2.

A teacher understands how students learn and develop and applies that knowledge in

the teacher’s practice.

Children progress in their own way, but there is certainly a pattern to development which

has been studied for decades and is still very much relevant in modern classrooms today.

Educators have a unique responsibility to not only be cognizant of the stage of development their

students, but how to move students forward both academically and socially. Teachers face the

profoundly difficult and rewarding job of meeting students at their level of development and

guiding them towards success.

For the last six years, I have had the great fortune to work for the Aleutian Region School

District in Adak, Alaska. I am the Elementary Teacher, responsible for grades K-5 at Adak

School. The population of Adak has fluctuated somewhat in the time I’ve been here and has

resulted in my class size changing considerably from year to year. I have had as many as 15

students and as few as seven. Teaching in a multi-grade classroom has given me a very unique

perspective on development and the role teachers have in providing the best learning

opportunities for students at different stages. In an effort to always have our best numbers for a

student population and the fact we do not have a preschool program in Adak, most students

begin school at four or five years old. This means in one classroom for at least four hours a day,

I have students that could be as young as 4 years old and as old as eleven.

Any classroom in America could make a case for being a multi-grade classroom, as

students naturally vary in ability in all subjects. A fourth grade teacher could convincingly assert

that in her reading instruction she must engage a student that reads at the equivalent of a second

grader and their peer that reads at the level of a sixth grader. I do not think modifying

assignments or differentiating my instruction is what makes my situation distinctive. The unique

aspect, in my opinion, is that I not only observe a student’s transition between stages, but I have

the student for multiple years of learning and am able to see where they started, where they

struggled, where they succeeded, and ultimately where they are going next. The multi-grade

classroom has given me the opportunity to witness a student meet a crisis or critical point in their

development and somewhat remarkably, glide into the next stage. I do think it is important to

note that it has been my experience that age is but a number as students navigate emotional and

intellectual development. A lot of research has concluded similarly that “age is a criterion rather

than an indicator of development.” (Lourenco, 2016)

The best examples I have of this development have stemmed from my work within the

standards and benchmarks of the Aleutian Region School District. They do not operate on a

letter grade scale, but instead a continuum defined by learning goals that identify a student’s

progress. Stages of any benchmark allows students to start where they are at, instead of jumping

into anything they are not developmentally ready for or based solely on their age or grade. This

continuous progress curriculum allows students in a multi-grade setting, to still be in the same

content area as a group, but differentiate to a wide range of abilities. The students are exposed to

a broad variety of information, but not held accountable for it with expectations of mastery. The

benchmarks and standards are based on what the school district wants the learner to show versus

what they know, meaning skills and strategies of learning and not necessarily memorization.

Allowing students to progress through the levels lets students feel success at each step, and the

ability to demonstrate a skill that is realistic to achieve and then build upon in another

benchmark. The continuous progress curriculum at Adak School teaches students to be risk

takers and apply themselves, but you do not have only two options of pass and fail. Instead you

are able modify curriculum to the student, to help them be successful and meet the learning
expectation. If a student remains in the emerging stage for two years of a benchmark, it is

acceptable and only seen as strengthening their foundation of understanding.

Cognitive Development

Jean Piaget is highly regarded as an educational psychologist for his identification of four

stages in the cognitive development of children. Piaget created a sequence of developmental

stages, greatly defined by age, that move a child closer to abstract thought and making logical

inferences. (Slavin, 2012) Entering school is a huge milestone in a child’s life and according

Piaget a critical transition time for most children between two of his stages.

The preoperational stage is assigned to children ages 2 to 7. In this stage children learn a

great deal through pretend play, but do not fully understand logic and empathy. During the

preoperational stage, children are highly “egocentric”, meaning that they are only able to see

from their point of view and believe all people think and feel exactly how they are at any

moment. (Lourenco, 2016) During this stage they also tend to view inanimate objects as having

a consciousness or feelings. They may admonish a couch because they stubbed their toe on it, as

if it could be at fault. The appearance of objects in the preoperational stage often take more

importance to a child. For example, the same number of blocks may be displayed in two

different ways: the first blocks are spread apart and in the second placed close together. A child

in the preoperational stage will believe there are more blocks in the first group.

Stage three, the concrete operational stage is when children move into thinking more

logically, although it can be difficult for them to understand exceptions to the rule. They are able

to start thinking about how others might think and feel, and that not everyone may agree with
their thoughts and opinions. Children in this stage are able to take in many aspects of an object

and understand it may not always be what it appears to be. (Slavin, 2012) Using the same

example as above, a student in the concrete operational stage would be able to determine that

both sets have the same number of blocks despite how they are arranged.

Awareness of these stages and Piaget’s theory helps a teacher understand the change in

reasoning level of a student who is developing new ways of understanding their environment. It

provides a teacher with a foundation to not only build upon, but ability to see what future skills

they need to achieve.

Teaching on a continuous progress curriculum allows me the opportunity to take into

account a student’s developmental ability

Using the continuous progress curriculum gives the educator the opportunity to give

student’s hand-on experience with their learning and letting them build on their prior knowledge

without requiring them to function outside of their developmental level. For example, below is a

level 1 benchmark from Adak School.

Benchmark Emerging Developing Proficient Advanced

Uses a scale for Student identifies a Student correctly Student accurately Student accurately

measuring. scale when shown a chooses a scale for a weighs objects with measures objects

group of objects. weight measurement even weight. using fractions of

task. weight.

The levels of progression through a benchmark are self-explanatory, a student is expected

to reach a level of proficiency in grade 3, but it is not finite and dependent on a student’s ability

and developmental level. As you can see, the emerging level is fairly simplistic, it only asks that

a student is able to identify the scale, not define or explain its purpose. This means that for a
student in a preoperational stage, they are not being asked to perform a task beyond their ability.

As a student progresses through the continuum, they may skip the developing stage and reach

proficiency immediately, or they may remain in the developing stage for a couple of years.

Either way, the student is provided with opportunities to progress at their own rate, while still

having that same ultimate expectation of learning. Level 2 is written for students in grades 4-8,

with the same progression expected, based on the same developmental foundation.

Another example is from our Civics benchmarks.

Benchmark Emerging Developing Proficient Advanced

Role plays that Student identifies 1 Student identifies 2 Student role plays 2 Student role plays 3

people in positions authority figure and authority figures and authority figures, authority figures,

of authority have role plays something role plays something demonstrating demonstrating

limits on their the authority figure each authority figure understanding of understanding of

authority. says or does. says or does. appropriate limits to appropriate limits to

the authority figure’s the authority figure’s

words and actions. words and actions.

Often times Piaget’s examples are mathematic, as they make the most sense when it

comes to making thinking visible, with use of manipulatives for addition problems or

representing place value. I believe Piaget’s stages are relevant in every aspect of curriculum and

wanted to provide another example that was not math-based. In the above example, you can see

how the initial expectation is only that a student role play an authority figure. This is a level 1

benchmark so would be the goal for a kindergartner who is possibly transitioning in

developmental stages to simply mimic something they had heard or seen a parent or grandparent

do in the home.
 Many of the level 1 benchmarks in the emerging and developing phases are simply

observations I am able to make as a student engages in center play or interaction with a peer. As

they are just entering school and the new dynamics and social obligations are learned, they are

able to adjust and achieve the early learning goals set for them in the benchmarks simply by

engaging with their peers. They also allow for students to learn from each other and in a multi-

grade classroom, they allow for older students who have already achieved proficiency to role

model the expectations and outcomes expected.

Having a solid understanding of these stages is important for creating attainable

expectations for student achievement. It allows students the opportunity to meet accessible

goals, while building a foundation of learning. Teaching a student to sort fruits and vegetables

according to color is the building block for them to later categorize texts into fiction and

nonfiction. Taking into account developmental levels when teaching helps us create lifelong

learners, who are continually building upon their prior knowledge through experience and

experimentation, and not just efficient test takers. Piaget himself thought that the primary goal

of a school education should be the creation of “men and women who are capable of doing new

things, not simply repeating what other generations have done—men and women who are

creative, inventive and discoverers…who can be critical, can verify, and not accept everything

they are offered.” (Greene, 1978)

Psychosocial Development

Psychosocial development does not concentrate on a child’s physical growth as they age,

but instead social elements that lead to one’s psychological well-being. Erik Erikson’s theory

describes stages across the lifespan that all people must go through. In order to advance through
Erikson’s stages, a person must meet some critical point or crisis that they must resolve.

Specifically for elementary students ages six-eleven, stage four describes industry vs. inferiority.

Starting school is a big milestone in a child’s life, and for many, the introduction to a

social world outside of home. Children are introduced to adults other than their primary

caregivers and family. Their circle expands to include peers, friends, and teachers, which creates

whole new social learning opportunities for them. Erikson asserts that in prior stages of

development children are focused on activities that are fun or result in approval or attention and

attending school redirects that focus towards activities that now require children to create quality

work. They are now being evaluated for their performance with grades and comments made by

teachers. This stage is crucial to students identifying themselves as competent. Positive remarks

and encouragement from teachers and parents will result in children having a belief in their own

abilities. These students in turn become capable of performing complex skills and make every

effort to master new skills. The possible catastrophe at this stage is that a child does not receive

support and encouragement, and they begin to question their ability, and as a result will feel

inferior to peers and not make the effort to achieve or master new skills. It is no surprise that in

this stage children begin to develop self-confidence. Students with support from their family and

educators will begin to cultivate a strong sense of self-confidence and for those that lack that

care, a sense of inferiority develops. All students need reassurance and praise for their efforts in

order to help them navigate this stage successfully, but with that said there is a need for balance

as exaggerating a student’s achievements can also lead to arrogance. The goal is to provide a

child with a healthy amount of reassurance and praise, without setting an unrealistic standard of

success.
 Working with a multi-grade classroom I rely heavily on a student’s ability to work

independently at least 50% of their day. It isn’t until I see that transition in Erikson’s stages, that

I am able to see the student as fully capable of that independence. It happens for students at

different ages, but predominately the second half of their first grade year is most common.

Students around this age are developmentally prepared to focus on work, for varying amounts of

time that requires a teacher’s approval. I have found that small learning targets for students in

this developmental stage allows for them to have the confidence found in reaching the target and

creates attainable goals that help them feel and have success. In using the continuous progress

curriculum, benchmarks are defined by these small learning goals and show continual movement

of a student through the process. For example:

Benchmark Emerging Developing Proficient Advanced

Classifies foods Student lists the 5 Student gives Student sorts foods Student keeps a food

according to food food groups. examples of each into groups. diary and evaluates

groups food group. according to the My

Plate template.

In this level 1 health benchmark, students are given straight forward learning targets that

provide them with the opportunity to progress through the benchmark with multiple chances for

success. Some students may progress more quickly than others, but a student who simply attains

one learning goal is celebrated just the same. The students are able to identify with each other as
both being successful and hopefully negating the feeling of inferiority one might feel if they

simply did not reach proficiency in a benchmark immediately.

I also believe that a multi-grade classroom, in and of itself, is an asset in helping students

navigate Erikson’s fourth stage. In my classroom there is always someone who is achieving

more or less than another particular student. They have peers who role model for them and peers

for whom they are responsible for modeling positive performance and behavior. There is rarely

a group proficient in a content area large enough to claim majority and instead we have a group

with mixed abilities and empathetic learners. Students spend just as much time assisting and

teaching their peers as they do learning the benchmark. This builds a community of industry,

teamwork, and success.

Neuroscience

Neuroscience is a facet of development that is not commonly discussed in educational

settings, but it is one that I believe may deserve further exploration. Advancements and

discoveries in brain research occur daily and while it is important to remain critical of results and

theories, there may be some practical applications in the classroom.

As a brain begins to develop, ages zero-five, it is primarily growing, a building of connections

and pathways. Starting around age six, a child’s brain begins a pruning process in which

connections used frequently are strengthened while those rarely used die off. It is during the

ages between six and eleven, that a child has the strongest ability to learn foreign languages.

They are able to acquire this skill with little effort and without an accent. Languages learned

after adolescence will have an accent despite the effort or abilities of the student. (Wolfe, 2010)
 Knowing the science behind how a child’s brain is developing can help a teacher create

strategies that lead to a student’s success. For example, during the years from six-eleven when a

child needs to remember something, rehearsal can be very effective. When shown a series of

pictures and asked to recall what they saw, the younger the child the less likely they were to

rehearse the information instinctively. Studies show that a child does not naturally rehearse, but

children older than 10 become increasingly proficient in using rehearsal strategies. (Kail, 1984)

Age is certainly not the defining characteristic for when a child spontaneously begins to rehearse,

it does show when they have a higher likelihood for using strategies such as whispering to

themselves or visualizing a mental picture of the information. (Wolfe, 2010)

“Without a concrete experience, a representation or symbol may have little meaning no

matter how much someone explains it to you.” (Wolfe, 2010) The period of brain growth for

students between the ages of six and eleven is a vital time for hands-on activities and visual

learning. It is why manipulatives used during math are so effective, the visual representation of a

number solidifies in the child’s mind exactly what four means. The neuroscience research would

suggests that you do not have to stick to commercial items like Cuisenaire rods or pattern blocks,

but giving a child the opportunity to use everyday items reinforces their pathways for number

representation. Allowing students the ability to use a variety of concrete items helps to build not

only neurological pathways, but also their confidence in math by giving them a way to test and

check their reasoning. (Ojose, 2008)

Benchmark Emerging Developing Proficient Advanced

Represents Student represents Student uses Student uses Student illustrates

problems using numbers with manipulatives to manipulatives and and solves problems

objects or pictures. objects. represent problems. illustrations to using objects or

 represent problems. pictures.

The above example is from Adak School’s level 1 standards. This benchmark gives

students the concrete hands-on experience with manipulatives and using pictures to concretely

represent numbers. I have often allowed students to use our manipulative blocks, which are

similar to Legos, during free center time. Students work on building homes or buildings and in

doing so typically run out of their ten block. They must problem solve in order to build a higher

fortress and as a result start to discover that a six block coupled with a four block will get them to

ten. Do they realize this is happening or do I bring it to their attention? No, but when it comes

time for the lesson on what addition pairs make tens, they often can recall on their own with little

effort what colored blocks they chose during that center to build their taller wall. The hands-on

activities only reinforce those neurological pathways and strengthen their confidence.

Conclusion

I’ve spent a lot of time highlighting my experience with working in a continuous progress

curriculum, and it was not my intention to suggest it is the perfect solution to identifying student

development and providing effective instruction. In the current climate of high stakes testing in

education it can be difficult to pin down what is the best way to address a student’s

developmental level and what will be expected of them come test-taking time. “Most teachers

struggle with the reality there is far too much content to cover” (Sousa & Tomlinson, 2011)

When you take into account the vast amount of content and the broad scope at which students

develop it can very easily become overwhelming to try and whittle it down to a curriculum, let

alone one that suits every child’s needs. The continuous progress curriculum has just been one

solution that I have found that makes me feel like I am working smarter and not harder. It

provides me with the essential standards my students must meet to be successful, and breaks it
down into small learning targets that we can celebrate when achieved. In a multi-grade

classroom it also helps me to reinforce learning concepts with all students yearly while

scaffolding expectations for students based on their developmental levels and abilities. Nothing

is more important than meeting a child where they are and helping them get to where they need

to go and that applies not only to their academics, but also their development.

References

Greene, M. (1978). Landscapes of Learning. New York City: Teachers College Press.

Kail, R. V. (1984). The Development of Memory in Children. New York: W.H. Freeman and Company.

Lourenco, O. (2016). Developmental stages, Piagetian stages in particular: A critical review. New Ideas in

Psychology, 123-137.

Ojose, B. (2008). Applying Piaget's Theory of Cognitive Development to Mathematics Instruction. The

Mathematics Educator, 26-30.

Slavin, R. E. (2012). Educational psychology: Theory and practice. Pearson Education, Inc.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and The Brain. Bloomington: Solution Tree

Press.

Wolfe, P. (2010). Brain Matters: Translating Research into Classroom Practice. Alexandria: ASCD.