which a new concept or approach to differentiation you have researched can be implemented in the learning environment for children in one or more age groups (Include examples and practical resource recommendations for this new concept.)
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Note: This Assignment will be revised in Module 5 and become part of the Learning Ou
• How this new concept or approach can be adapted for all children, including those with exceptionalities and children who are learning English as a second language
• What impact this new concept will have on children’s healthy development and learning
• How project-based learning exemplifies personalization, individualization, and differentiation
• What actions you will take in the future to provide children with a combination of personalization, differentiation, and individualization

Cite at least 5 scholarly resources to substantiate your thinking.
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Learning Resources
Note: To access this module’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings

Ahmad, I., Said, H., & Jusoh, A. (2015). Empirical evidence on the relationship between democratic classroom and social skills development of students. Mediterranean Journal of Social Sciences, 6(2), 18–27. Retrieved from http://www.mcser.org/journal/index.php/mjss/article/viewFile/5858/5643

Note: This resource will support the development of Assignment 1 and Assignment 2.
Boutte, G. S., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39(5), 335–342.
Retrieved from the Walden Library databases.
Note: This resource will support the development of Discussion 1 and Assignment 2.

Dabbs, L. (2013). The power of the morning meeting: 5 steps toward changing your classroom and school culture. Edutopia. Retrieved from http://www.edutopia.org/blog/morning-meeting-changing-classroom-culture-lisa-dabbs

Note: This resource will support the development of Assignment 1.

Edutopia. (2015). Morning meetings: Creating a safe space for learning. Retrieved from http://www.edutopia.org/practice/morning-meetings-creating-safe-space-learning

Ernst, J. D. (2014). The welcoming classroom: Building strong home-to-school connections for early learning. Lewisville, NC: Gryphon House, Inc.
• Chapter 6, “Culturally and Linguistically Competent Classrooms” (pp. 103–122)

The Welcoming Classroom: Building Strong Home-to-school Connections for Early Learning, by Ernst, J. Copyright 2014 by Gryphon House, Inc. Reprinted by permission of Gryphon House, Inc. via the Copyright Clearance Center.
Note: This resource will support the development of Assignment 1 and Assignment 2..

Footprints Recruiting. (2015). How to create a positive learning environment. Retrieved from http://www.footprintsrecruiting.com/teacher-community/blog/how-create-positive-learning-environment

Note: This resource will support the development of Discussion 1 and Assignment 2.

Heick, T. (2014). 10 characteristics of a highly effective learning environment. TeachThought. Retrieved from http://www.teachthought.com/learning/10-characteristics-of-a-highly-effective-learning-environment/

Note: This resource will support the development of Discussion 1 and Assignment 2.
Hillman, C. B. (2012). The intangibles in the early childhood classroom. Foundations for Children, 12–14.
Retrieved from the Walden Library databases.
Note: This resource will support the development of Discussion 1 and Assignment 2.

Mickelburgh, J. (2011). Attachment theory and the key person approach. Early Years Foundation Stage Forum. Retrieved from http://eyfs.info/articles/_/child-development/attachment-theory-and-the-key-person-approach-r64

Note: This resource will support the development of Discussion 2.
Page, J., & Elfer, P. (2013). The emotional complexity of attachment interactions in nursery. European Early Childhood Education Research Journal, 21(4), 553–567.
Retrieved from the Walden Library databases.
Note: This resource will support the development of Discussion 2.

Styles, D. (n.d.). Class meetings: A democratic approach to classroom management. Education World. Retrieved from http://www.educationworld.com/a_curr/profdev/profdev012.shtml

 

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