Inclusive Teaching in the Early Childhood Science Classroom
Auteur : Almarode John T.
Focused on engaging all students, Inclusive Teaching in the Early Childhood Science Classroom walks readers through the process of planning, developing, and implementing science instruction for early learners. Drawing on a range of pedagogical processes and approaches, this comprehensive text links science to other disciplines and explores how we develop language, social-emotional, and content learning through early childhood science. Each chapter is framed around an essential question and features success criteria and reflection tasks to guide readers through the content. Aligned with the Next Generation Science Standards and addressing the Interstate New Teacher Assessment and Support Consortium Model Core Teaching Standards, this textbook is critical reading for preservice teacher education students enrolled in an inclusive early childhood or early childhood science methods course.
1. The Role of the Teacher in Inclusive Early Childhood Science Teaching and Learning 2. Analyzing What to Teach in inclusive Early Childhood Science 3. Mapping Out the Progression of What to Teach in Inclusive Early Childhood Science 4. Implementing Daily Learning Experiences: Establishing and Sharing Learning Intentions and Success Criteria 5. Implementing Daily Learning Experiences: Models of Instruction 6. Implementing Daily Learning Experiences: Developing Assessments 7. Implementing Daily Learning Experiences: Task Design 8. Implementing Daily Learning Experiences: Assessment of Learning
John T. Almarode is Associate Professor of Education at James Madison University, USA.
Date de parution : 04-2021
17.8x25.4 cm
Date de parution : 04-2021
17.8x25.4 cm
Thème d’Inclusive Teaching in the Early Childhood Science Classroom :
Mots-clés :
Reflective Practices; Inclusive Early Childhood Classroom; Community engagement; Inclusive Early Childhood; Next generation science standards; Early Childhood Science; Early childhood science teaching; Learning Intentions; Cooperative learning; High Impact Teaching; NGSS Lead States; Success Criteria; Early Childhood Classroom; Learning Progression; Driving Questions; Disciplinary Core Ideas; SOLO Taxonomy; Big Ideas; Pacing Guide; Project Based Learning Experience; Social Emotional Outcomes; Sharing Learning Intentions; Face To Face; Inclusive Learning Environment; Sharing Success Criteria; High Impact Learning Experiences; Developing Assessments