Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Developmentally Appropriate Instruction

Colleen Rowan
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2016

DEVELOPEMENTALLY APPROPRIATE INSTRUCTION

Introduction
An ancient Chinese proverb states, Tell me, I forget. Show me, I remember. Involve me,
I understand (Rutherford, 2008). This proverb highlights the importance of developmentally
appropriate instructional strategies that allow students to use hands on experience to gain
understanding. A teachers goal should never be to have students memorize facts or pass a test
but for students to gain understanding of a concept that students can apply in their lives. This
means using strategies that scaffold or support students as they develop into successful learners.
It is equally important that throughout the learning process, teachers are aware of the cultural
difference of students and respond in ways that make students feel safe, accepted, and
understood. When a teacher intentionally uses instruction that is developmentally and culturally
appropriate, the result is a classroom where students are respected and able to achieve their own
learning with the support of their teacher.

Rationale for Selection of Artifacts

The first artifact I chose is a science lesson plan on the rock cycle. This artifact
demonstrates my capability of designing lessons that allow students to use hands on learning. It
also demonstrates my understanding and application of developmentally appropriate instruction.
In this lesson, students made discoveries for themselves by examining rock samples and drawing
conclusions. I also supported student learning throughout the lesson by questioning students and
providing feedback. These are key components to developmentally appropriate instruction. This
lesson also highlights my awareness of cultural differences with the inclusion of and
accommodations for my ELL student.

DEVELOPEMENTALLY APPROPRIATE INSTRUCTION

My second artifact is a graphic organizer I designed and utilized in the classroom to

support students as they learned how to add and subtract fractions with unlike denominators.
This organizer was placed into a plastic sleeve, and students were able to write on the organizer
using dry erase markers. This organizer provided scaffolding for students as they discovered this
new skill and put it into practice. I designed this organizer after noticing that students were
struggling with the many steps associated with this skill. I realized that students needed more
support before they would be able to complete these problems independently, so I created this
organizer to serve as a guide.

Reflection on Theory and Practice

My experience in the classroom has shown me the powerful effects of hands-on
instruction and scaffolding techniques. Students want and need to participate in their own
learning. Paula Rutherford discusses the importance of this in her book, Intrstruction for All
Students. Rutherford writes, When we use what we know so far about how students learn and
how the brain works we can be explicit about establishing a brain-compatible, learning centered
environment. That means that the teacher role changes from the sage on the stage to the guide on
the side, and the student role changes from reproducer of facts and theories to an active,
reflective, analytical participant and producer in the learning process (2008). As students brains
develop they need to get involved and make discoveries for themselves. The teacher should
guide student learning by providing opportunities and supporting students as needed. When I
delivered this science lesson to students, they were genuinely excited to participate and wanted
to know even more about rocks when the lesson was complete. This lesson also proved to be
successful when students were later assessed on understanding.

DEVELOPEMENTALLY APPROPRIATE INSTRUCTION

Delivering this lesson also revealed the impact of using group based learning. This was
especially beneficial for my ELL student who recently joined the classroom. She was able to
participate and felt more comfortable attempting communication in a small group setting. Author
Thomas Gunning also discusses the power of group instruction in his book Creating Literacy
Instruction for All Students. Gunning writes, Working with peers provides excellent
opportunities for ELLs to apply language skills. In a small group, they are less reluctant to speak
and are better able to make themselves understood and better understand others. Working with
buddies and in small groups provides context and fosters language learning (2013). Using small
groups allowed this student to feel accepted and understood in a new and different culture.
Another important concept I have seen in action thought my student teaching has been
Vygotskys Zone of Proximal Development. This theory holds that student learning occurs
within a small zone where student are challenged but also supported through scaffolding
(Rutherford, 2008). I was able to apply my knowledge of this theory through the use of the math
graphic organizer. When students first began learning the skill of adding and subtracting
fractions with unlike denominators, the students struggled because the skill was outside of their
zone of proximal development. I was able to use this graphic organizer to scaffold learning and
bring the lesson into the students zone of proximal development. This was very successful with
the students, and after some practice, they were able to complete problems without the graphic
organizer. When teachers take the necessary steps to ensure that their instruction is
developmentally appropriate and hand-on, students can achieve understanding that they can
apply to their learning and throughout their lives.

DEVELOPEMENTALLY APPROPRIATE INSTRUCTION

References:

Gunning, T. (2013). Creating Literacy Instruction for All Students. Boston: Pearson.

Rutherford, P. (2008). Instruction for All Students. Alexandria: Just Ask Publications and
Professional Developement.