Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION 1

Artifact Rationale and Reflection: Developmentally Appropriate Instruction

Bailey Yates

Regent University

In partial completion of UED495-496

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Introduction

Developmentally appropriate and age-appropriate instruction bleeds across every subject

and content area. There were so many things I could include for this competency that I had a
hard time narrowing it down. 3rd grade has so many developmental bench marks for these
students, cognitively, emotionally, and socially. It is important to remember and account for their
social and emotional development while still focusing on cognitive and academic growth and
changes.

Rationale for Selection of Artifacts

For my first artifact I chose a science picture sort where the students had to determine and
sort between producer, consumer, and decomposer. This sort was especially helpful for students
as at this age they are learning how to disseminate between different information while still
understanding their connections. The mushroom was especially difficult for many students as
they knew it was a plant which is normally a producer, however it functions differently as it
releases enzymes that helps things decompose therefore it is a decomposer. This works into their
developmental milestone in cognition where they are understanding that not everything is black
and white there are exceptions and things that break the rules. In an article by Hank Pelissier on
brain development of children he stated, “Your child is becoming aware that his points of view
are subjective and not the one-and-only opinion. This can be upsetting because children this age
generally see things in black and white. You can help your child through this disorienting phase
by encouraging him try to see things from different perspectives. Plus, let them know that
although all humans have wildly separate thoughts and opinions, we all share precisely the same
half-dozen primary emotions. This commonality can be reassuring.” (“Inside the 3rd grader’s
brain”, 2018) At this age, students are learning that things can be more then one thing, and that
there are exceptions to the rule. This is a new cognitive skill for many students and a crucial
benchmark for students.
The other artifact I chose was a Google slideshow between two students that worked as a
journal. The students are reading The Green Book in whole group instruction in language arts.
Their independent assignments after whole group reading is to answer questions about each
chapter and then have a version of a letter or journal writing discussion with their journal buddy.
The slideshow I chose from one of my students displays the answers to the questions as well as a
conversational discussion between two students using predictions summarizing and details.
These are all important objectives covered in SOL
3.5 “The student will read and demonstrate comprehension of fictional texts, literary
nonfiction, and poetry.
a) Set a purpose for reading.
b) Make connections between reading selections.
c) Make, confirm, and revise predictions.
d) Compare and contrast settings, characters, and plot events.
e) Summarize plot events.
f) Identify the narrator of a story.
g) Ask and answer questions about what is read.
h) Draw conclusions using the text for support.
i) Identify the conflict and resolution.
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j) Identify the theme.

k) Use reading strategies to monitor comprehension throughout the reading process.
l) Differentiate between fiction and nonfiction.
m) Read with fluency, accuracy, and meaningful expression.”
(VDOE, 2017) Working in independent partnerships with another student who may have
different opinions than them is also something very difficult for the majority of these students.
They are many times, still operating out of a mind-set of right or wrong. Working with a peer
and subjective information and opinion writing is a new practice that has been so much fun to
help my students develop.
Reflection on Theory and Practice.

These artifacts are great examples of the type of milestones in cognition that third grade
students are experiencing for some of the first times. Another thing that students are beginning to
understand and experience is the expansion of existence in cultures outside their own. Recently
we began learning about China and Egypt. After the students had completed that unit, we were
able to have a Zoom conference call with a person from China who knew one of the student's
parents. This was an altogether new experience for them as we have been learning about ancient
China and the idea of a modern China being out there and something that exists every day just
like they do in their culture and country was a fun and exciting concept for them. I instructed the
students to write down their questions in preparation for our call with our Chinese friend Mr.
Jokey. This way we were able to have more students interact with Mr. Jokey since they’re
questions were prepared ahead of time, and I made sure the students did not ask the same
questions as other student. They prepared questions like “What does your language sound like?
What kind of food do you eat? How long is the Great Wall of China? Do you still use boats to get
around?”
Bangura wrote in her dissertation about the importance of including a multiculturism
aspect in you classrooms, “Multicultural education is more than learning about diverse people of
distinction, holidays, or food. Its larger aim was to reach into the deeper roots of cultures and
their histories, and to incorporate new and contemporary experiences in the classroom that bring
rich meaning for these experiences to the surface.” (Bangura, 2018, p. 25) Mr. Jokey was fun,
accommodating, and spoke with age-appropriate terms to help the students best understand this
type of cultural inclusion and awareness within their developmental stages of learning.
Expanding their knowledge and cultural awareness was such a fun thing to see and be a part of.
Especially as I prepare to take my teaching career abroad, I want to continue to incorporate the
awareness and intentions that Dolidze said in her International Journal of Arts and Sciences,
Importance And Ways of Raising Cultural Awareness In The English Language Classroom, “All
people are members of at least one culture. Whether or not we realize it, the culture we belong to
affects how we think, interact, communicate, and transmit knowledge from one generation to
another. The ability to ask and answer questions based on our own culture facilitates the process
of making connections across cultures. We as teachers can help students activate their "cultural
antennas" by making them aware of important elements of their own culture and helping them
understand how their culture has shaped them. When people think of culture, they often think of
artifacts such as food, clothing, music, art, or literature. Others may associate culture with
conventions such as social interaction patterns, values, ideas, and attitudes. Certainly many
definitions of culture exist, and we as teachers need to define what culture is before students can
engage in interactive cultural discussions.” (Dolidze, 2016, p.4)
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References

Bangura, Y. (2018). Multicultural education: The relationship between preservice teachers'

multicultural self-efficacy and cultural awareness when teaching in multicultural

classrooms

Dolidze, T. (2016). importance and ways of raising cultural awareness in the english language

classroom. International Journal of Arts & Sciences, 9(4), 259.

Pellissier, H. (2018, October 31). Inside the 3rd grader's brain. Retrieved March 3, 2019, from

https://www.greatschools.org/gk/articles/third-grader-brain-development/

Virginia Department of Education. (2017). English. Retrieved March 3, 2019, from

http://www.doe.virginia.gov/testing/sol/standards_docs/english/index.shtml