Running head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally-appropriate instruction

Amanda Davis

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

Developmentally-appropriate instruction

Introduction

While a developing teacher candidate is still growing in their role as an educator, it is

important to include a variety of ways that reflect developmentally appropriate lesson planning,

while simultaneously fostering cultural awareness; for it is an essential part of every educators

curriculum and is the foundation for all learners.

In addition, it is imperative that Christian Educators demonstrate cultural awareness and

sensitivity because God instructs us to do so, as He commands us to love one another. According

to ICCTE Journal, For Christians there is another compelling reason to be culturally competent.

It is required of us. Jesus commands us to love one another (John 13:34). It is a simple command

but it requires effort on our part. This requires knowing the other and listening to one another.

Knowing the other needs to be more than just listening to the strangers story. It must also

mean understanding and appreciating the differences between her/his story and our own. We

need to have cultural competence to love across boundaries (Thronhill, Fall 2017 Volume 12;

issue 2).

In this competency, two artifacts that exemplify a developmentally appropriate

instruction while fostering cultural awareness were chosen. The following lessons not only

reflect cultural awareness, but also reflect developmentally appropriate instruction. According to

Reading Rocket, providing learners with not only a positive and nurturing environment, but also

developmentally appropriate experiences, a print-rich environment, daily reading of high-quality

books from an adult, providing opportunities for learners to engage in a challenging curriculum

that expands knowledge, and adapting instructional strategies or more individualized instruction
Developmentally-appropriate instruction

if the child fails to make expected progress, is crucial to student learning. (para. Reading

Rocket).

Rational

In order to demonstrate this competency, I chose a Math lesson that includes a variety of

ways that reflect developmentally appropriate lesson planning, while simultaneously encourages

cultural awareness. The classroom environment maintains high expectations for student

performance, which according to HuffPost, expectations for achievement are determined and

assigned individually for each student and receive praise in proportion to their accomplishments

(Lynch, 2015, p. 4). Students understand that the teachers expectation is that all students

participate, learn, and are accountable for their learning.

Therefore, as the teacher, I asked students for a self-evaluation of knowledge before the

student began work, and the student self-evaluated during work to allow understanding of where

the student needed more direct attention. According to HuffPost, While testing is usually

associated with grades in traditional classrooms, in a culturally responsive classroom frequent

non-graded test can be used to provide progress checks and ensure that students dont fall behind

on required material. Teaching students to self-test while learning new information will help

them better remember and use what they have learned in class and will help them realize on their

own when they need to study a topic in greater depth (Lynch, 2015, p. 5).

When first teaching this method, the teacher should visit with students often both during

and after work has been completed to ensure students are evaluating correctly. For example,

before independent work, the students were asked to give thumbs-up, thumbs-sideways, or

thumbs-down for student readiness on work. As the teacher, I allowed students who were
Developmentally-appropriate instruction

thumbs-up ready to begin work, while other students were asked to explain where they felt

unsure about lesson understanding. I revisited parts of the lesson the students were unclear on

and then all students were instructed to solve math problems and to turn in work at the end of

each lesson. If the work is incomplete or wrong, I visited with the student on an individual basis

and assessed the primary needs of each student in order to complete the work at their level of

success. If more than one student was struggling, I performed a small group session where

manipulatives were used. These manipulatives included base- ten cubes, personal erase-boards,

and the smartboard for student interaction. According to naeyc, it is essential for teachers to

meet young children where they are (by stage of development), both as individuals and as part of

a group; and helping each child meet challenging and achievable learning goals (naeyc, n.d., p.

2).

The advancing students were placed in math center rotations, which also included

manipulates, challenging activities, and computer activities that challenged them in higher-grade

level math curriculum. With this, the students were in charge of their learning as I, the teacher,

redirected my role from instructor to facilitator, which according to HuffPost, is |an important

requirement for creating a nurturing environment for students is reducing the power differential

between the instructor and students. Students in an authoritarian classroom may sometimes

display negative behaviors as a result of a perceived sense of social injustice (Lynch, 2015, p.

2).

This lesson also included several YouTube videos that reflected music and dance as ways

to promote learning the rules of addition and subtraction when regrouping or renaming digits.

The videos reached learners, who were in need of visual and auditory methods but was also
Developmentally-appropriate instruction

child-friendly and reflected current cultural traits such as the type of music that is popular for

students of this age. According to HuffPost, a multicultural society is best served by a culturally

responsive curriculum (Lynch, 2015, p. 1)

The second artifact that was chosen was a student-centered reading lesson that involved

print-rich text, a reading delivered from the teacher, and the option of technology devices in the

classroom. According to Reading Rockets, Adults' daily reading of high-quality books to

individual children or small groups, including books that positively reflect children's identity,

home language, and culture support learning (Reading Rocket, n.d., p. 2)

The novel study Because of Winn-Dixie is currently being read in class and reflects a

young Christian girls struggle to make new friends in a new town. The book relates to the

students at Atlantic Shores Christian School and the deep roots of their faith. The decisions and

character trait studies of the characters within the novel reflect the same character traits and

decisions the students in the class may face or have faced.

To help promote a developmentally appropriate lesson, as well as a cultural awareness to

a technology-driven society, the students are allowed to read from a book or bring in their

electronic devise from home. In addition, I displayed the kindle version of the text on the

document camera so students could have the option of reading from the kindle as well.

In closing, both artifacts demonstrated developmentally appropriate practices and

included materials that not only brought awareness to the student cultural but also allowed a

more diverse and rich learning environment that allowed student-center learning to take place.

According to The National Association for the Education of Young Children, Developmentally

appropriate practice can best be observed when there is an active learning environment. In active
Developmentally-appropriate instruction

learning, children come to understand concepts by playing, hypothesizing, experimenting, and

doing (Kara, 2012, p. 2)

Reflection on Theory and Practice

Reflecting back on the lessons, I feel I am continuing to grow as an educator. I am

continuing to grow in the direction of being able to successfully reach all learners within every

lesson as I foster a culturally sensitive and nurturing learning environment that is

developmentally appropriate for all students. As the Bible instructs us to work diligently to serve

and love others, I feel that I am working diligently towards a goal in which I help struggling

students succeed and strong students excel. The educator that God has called me to become is

beginning to take deeper root. Being responsible for the classroom schedule, writing lesson

plans, implementing those lessons on a daily basis, as well as ensuring the success of all student

learning can be mentally exhausting, as you want the best for each student. I feel the lessons

support not only the schools mission but also the student readiness and developmental needs of

each student. Being able to foster a nurturing and rich learning environment where students feel

safe and culturally accepted in the learning environment is of deep concern to my personal and

professional goals. I will continue to work towards my educational tone as I redirect student

learning, as well as work towards a more student-centered classroom where the student talk and

work is of a higher level. Prayer and trust in the Lord will continue to be my guiding light as I

work towards Gods will and plan for my life.

Developmentally-appropriate instruction

References
Kara, B. (2012, 9 11). What is developmentally appropriate . Retrieved from Bright Hub

Education: http://www.brighthubeducation.com/teaching-preschool/98374-what-is-

developmentally-appropriate-practice/

Lynch, M. (2015, Feg 8). 6 ways teachers can foster cultural awareness in the classroom.

Retrieved from HuffPost: http://www.huffingtonpost.com/matthew-lynch-edd/6-ways-

teachers-can-foste_b_6294328.html

naeyc. (n.d.). Developmentally appropriate practice (DAP). Retrieved from naeyc:

http://www.naeyc.org/DAP

Reading Rocket. (n.d.). Reading Rocket. Retrieved from Developmentally appropriate practices

for yough children: http://www.readingrockets.org/article/developmentally-appropriate-

practices-young-children-recommendations-teaching-practices

Thronhill, S. (Fall 2017 Volume 12; issue 2). Culturally responsive teaching: The Bible tells me

so. Supporting Christian scholarship and service: ICCTE Journal.