Running head: DEVELOPMENTALLY APPROPRIATE INSTRUCTION

Developmentally Appropriate Instruction

Madeline Keever

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2018

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Introduction

Developmentally appropriate instruction is essential in middle level education. Piaget’s

cognitive developmental theory categorizes children who are in the 8th grade as part of early

adolescence. “Change in young adolescents can be rapid and uneven” (Meeting the needs of high

ability and high potential learners in the middle grades, 2005, p. 1). As a result, middle school

can be a tumultuous time for children. In my class of 8th graders, I perceived lots of insecurity

and a wide array of physical development among the students. I sensed this even stronger from

diverse students who were originally from other countries and where English was their second

language. These students were often self-conscious of reading out loud or of their writing

abilities. Since middle level children are experiencing such instability in their own development,

it is essential that teachers offer a stable learning environment for learning to flourish. Some

essential elements of a stable middle school classroom are classroom management and structure,

social flexibility, and safe adult relationships.

Rationale for Selection of Artifacts

I have included several artifacts to demonstrate my knowledge and use of

developmentally appropriate instruction. The first artifact is a set of pictures from a class

presentation the students did. I independently wrote and taught a lesson on the fundamental

principles of government. This lesson required the students to think abstractly and pull from

prior knowledge and experiences. To encourage the students to think critically about certain

principles I had them do a ‘thought dump activity’. In this activity, students work in groups of

three or four and create a four-column chart with a concept in the middle. Each column

represented a different area of thinking. The first, and most essential part was the column called,
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‘dump’. Each student had 60 seconds to write any word or phrase that came to mind when they

thought of the specific principle, such as democracy. The other three columns were: definition,

characteristics of, and draw a picture. When the students completed their chart, they would

present to the rest of the class. This activity fostered group discussion, relationship building, and

offered opportunities for children with various learning styles to contribute to their group.

The second artifact that I have included is a picture from an activity that the students

completed on citizenship. Students who were immigrants themselves could create a cartoon that

explained how to become a citizen of the United States. Students who never had to go through

the naturalization process were better equipped to understand their classmates who were born in

a different country. This activity also covered global citizenship and offered students the ability

to discuss how to be a good citizen on the internet.

Reflection on Theory of Practice

My studies and research on middle level learners has revealed that the most essential role

that teachers can play in developmentally appropriate instruction is to create healthy

relationships in the classroom. “Since the inception of the middle school, advocates for the

education of the young adolescent have recognized the importance of a developmentally

responsive educational environment built on a foundation of healthy relationship” (Cook,

Faulkner, & Howell, 2016, p. 3). One way for teachers to accomplish this is by respecting

diversity and differences in opinions and backgrounds of each student. This is especially relevant

in the study of civics because there are so many touchy issues that teachers and students interact

with. I had the privilege of working in a classroom with ethnically and economically diverse

students. I had several students who were of Hispanic or African origin and had moved to the
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United States recently. Teachers in any classroom must demonstrate a commitment to the whole

child, respecting their diversity and promoting fairness (Howell, Cook, & Faulkner, 2013, p. 6).

Furthermore, children in the early level of adolescence need structure as well as

flexibility in their learning environment. “To the middle level teacher, classroom management

involves designing and organizing a pleasant physical learning space, establishing rules and

procedures, managing the instructional time to minimize disruptions and inefficient use of

time…” (Howell, Cook, & Faulkner, 2013, p. 5). Flexibility in my classroom often involved

group and individual projects where students were given options based on their interests. I would

also give them a set of guidelines and a specific time frame to promote structure and classroom

management.

In a crazy world of change, middle school students need a teacher who has the energy,

patience, and care to make sure their needs are met. Teachers cannot adapt the world for them,

but they can teach students how to adapt to their environment. Teachers cannot make every

emotion make sense, but they can give students a place where emotions are channeled into

excitement and stimulation. Teachers cannot make every relationship safe, but they can be an

example of at least one.

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References

Cook, C. M., Faulkner, S. A., & Howell, P. B. (2016). The developmentally responsive middle

school: Meeting the needs of all students. Middle School Journal, 47(5), 3-13.

doi:10.1080/00940771.2016.1226645

Howell, P. B., Cook, C., & Faulkner, S. A. (2013). Effective middle level teaching perceptions

on the preparedness of newly hired teachers. Middle Grades Research Journal, 8(3), 1.

Meeting the needs of high ability and high potential learners in the middle grades: A joint

position statement of the national middle school association and the national association

for gifted children. (2005). Gifted Child Quarterly, 49(3), 271-272.

doi:10.1177/001698620504900310