Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Developmentally Appropriate Instruction

Linda Rowan
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2016

DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Introduction
Walking down the halls of an elementary school, it is easy to spot the physical
differences between the kindergarteners and the fourth and fifth grade students. The same holds
true of their mental, emotional, and relational differences. Students in each grade level require
different approaches to education in order to meet their specific developmental needs. Young
students will need much more teacher guidance, while older students may require more
independent work. It is essential that teachers recognize these differences and plan lessons that
meet the changing needs of their students.
Rationale
While in my fourth grade classroom, I created lessons and activities that were
developmentally appropriate for my students. The first artifact I selected is a lesson plan in
which the students explored the impact humans can have on the surface of earth, tying it into
their understanding of weathering, erosion, and deposition (Artifact 1). The students each
received a cookie and toothpick and had the chance to mine or dig out the chocolate chips
without damaging the rest of the cookie. The students made observations about their cookie
throughout the activity and compared those observations to human activities that affect the
earths surface. This activity was developmentally appropriate, allowing students to participate
in a hands-on experiment with some guidance from the teacher. They were able to take
responsibility for their learning while still receiving feedback and scaffolding from me, the
teacher. The students also enjoyed very much getting to eat the cookie afterwards.
The second artifact I chose is the diversity report from my first placement. I took the
students culture and socio-economic diversity into consideration when planning my lessons. For
example, during my cookie experiment I provided the materials for the activity rather than

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having students bring in their own from home. I also made sure that I partnered my ESL students
who struggle with reading with a high achieving reader or with myself. This helped to ensure
that each student would receive the needed level of assistance based on their individual needs.
This differentiation was also provided for my IEP students with read aloud accommodations.
Reflection on Practice
Many great minds have discussed the nature of learning and what should be considered
appropriate for different students. Piaget discussed the theory of cognitive development,
explaining that students construct their own understanding based on experiences and assimilate
new understandings into their schema (Bergin & Bergin, 2015). I saw this in action during many
of my lessons and certainly during the cookie activity. Students had previously learned about
how pollution affects the earth, and therefore wanted to tie that prior understanding into
weathering, erosion, and deposition. However, after the students completed the activity they
were able to assimilate their new understanding, comprehending how other factors, such as
construction, tree removal, and beach reforming, can also affect the earth.
Students also require a learning environment that meets their developmental needs: a
brain compatible, learning-centered environment, including meaningful, active learning and a
safe, nonthreatening environment (Rutherford, 2008, p.7). Activities such as the one shown in
Artifact 1 help students to engage in the material and find their own understanding based on the
guidance of the teacher. Fun activities are a great way to get the students excited about the
material, but they also help the students to feel comfortable and confident in the classroom.
It is also important to consider the development of each student in the classroom. For
example, my ESL students may require extra guidance at times, particularly in reading activities.
According to Gail Thompson (2013), ESL students benefit highly from visual, hands-on

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activities and through the changing of grouping patterns. This activity was certainly hands-on,
but it also allowed for grouping based on student needs, whether that meant individual work,
partner work, or a teacher led small group. Students were placed in the grouping pattern that
would best fit their developmental needs.
Another factor that came into play at this placement was socioeconomic and cultural
differences. As is shown in my diversity report (Artifact 2), there was a wide range of student
diversity at this school. According to Gunning (2013), economically disadvantaged students
require a balanced program, an atmosphere of success, and a substantial amount of background
instruction. I built these elements into my plans, providing students with both basic and higher
level learning opportunities. I also set high expectations for my students and have them live up to
them. Finally, I provided as much background knowledge as possible, understanding that many
of my students may not have had the opportunities for some of the experiences that would help
them learn successfully.
Instruction will look different in each grade level as teachers meet the needs of both their
grade level and their individual students. Therefore, students intellectual, physical, and
emotional needs should be considered along with their economic and cultural differences. These
differences should be celebrated in the classroom and teachers should take each of these factors
into consideration when planning lessons that will be effective for all students.

DEVELOPMENTALLY APPROPRIATE INSTRUCTION

References
Bergin, C.C. & Bergin, A. B. (2015). Child and Adolescent Development in Your Classroom.
Stanford, CT: Cengage Learning.
Gunning, T. G. (2013). Creating Literacy for All Students. Uppersaddle River, NJ: Pearson
Education, INC.
Rutherford, P. (2008). Instruction for All Students. Alexandria, VA: Just ASK Publications &
Professional Development.
Tompkins, G.E. (2013). Language Arts: Patterns of Practice. Uppersaddle River, NJ: Pearson
Education, INC.