Running Head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION 1

Developmentally Appropriate Instruction

Courtney Cratch
Regent University
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Introduction

When students are in the classroom, they are expected to learn and participate in different

activities presented by the teacher. Depending on the activity, students may or may not receive

the knowledge they were supposed to from the activity. When planning a lesson, teachers must

think about the student's age and development. Students will retain the information given when it

is presented in a way the students can developmentally receive it. Developmentally appropriate

instruction is essential when teaching students and will help increase the students' knowledge in

the classroom.

Rationale

The Sticky-Note Activity

My first artifact for developing appropriate instruction is a sticky note activity the class

participated in as an exit ticket for science. I was introducing cells to the students. We were

going to be learning about animal and plant cells in the unit I was teaching. I wanted students to

form questions on cells and to think about what they wanted to know from the unit. The first day

after introducing cells, I handed out pink sticky notes to the students for an exit ticket. I had the

students write one thing they wanted to learn from the unit or one question they had about cells.

After they had written their statement or questions, they went to the backboard and placed the

sticky note under "What I want to know" or "Questions I have." It was interesting to see what

students wanted to learn and the questions they already had about cells before starting the unit.

During the unit, I added a section called "Answered" to the board. Throughout the unit, we

would go back to the board and see if we could answer any questions or check off the things we

learned. I would read off a sticky note and ask the students if we learned about this yet and
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answer the question presented. The students enjoyed it because they loved when we would

answer their question or read their sticky note. It was a fun activity to make students think about

what they wanted to learn, and it gave them something to write and handle. 

Historical Character Flyer 

The second artifact that I selected to fulfill the competency of developing appropriate

instruction is a historical character flyer or poster that my students completed. This past week we

began a new unit in social studies. We took one day to learn about all the important people who

played a part in fighting for African Americans' rights. The students learned about six people in

total that fought for the rights of African Americans. After our lesson, students had to pick one

person from a list and either draw a flyer or poster based on what was beside the person's name.

The students had to include in the poster or flyer three interesting facts about their person and

what they did that was important to history. Students worked on this after social studies as an

exit ticket and finished it in the afternoon. Students could use their book and a provided

PowerPoint for help. 

Many of the students enjoyed this project because they got to draw and write. Many of

the activities that are used in the classroom now are on the computer due to covid. Therefore,

students miss writing and doing projects where they can have a piece of paper be their

assignment. Along with this activity being hands-on, students also learned about some of the

activists for African American rights. They discovered that some of the activists were not just

other African Americans but that some white people were trying to gain rights for African

Americans. The students learned that anyone could fight for what is right, and color doesn't play

into that. I chose this for my artifact because it lets the students enjoy a hands-on activity, but it

also teaches students about advocates and what is right. 

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Reflection: Connecting Theory to Practice

  Students need to have information appropriately given to them for the age that they are.

Kindergartens need knowledge and learning given differently than fifth-graders. If teachers aren't

given their students information and using activities to increase their understanding in a

developmentally appropriate way, then the student is more likely not going to retain the

information. When teachers are using activities, they need to be appropriate not only for the

student's age but also where the students are developmentally. Most children grow at the same

rate developmentally, but some may grow slower than others. (Bergin & Bergin, 2018) Therefore

when a teacher is picking activities, they must fit the student's age and development. The

historical poster or flyer that I gave my fifth graders stretched them, but it was appropriate for

their development and age. Fifth graders are learning to be responsible and gain more roles;

therefore, I minimized the number of rules on the assignment for the poster or flyer activities.

Students had requirements to meet, but the activity was appropriate and let the student be

creative in presenting the information. I did include requirements such as the poster needing

three facts and what the person did that was influential, but other than that, they were allowed to

be creative in their work. Since the activity was appropriate, the students were able to do the

activity, but they also learned more. The students researched and found more information about

their historical figures and enjoyed the activity. Students also learned about the culture at that

time in history and learned that many had to fight for their rights. It was important to add that

many people fought for the rights of African Americans. African Americans were not alone

during the time they were fighting for their freedom. "When teachers and students come from

different cultural backgrounds, planned efforts to cross social borders and develop caring,

respectful relationships are essential" (Weinstein et al., 2003, p. 272). Students learned that many
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people of all different colors fought for African Americans' rights, and there were many

discussions about this. This activity increased the student's knowledge of the topic they were

learning, but the students also enjoyed the activity at hand because it was developmentally and

age-appropriate.

"Specifically, students who engaged in hands‐on activities every day or once a week

scored significantly higher on a standardized test of science achievement than students who

engaged in hands‐on activities once a month, less than once a month, or never." ( Stohr‐Hunt,

1996) It has been proven that students that participate in activities in which they are using their

hands and moving their bodies retain the information better. When students are younger, they

retain information by moving manipulatives. The activities that I performed in my classroom

produced the students to think critically, but it also had the students use their hands and move

around the room. Students were given and sticky note and able to write down a question or

something they wanted to learn about the topic. Due to covid, most of the work that students do

is on their chrome books. Students could write and think about what they wanted to know about

the topic they were getting ready to learn. After they wrote their sticky note, they could get up

and place their note under the correct column in the back of the room. Students were able to look

at their classmate's notes as well. Students used a hands-on activity and were able to move

around the classroom. The activity was also appropriate for their age and development.

When teaching my students, I am reminded of the Bible's story when Jesus called all the

children to Him and taught them. Jesus taught them at their level, and they received the word.

When teachers teach the students at their level, they will have a better chance of receiving the

information given to them. "But Jesus said, "Let the little children come to me and do not hinder

them, for to such belongs the kingdom of heaven." Matthew 19:14. When teaching children
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about the Lord, we display the information so that their minds can comprehend His love and

goodness. Teachers need to do the same for their students when presenting them with

information in the classroom.

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References
Bergin, C. C., & Bergin, D. A. (2018). Child and adolescent development in our classroom
chronological approach. Cengage Learning.

Stohr‐Hunt, P. M. (1996). An analysis of frequency of hands‐on experience and science achievement.

Journal of Research in Science Teaching: The Official Journal of the National Association for
Research in Science Teaching, 33(1), 101-109.

Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2003). Culturally responsive classroom management:
Awareness into action. Theory into practice, 42(4), 269-276.