Running Head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally-Appropriate Instruction

Shawna LoPresto

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2017

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Introduction

Developmentally-appropriate instruction is essential as a classroom teacher because at

each grade level, the developmental level of the students change. A teacher is responsible for

understanding the developmental level of the students in the class, and offering instruction that is

most beneficial. At each level of development, students will thrive with the implementation of

appropriate hands-on learning. Additionally, understanding the culture of the students can affect

how they respond to the instruction that a teacher uses.

Rationale for Selection of Artifacts

The first artifact I chose was a lesson plan from the science unit on sound that I taught in

my placement in a 5th grade class. This lesson was one out of several hands-on lessons I used

throughout my placement in this classroom. This specific lesson was the second day of learning

about how sound travels through different media. The lesson before this one was mostly the

reading and note taking about how sound travels through different media. This lesson then

allowed students to explore this for themselves, manipulating objects to test the way that sound

travels. I chose this lesson plan as an artifact to show hands-on activities at a developmentally

appropriate level for 5th graders who are ready to question and reason.

Students had to work in groups of 2-3 so that they could work together and share ideas.

The students also had to manipulate the objects to be able to see and hear what was happening.

At each station, students followed a few guiding steps, but then were able to further test ideas,

and then write observations they noticed. The students loved working at these stations, and

creating their own questions about what would happen if they manipulated a different object a

different way.
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The second artifact I chose was a chart that I used after meeting authors from the book

study the teachers at the school are doing. The book is all about disrupting poverty, and the

authors wanted to meet with the 5th grade teachers to discuss challenges of instruction with

students who come from a culture involving poverty. The meeting focused on meeting the needs

of students at a physical and educational level. The authors spoke highly about how teachers

must implement high expectations for students no matter what their home life is like, so I

challenged myself to do this. In order to know what expectations to set for students, the teacher

must also understand where each student is at developmentally. Since poverty affects the cultural

norms of a group, I spent time reading and trying to understand the mindset that poverty can

create and how that plays for appropriate instruction.

Reflection on Theory and Practice

Bergin & Bergin (2012) referenced Piagets Theory of Cognitive Development,

explaining that ages 7-11 is normally when children reach the concrete operational stage. At this

stage, children can think logically, use reasoning, and begin to think abstractly (Bergin & Bergin,

2012). As most fifth graders are around 10-11 years old, the teacher must apply these cognitive

practices throughout instruction. Students who are concrete thinkers have the ability to be

independent and collaborate with others. A student at this level will be able to think logically

about what a teacher is teaching, but also is able to be responsible for exploring the concept on

their own. Hands-on opportunities like being able to create and manipulate sounds for

investigation allow students to experience learning independently as well as be responsible for

the level of understanding they can gain.

In connection to the developmental level of these students, and providing hands-on

learning for the concrete thinkers, the students need to know the teacher has high expectations
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for them. High expectations, according to Bondy & Ross (2008) lets the students know that you

care enough to push them. When a teacher has a good relationship with their students, and can

communicate care through holding high expectations, students will continue to grow

developmentally as they will be motivated and able to push themselves and create meaning of

what they learn (Allen, 2012). If a teacher can understand where the students come from and

where they are developmentally, they can facilitate learning through effective instruction that

meets each student where they are at.

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References

Allen, R. (2012). Support Struggling Students with Academic Rigor. Education Update, 54.

August, p. 3-5.

Bergin, C. A., & Bergin, D. A. (2012). Child and Adolescent Development in Your Classroom.

Belmont, CA: Wadsworth.

Bondy, E., Ross, D. (2008). The Teacher as a Warm Demander. Educational Leadership.

August, p. 54-58.