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Documente Cultură
Developmentally-appropriate instruction
Amanda Davis
Regent University
Introduction
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
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).
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
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
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
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
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
individual children or small groups, including books that positively reflect children's identity,
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
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.
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
continuing to grow in the direction of being able to successfully reach all learners within every
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
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.
teachers-can-foste_b_6294328.html
http://www.naeyc.org/DAP
Reading Rocket. (n.d.). Reading Rocket. Retrieved from Developmentally appropriate practices
practices-young-children-recommendations-teaching-practices
Thronhill, S. (Fall 2017 Volume 12; issue 2). Culturally responsive teaching: The Bible tells me