Running head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally-Appropriate Instruction

Arrykka Jackson

Regent University

As required for partial fulfillment of EFND 595: Field Experience/Student Teaching

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Developmentally-Appropriate Instruction

Instruction should inspire and invite students into a world of exploration and learning.

Teachers guide students to correct practices and reinforce important ideas and content. Piagets

theory on child development discussed how children make their own ideas. Understanding the

way children think not only focuses on what they do, but also why they do it. His theory of

cognitive development illuminates the constructivist approach to education. Children create ideas

as to how things work, independent of direct instruction, and the educators job includes guiding

and molding childrens learning scheme (Bergin & Bergin, 2006). Developmental-appropriate

instruction does just that.

Rationale for Selection of Artifacts

I selected a third-grade mathematics lesson plan depicting several examples of what

should be included when writing and developing developmentally-appropriate lessons. In a mini

lesson, showing modeling and direct instruction, I demonstrated for the students how to properly

set up and use multiplication and division models. The students practice using a worksheet that

has questions modeled after the SOL and VBCPS summative assessment. They were to use the

skills of identifying and representing multiplication and division models to solve the problems. It

illustrated reciprocal teaching where children taught other children. Students discussed in pairs

the correct and incorrect ways to draw division and multiplication models. They were asked to

coach each other on how to properly show the model if one of them did not display the correct

model. Students practice over time the strategies shown in the classroom. Although the plan

displays a class period in which students practice various strategies and instructional points, the

need for practice throughout a week, across weeks, and continuing over months ensures true

understanding and mastery.

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I also selected instructions for a game that the children played. Games, if presented

properly and if aligned with the curriculum, act as a fun, engaging way for students to interact

with their learning. Students need practice through repeated exposure to learn material. Kids in

all cultures love to play games. In being culturally aware, I did not pick a game that only

American children play, yet I introduced a new game, provided modeling, and checked for

understanding which crossed any cultural differences of play. Children enjoy challenges and

when given proper instruction and scaffolding, they can understand the objective and how to

properly use the game to enhance learning.

In this game, students were asked to use metacognition and reasoning to explain how a

particular number sentence related to the fact family or did not relate to the fact family. The

students had to defend their answer using one of the multiplication or division models presented

in class a couple of months prior. This game acted as a review after assessments showed that

several of the students struggled with the concept. The students initially played this game in

teams of four. As a group, they had to decide whether to put the number sentence under the true

or false column and give proof as to why it went there. Cooperative learning assisted not only in

building social skills, but also allowed students to communicate their ideas to their peers and

receive immediate feedback on their thinking. Students often learn best from their peers

(Galford, 2014). It also pulled on many types of learning styles, which engaged more students.

The students later played this game in pairs as a math center.

Reflection on Theory and Practice

As a teacher, I have found it useful to have a degree in neuroscience. Constructing

developmentally-appropriate lessons is crucial in learning. I utilized my prior knowledge and

added class experience in my masters work to plan developmentally-appropriate, engaging

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lessons. Wiggins and McTighe (2006) say that Meaning cannot be taught; it must be fashioned

by the learner via artful design and effective coaching by the teacher (pp. 103-104). As a

teacher, I act as a guide and must understand what my kids are developmentally ready to do

before I lead. I must also give them an appropriate environment in which to thrive cognitively

and academically. In classes, I have learned that students, especially from birth to age 8, should

act as active, not passive, participants in their learning. Thus, I chose to employ their feedback

and teaching abilities. Children are not blank slates as has been previously supposed. Children

come to school with their own schema; educators must understand what is developmentally

appropriate before they are able to revise that schema (Bergin & Bergin, 2012).

Furthermore, the idea that children are children and learn through active play and

exploration should not be forgotten about in the classroom (Wiggins & McTighe, 2006).

Remembering the developmental level and readiness of students is vital in lesson planning and

instructing. This has become even more apparent to me as I taught third graders math concepts

that seemed difficult to understand and even more difficult to use. Students at this age need a

reason for everything that they are doing. They also desire to play often. Instead of taking that as

an insult, I invited their questions and gave them real-world instances of being able to use these

multiplication and division models through educational games. Not only does using real-world

example allow students to answer the question why, it also gives them a wider base of

knowledge to apply in their daily lives (Bergin & Bergin, 2012).

I have learned to give students not only what they need, but also what they want.

Addressing students want allows them to engage and learn more in my classroom. I did not

realize how important it was to be developmentally-appropriate until I put it into practice.

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References

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

Belmont, CA: Wadsworth

Galford, K. (2014). Get out of your seats: Engaging students in an active classroom. In Bigler, P.,

Doyle, S., & Drosinos, K. (Eds.), Teaching is tough! A practical guide to classroom

success (pp.42-43). Quicksburg, VA: Apple Ridge.

Wiggins, G. & McTighe, J. (2006). Understanding by design. (2nd ed.). Upper Saddle River, NJ:

Pearson Education.