Part 1: Developing Strategies
For each student, write a 150-200-word response that includes:
· A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs.
· One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies.
· Your plan to modify instruction to meet this student’s specific needs.
· Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions.
| Scenario 1
Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot. |
| Student A
Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups. How will you continue to support Randi during this reading lesson? -think about, do not answer- |
| Learning Theory:
Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: |
| Student B
Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show. How will you ignite Carl’s motivation so that he is successful during the lesson? -think about, do not answer- |
| Learning Theory:
Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: |
| Scenario 2
Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems. |
| Student A
Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer. How will you address Jimmy’s needs for him to remain engaged throughout the lesson? -think about, do not answer- |
| Learning Theory:
Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: |
| Student B
Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist her with specific goals related to math performance. One of Barbara’s goals is to utilize assistive technology to assist her in communicating and writing mathematical problems. She has recently been mainstreamed into your classroom and you have an upcoming math assessment. How will you address Barbara’s needs for her to complete the assessment? -think about, do not answer- |
| Learning Theory:
Developmentally appropriate instructional strategy: Modification Plan: Accommodation strategies: |
Part 2: Reflection
In 250-500 words, write a reflection that addresses the following:
· The importance of understanding cognitive, linguistic, social-emotional, and physical development of children when designing and modifying instruction.
· The steps you can take to ensure you are creating developmentally appropriate instruction that takes into account individual students’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation.
References
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