Running Head: DEVELOPMENTALLY-APPROPRIATE INSTRUCTION 1

Developmentally-appropriate Instruction

Beverly Leftwich

Regent University
DEVELOPMENTALLY APPROPRIATE INSTRUCTION 2

Introduction

It is the responsibility of the teacher to ensure that he or she is creating lessons that are

not only standards-based, but that also include developmentally-appropriate instructional

techniques. Teachers who have studied and understand how children learn and develop are

more likely to develop lessons that include effective ways of teaching them. To be even more

effective in the classroom, educators must also demonstrate cultural awareness.

Rationale for Selection of Artifacts

For my first artifact, I chose to provide pictures of my first-grade students working

together on a group activity and then presenting it at the end of the lesson. This activity was done

at the end of a unit I taught in math on, MA. 1.2.3- The student will create and solve story and

picture problems using basic addition facts with sums to 18 or less and the corresponding

subtraction facts. This artifact displays how I demonstrated cultural awareness within my

classroom and also implemented developmentally-appropriate instruction. Children within this

age group are naturally very chatty and enjoy socializing (Bergin & Bergin, 2015). Because of

this, I try to incorporate opportunities each day for them to work in pairs or small groups.

Cooperative learning encourages students to work towards a common goal, learning.

Each teammate was given a role of time keeper, recorder, illustrator, or presenter. This allows

each group member to have a part that contributes to the overall goal. Having students work

frequently in partnerships and small groups help them to build trust and relationships among

each other. It is important to use heterogeneous grouping structures that are based on race,

gender, ability, language, etc. (Ukpokodu, 2011). This first artifact shows how my students are
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grouped; each child is unique and comes from a different culture or socio-economic background.

It also displays instructional techniques that are developmentally appropriate for the age group.

For my second artifact, I have chosen a picture taken from the same math unit, MA.

1.2.3. Research shows that children need multiple high-quality exposures to material in order to

remember it effectively (Bergin and Bergin, 2010, p.147). Throughout this unit, I provided

hands on experiences, implemented cooperative learning, and use traditional teaching through

lectures. I chose this second picture to demonstrate that my students experienced learning how

to create and solve math number problems through multiple instructional strategies that were

developmentally-appropriate for their grade level. They used manipulatives and worked in pairs

to create number stories and in doing so, were able to gain a deeper understanding of the content.

Reflection on Theory and Practice

Teachers must know where their students are developmentally if they want to reach them

academically. It is also important to note that as educators, we should have great insight into the

cultural backgrounds of our students. Reaching students within the context of their own cultural

frame of reference will help them with making understanding of content (Ukpokodo, 2011).

When my students were creating their number math stories, they first brainstormed different

foods that they ate at home for breakfast. I led the discussion by saying that people from

different cultures eat different foods at home. I then asked, Who would like to share some of

the different foods that they eat? One student shared that he ate cereal for breakfast while

another shared how her mother makes her noodles or rice. We then discussed how we could use

those items in a math number story. She came up with, My brother ate two bowls of noodles

and my other brother ate one bowl. How many bowls did they eat altogether? She was able to

insert her culture into her number math story. The artifacts show how students worked together
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with people from different cultures and completed the task. The activities were hands on and

developmentally appropriate for this age group.

Reference
Ukpokodu, O.N., (2011). How Do I Teach Mathematics in a Culturally Responsive Way?

Identifying Empowering Teaching Practices.

Bergin, C. C., & Bergin, D. A. (2010). Child and Adolescent Development In Your Classroom.
Stamford, CT: Cengage Learning.