Running head: APPROPRIATE INSTRUCTION 1

Developmentally-Appropriate Instruction

Myra Verdes

Regent University

In partial fulfillment of EFND 595 Field Experience ePortfolio, Spring 2017

INTEGRATION OF TECHNOLOGY
2

Introduction

All students come from different life experiences and backgrounds. Teachers have the

chance every school year to know a different group of children. Each student should be treated as

unique individuals and are entitled to superior classroom instruction. It is important to know each

student in the classroom because not all practices are one-size-fits-all. Teachers must implement

instructions based on the student's age, interests, and student's abilities.

Rationale

Through my practicum and student teaching, I had the opportunity to meet two different

groups of students. One group of second graders and the other are fifth graders. They might be

two different grade levels, but they each classroom has one thing in common. That would be how

each student's mind works differently. My first artifact shows an example of three students

drawing their ideas for a STEM challenge. It was during the pre-planning stage of their STEM

challenge, where they had to create a tall and strong free standing tower that could hold three

peppermints. This artifact displays the way students think when they are given a task and how

unique their ideas are from one another.

My second artifact is a sample of one my student's work. For this assignment, I

incorporated science, reading, and writing standards in one prompt. First, I read a non-fiction text

about rainy days and we brainstormed what happens during rainstorms. After the read-aloud,

their task was to pretend they were meteorologists broadcasting their weather forecast of a

rainstorm. Then after they were completely done with their writing, they had to illustrate a

picture of themselves as the meteorologist. Students enjoyed this assignment. It demonstrated

how much they knew about how meteorologists broadcast the weather on television and how

they can write story with a beginning, middle, and end with complete sentences.
INTEGRATION OF TECHNOLOGY
3

Reflection on Practice

Every student that walks in a classroom is unique and has something to share. According

to NAEYC, Developmentally appropriate practice is an approach to teaching based on how

children develop and learn (Developmentally Appropriate Practice, 2017). It is an educator's job

to teach and maintain an effective classroom setting. In order to do so, teachers must consider

and follow guidelines, principles, and strategies. There are three core considerations in a

developmentally appropriate practice. The first consideration is to look closely into child

development and learning. Second, to learn about students individually. Then last, is the effort to

get to know the student's families (Developmentally Appropriate Practice, 2017). These

considerations show how much thought and effort goes into how educators plan each activity

that occurs in the classroom.

Second graders are at a point when they are able to understand complex materials such as

the Peppermint Challenge as seen in my first artifact. The challenge was age-appropriate and

students were able to work cooperatively with their peers. Cooperative learning creates a positive

and secure relationship between teachers, students, and peers (Gestwicki, 2013). It also builds a

social and emotional competence that is essential for students in the future.

In addition, students learn best when the materials are presented in an engaging manner.

Assignments similar to the meteorologist writing prompt, as shown in the second artifact,

showcases how much students enjoyed creating their work. The success of a developmentally-

appropriate instruction are demonstrated through the students work and conversations. Also, an

integrated curriculum adds to how well the instructions are in the classroom.
INTEGRATION OF TECHNOLOGY
4

References

Developmentally Appropriate Practice. (2017, 01 12). Retrieved from National Association for
Education of Young Children: www.naeyc.org/DAP
Gestwicki, C. (2013). Developmentally Appropriate Practice: Curriculum and Development in
Early Education. Cengage Learning.