Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Developmentally Appropriate Instruction

Shelby Kelley
Regent University

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Introduction
Developmentally, fourth graders need a very engaging, yet structured classroom. While I
was observing during my first week, I noticed that the children had incredible amounts of energy,
but typically in short, intense bursts. I decided from that point that I would do my best to create
lessons that balanced sitting and listening with moving and collaboration. I also noticed that they
had a high level of anxiety, so I did my best to be consistent with schedules and routines. The
following artifacts demonstrate my commitment to developmentally appropriate practice in my
fourth grade class.
Rationale
My first artifact is a photo of a game I played with the students for the anticipatory set of
a main idea lesson. I had three main idea bags: one main idea bag (pictured), included a spatula,
a measuring cup, and some sugar; another bag included a pencil, a piece of paper, sticky notes,
and a paperclip. The last bag included a roll of toilet paper, a ball, and a roll of tape. I passed the
bags around and had the kids look and touch at the supplies, talking to their group about what
they thought the topic of their bag was. This activity would not have been developmentally
appropriate for the entire lesson because it would have been too easy, but it was very helpful for
the anticipatory set, since it encouraged collaboration, got them thinking about how to use details
to find the main idea, and allowed them to see and feel tangible details. I also differentiated the
main idea bags based on groups. The lowest group got the bag of school supplies, the
intermediate group got the slightly harder baking supplies bag, and the highest group got the
things that roll bag, which had the most abstract and challenging topic. This game allowed
students to reason logically to find the main idea of a specific set of details. After the main idea

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bags, we moved into the modeling portion of my main idea lesson, in which I modeled how to
use the main idea of a nonfiction text, and the students followed along with me, writing some
ideas and sharing some of them with the class. This order of activities allowed them time to
release their bursts of enthusiasm before I began the sitting portion of the lesson. Even though I
was modeling, they were still learning by doing, as is necessary for fourth graders (Anderson,
2011).
In addition to release of energy, fourth graders need a very positively structured
classroom in which they are given respect and choices. As just one example of structure, I have
attached a list of class rules that children are required to follow, such as follow directions and
say please and thank you. This poster also creates a positive environment by including rules
like believe in yourself and dream big. My cooperating teacher and I found this poster on
Pinterest; it was just one way that we made sure to set expectations and create structure in the
classroom. In many other areas, we deliberately thought about how to give students choices. We
created the class seating chart by allowing students to come in and choose their tables for the
next few weeks. This provided structure, but still gave students choices. Each day during their
writing center, students were required to write, but we allowed them to come up with a list of
writing topics, such as birthday parties and trips and vacations, that they could chose from
each day. Independent reading is also very important for fourth graders, so we had the structure
of a silent independent reading center, but we allowed them the choice of picking any levelappropriate book that they wanted from Ms. Hollands collection of leveled IDR books.
Reflection

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According to Piaget, students in fourth grade (ages 7-11) are in the Concrete Operational
Stage, meaning that children [of this age group] can perform concrete operations, and they can
reason logically as long as reasoning can be applied to specific or concrete examples (Santrock,
2008, p. 323). During my main idea bags, children were active and seeking solutions for
themselves, practicing their transitivity, the ability to logically combine relations to understand
certain conclusions (Santrock, 2008, p. 324-325). At Regent University, I learned Vygotskys
theory that much of learning takes place in small groups, so I encourage[d] peer interaction
during the lessons and games because students different viewpoints can contribute to advances
in thinking (Santrock, 2008, p. 326). Not only did collaboration make the activity more fun and
engaging for my students, but it allowed them to listen to each others ideas and draw from them
their own conclusions about not only the activity, but about how their peers think similarly or
differently from them. I showed cultural awareness through this by encouraging students to
respect potential differences. By encouraging multiple ways of thinking and a respect of others
thoughts and ideas, I made my classroom not only developmentally-appropriate, but an equalopportunity environment that was fair for everyone.
Regent professors also strongly encouraged me to facilitate rather than direct learning
(Santrock, 2008, p. 325), and they informed me that choice and authenticity are essential to
learning (Gay, 2010, 222). By giving students structured choices, I was taking on the role of
facilitator as opposed to the role of instructor. In order to practice cultural awareness, I wanted to
avoid any perceived social injustice that could arise in the minds of students in a more
authoritarian classroom. By giving them more autonomy, I was facilitating inside them an
intrinsic motivation, giving them a satisfaction generated by doing the work itself. I did not make
them succeed; I simply gave them the tools. This also gave me the opportunity to find out how

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they thought rather than simply what they thought. With this information, I could better set up
my lessons and anticipate student responses.
In Proverbs 22:6, parents are encouraged to train up a child in the way he should go
(New International Version). While this verse is likely referring to bringing a child up with faith,
one must consider a childs stage of development if he wants to teach the child anything at all.
By training children in the Concrete Operational Stage with developmentally appropriate
techniques, I effectively nudged them in the way they should go, i.e. onto higher stages of
development.

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References
Anderson, M. (2011, April 1). The Early and Elementary Years / The Leap into 4th Grade.
Retrieved October 17, 2015.
Gay, G. (2010). Culturally responsive teaching theory, research, and practice (Second ed., p.
222). New York: Teachers College Press.
Santrock, J. (2008). Physical and Cognitive Development in Middle and Late Childhood. In Lifespan development (11th ed., pp. 323-326). Boston: McGraw-Hill College.