Running Head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

Developmentally-Appropriate Instruction
Leah Madsen
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2015

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

Introduction
Developmentally-appropriate instruction guides teachers in lesson planning and
instruction throughout the school year. Teachers must know the level of their students to
properly meet their needs and most effectively instill new knowledge and activate prior
knowledge. Activities geared towards the appropriate developmental level provides students
with the information they need in a challenging yet achievable manner. Student success is highly
dependent upon developmentally-appropriate instruction that every student can comprehend and
apply.
Rationale for Selection of Artifacts
For developmentally-appropriate instruction, I selected guided notes and an Earth, sun,
and moon student-created model. Each activity allows students to be hands-on and participate in
learning on a level that is attainable for them. The guided notes allow students to tap into prior
knowledge from previous reading and summarize information that is pertinent. The activity
gives students a word bank which is necessary for those who have not mastered the concept yet.
Students who performed exceptionally well on the formative assessment were given a sheet with
the word bank cut off. This allowed for the students who were above grade level to be
challenged and stretch their brain.
After the students completed the activity, I went over it with the class. Reviewing the
activity allowed auditory learners to hear the summarizations, but also ensured accuracy of the
students' answers. Although many of the students were able to figure out the correct answers or
knew the answers, some students had them incorrect; correcting the worksheet allowed the
students to have accurate information to take home and review for their summative assessment

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

the next day. Many of my students do not receive help with schoolwork at home; it is crucial that
these students have resources they need to independently study.
The second artifact I selected was an Earth, sun, and moon cut-out model. The students
were able to create a model and have a visual representation of the Earth, sun, and moon
relationship. This activity was beneficial for all learners; kinesthetic learners were able to create
the model themselves and interact with it while visual learners could see the movement and
relationship of the Earth, sun, and moon. Also, auditory learners were able to hear the teacher
explain the relationships as the model was being created. Students at this level usually enjoy
creating things and being able to put their personal touch on a project. This activity allowed
students to color the model, as well as: cut, paste, and connect with a brad. Many students
expressed that creating the model themselves and being able to interact with the model helped
them grasp the relationship unlike they had before. Using developmentally-appropriate activities
and instruction enables students to learn to their full potential through engaging lessons and
challenging material.
Reflection on Theory and Practice
Developmentally-appropriate instruction has been a focus of my studies at Regent
University and Virginia Wesleyan College. Through the Child-Adolescent Growth and
Development course at Regent, I learned that even children at the same age level have different
learning needs because they are not all developmentally equal. Developmentally appropriate
instruction is important because students construct understandings of the world based on their
experiences (Bergin & Bergin, 2012). Piagets theory of cognitive development shows students'
brains work differently depending on their cognitive stage, and I have quickly realized that
students in my class fall under different stages and require different levels of instruction.

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

It is also necessary to take special learning needs into account when creating
developmentally-appropriate instruction. In Students with Disabilities, a Regent course
instructed by Monica Reilly, I learned that many times students with disabilities are just as
intellectual, or on a higher level, than other students their age; they simply learn differently.
Since these students' brains functions differently, it is vital to provide developmentallyappropriate instruction that challenges the student and teaches them new information the way
they learn.
Furthermore, gifted students require the same attention as students with disabilities and
regular education students. Through Classroom Management and Instructional Strategies, as
well as student teaching in a gifted cluster classroom, I have learned the importance of tailoring
material for students above grade level. [Teachers] do students a disservice by only offering
grade-level assignments to students who are well beyond their grade level. (Bosch, 2015,
Virginia Wesleyan). Challenging each student should be the goal of every teacher; students
require a challenge in order to stay on task and continue to expand their knowledge.
[Developmentally appropriate instruction] refers to the practice of using educational methods
that are at the developmental levels of the child and that meet the childs individual needs.
(Hallahan, 2014). Individualizing instruction is a sure way to guarantee each students
developmental needs are being met and that students are learning on their appropriate level.

DEVELOPMENTALLY-APPROPRIATE INSTRUCTION

References
Bergin, C. C. & Bergin, D. A. (2012). Child and adolescent development in your classroom.
Belmont, CA: Wadsworth.
Bosch, K. (2006). Planning Classroom Management. Thousand Oaks, CA: Corwin Press.
Hallahan, D. (2014). Exceptional Learner (12th ed,. Pearson New International Ed.). Upper
Saddle River, NJ.: Pearson.