1-1 Learner Development

The candidate understands how learners grow and develop, recognizing that patterns of
learning and development vary individually within and across the cognitive linguistic, social,
emotional, and physical areas, and designs and implements developmentally appropriate, relevant,
and rigorous learning experiences.
The candidate should complete a reflective essay illustrating appropriate application of
content utilized in lessons. Three artifacts are to be submitted and may include Unit Plans, Student
Feedback, Student Evaluations, Teacher Observations and Evaluations, lesson plans, assignment, and
student work
As the school year begins it is important for the teacher to recognize each students learning
patterns and take these into account when planning their curriculum. The teacher must have a way to
assess the learning styles of each student and modify their lessons accordingly as the year progresses.
These lessons should include a variety of activities that enable the students to engage in rigorous
learning experiences that challenge their current cognitive and social levels.
Every classroom contains a group of diverse learners and a teacher who understands the best
way to engage their students within each lesson. In the elementary classroom I have observed and had
the opportunity to instruct a variety of students who are all in different spots in their cognitive and
social development. In my lessons I include activities that challenge my student’s mental, physical and
social development. When I begin a lesson with a new song I first perform the song by myself. After
performing I allow my students to voice their observations they made about the song. These
observations allow my students to mentally engage with the purpose of the song before they learn the
words and rhythm. After the observations my students and I will clap/ pat the rhythm while speaking or
singing. Once some of my students have mastered the clapping/ patting I tell my students to stand up
and we put the rhythm in our feet. Through stomps, hops, and moving around the room my students
begin to build a deeper level of confidence with the song if they were struggling prior. Once my students
develop a concept of the song I begin to scaffold the lesson and implement movement and instruments.
Before I plan a curriculum I take into account the age level, class size, as well as classroom
materials before I even meet the students. In my experience with teaching a new concept it is beneficial
to allow time for the students to explore the new concept. For example, in kindergarten it is typically the
first time students are allowed to explore their voices. I like to use imagery, pictures, and objects that
my students can follow along with as they explore their high, middle, and low voice. As my students
explore their voices their physical and mental knowledge of their voices are also developing. As my
students explore I can assess and record the different levels of each student.
With each curriculum I center their lessons based on concepts specific to their grade levels.
Throughout my lessons I am constantly assessing my students individually through formal assessments
and observations. With each learning style the teacher can differentiate their instruction to meet their
students developing social, cognitive, and physical needs. Within each lesson the teacher must present
multiple opportunities to reach every individual student. Each student must be heard as individual in
order to better classroom instruction for the whole group.