Running head: Developmentally Appropriate Instruction 1

Developmentally Appropriate Instruction

Sarah Zajac

Regent University
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Introduction

One of the first things a teacher needs to do at the beginning of the year is to understand

and get to know their students: how they learn, their readiness in a subject, and their background.

Whether her class is an inclusion class or a gifted class, only then can she make sure she is

preparing lessons that are appropriate for her class. For young students, hands-on activities or

other activities in which students can move around, can really help them grasp a concept.

Students must also be able to see pictures and videos that show people that look like them within

their classroom as this will help build a connection between what they are learning and what

they’ve experienced in their lives.

Rationale for Selection of Artifacts

My first artifact shows students using a circle map and fruit loops to understand the

concept of groups of ten. I started off the lesson by asking the students how many they thought

were in one group of ten. I used a circle map under the document camera and showed the group

of ten fruit loops in one circle. We then clarified that we had one group of ten. When we would

add more groups, I would clarify how many we had. After a quick check to make sure the

students understood, we sent the student back to their own circle maps to make ten groups of ten

themselves. Being able to count out groups of ten with their own hands really helped the students

make the connection between just hearing it as a concept and actually seeing how it works and

truly understanding it. After building their groups of ten, they were able to take away groups or

add them again so they could visually see the answers to questions like, “how many fruit loops

would we have in seven groups of ten?” The students understood that there were ten in one

group and they could skip count by tens to find the answer.
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My second artifact includes two pictures. One is from a place value video that we

watched; the other is from a book about matter that we read. I included these because it shows

representation of cultural and ethnic differences. My cooperating teacher and I work really hard

to make sure that we include books, videos, pictures, Scholastic magazines, and anchor charts

that show people of different backgrounds and disabilities. This allows every student that comes

into our classroom to know that they are welcomed, loved, and in a safe space.

Reflection on Theory and Practice

Teachers need to make sure that the activities they plan are developmentally appropriate

for their students so their students can experience being successful. Students do not need to be

successful all the time. This would mean that the material is to easy for them and they have

nothing pushing them to the next level. Materials that are constantly too hard for them and

causes them to fail may causes the student to begin to feel hopeless. Finding that sweet spot

where they are able to succeed consistently will help that student feel optimistic and build

confidence (Rutherford, 2012, p. 23). Having developmentally appropriate instruction can often

include activities that are hands-on, especially for younger students. These activities are fun and

resemble playing enough to keep the students interested and engaged. This provides an

opportunity for the students to practice the skill and also promotes creativity and alertness within

them (Bergin and Bergin, 2012, p. 452, 453).

Showing diversity within the classroom is also something that the teacher needs to think

about through out the year. Some questions a teacher should ask herself can include, “Have I

have shown videos that showcase different races?” “Do I have books that include people with

disabilities?” “Do the kids on my anchor charts reflect the students in my class?” “Have I shown

that there are many ways to learn?” These are all things that the students will be looking at. They
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will connect what they see within the classroom to what they see outside of the classroom

(Radford, 2013, p. 148). When students see that they are included in the materials around their

room, they feel acknowledged. Not only do they know they are accepted, they will see that

students different from them are also accepted without questions. This will help change the

classroom from a place where they just learn into a place where everyone is family and anyone

can contribute to learning (Radford, 2013, p.153). When students know their contribution will be

appreciated, they will have the confidence to share, and when they are confident in themselves,

they will succeed.

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References

Bergin, C. C. and Bergin, D. A. (2012). Child and adolescent development in your classroom.

Belmont, CA: Wadsworth. 452-453.

Radford, C. P. (2013). Strategies for successful student teaching: A guide to student teaching, the

job search and your first classroom (3rd ed). Upper Saddle River, NJ: Pearson Education,

Inc.148, 153.

Rutherfod, P. (2012). Instruction for all students (2nd ed). Alexandria, VA: Just ASK

Publications and Professional Development. 23.