Running Head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally Appropriate Instruction

Margaret Karlov

Regent University

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

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Introduction

Developmentally appropriate instruction ensures that all students are engaged and

growing all of the time. To produce education that encourages individual development,

teachers must carefully plan and deliver meaningful material. To do this, teachers must

first have an inventory of their students’ needs, strengths, weaknesses, and prior

knowledge. Then, they can build off of that by scaffolding instruction through modeling,

guiding, creating thoughtful independent work, and constructing engaging and culturally

relevant material. When all of these steps are combined, teachers can meet the needs of

all learners through developmentally appropriate instruction.

Rationale for Selection of Artifacts

I selected artifacts from a lesson I created to teach Main Idea to a class of fourth

grade students. My lesson began with direct instruction through a Main Idea poster. From

there, I read the students a book called, “Balloons Over Broadway”. Then, I gave students

a graphic organizer that related to the poster from the direct instruction and had students

complete it, using the book, after providing them with an example. Finally, I

administered an Exit ticket that related to the lesson and the book.

Artifact 1: Main Idea is like a Pizza Poster:

I created a poster that defined, visualized, and provided tools to find the Main

Idea. I drew a picture of a pizza with toppings and used it to demonstrate how the whole

pizza resembled the main idea and the toppings were like supporting details. While

walking them through the poster, I allowed them to sit on the carpet, engage in

discussion, and move at appropriate times. Thus, I engaged the students with a culturally
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relevant visualization while scaffolding the conversation for all learners. I also engaged

those that learn through movement. It was appropriate for their developmental level.

Artifact 2: Main Idea is like a Pizza Graphic Organizer:

After reading the book, “Balloons Over Broadway”, I had my students complete a

graphic organizer with a partner. The graphic organizer displayed a whole pizza where

the students had to write the main idea and various toppings where they wrote the

supporting details. First, I chose a non-fiction book that was at grade level, culturally

relevant, and full of illustration. This was good for verbal and visual learners. Next, the

graphic organizer connected to the rest of the lesson and organized the students’ thoughts.

Allowing students to work with partners addressed an additional set of developmental

needs. Altogether, the graphic organizer gave students the opportunity to visually and

verbally organize their understanding of engaging, relevant material.

Artifact 3: Exit Ticket:

To conclude my lesson, I gave students an exit ticket. I created grade-level

questions in different formats that addressed the lesson’s content. The exit ticket included

questions about the main idea, theme, prefixes, and fact and opinion-- all of which were

reviewed during the lesson. The questions were formatted in multiple-choice and short-

answer to give students an option based on their strengths and weaknesses. It also

reminded students of the objective. Altogether, the purpose of this was to ensure the

development of all learners and to adjust based on the responses.

Reflection of Theory and Practice

The conversation on what defines Developmentally Appropriate Instruction has

been ongoing in some form since formal education began. An article written in 1998 by
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the NAEYC states, “To teach in developmentally appropriate ways, teachers must

understand both the continuum of reading and writing development and children’s

individual and cultural variations” (NAEYC, p.11). Thus, they believe it is important to

consider the development of this criteria and the change in culture over time. This is so

true. Learning through trial and error over time provides a plethora of good information.

Recently, developmentally- appropriate instruction has been defined as this, “A

term whose use reflects different views on the relationship between development and

instruction/learning.” (Sullivan, 2009). This definition highlights the fact that there are

different views on what this might look like. It is important to work with one’s school,

fellow teachers, and administrators to define and produce this. Still, there are many

outside sources that can provide insight. One journal’s classification stood out to me,

particularly. Summarized, they believe that DAP should include careful planning, regular

and active interactions, meaningful content, explicit instruction, guided practice,

scaffolding, independent practice, and individualization (Morrow, 2004). When these

things are combined, instruction might become developmentally appropriate. It is

important to understand what makes instruction developmentally appropriate and stick to

the expectations agreed upon by the school one is a part of.

Developmentally appropriate instruction is one of the most important parts of

being a teacher. Without it, education will not produce the results it has the potential to.

Thus, teachers, students, parents, and administrators must understand the criteria for it so

that it can be properly implemented in the curriculum. Generally, this is grade-level

appropriate, engaging, culturally relevant, scaffolded, and meets the needs of all learning

styles.
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References

Lesley, M. M. (2004). Developmentally appropriate practice in early literacy instruction.

The Reading Teacher, 58(1), 88-89. Retrieved from http://eres.regent.edu:2048/

login?url=https://search-proquest com.ezproxy.regent.edu/docview/203278712?

accountid=13479.

NAEYC. (1998). Learning to Read and Write: Developmentally Appropriate Practices

for Young Children. National Association for the Education of Young Children.

Retrieved February 20, 2019.

Sullivan, L. E. (2009). The SAGE Glossary of the Social and Behavioral Sciences.

London: SAGE Publications, Inc.