Researching theories of child and early adolescent development and then developing instruction based on research-based best practices is crucial for the success of the students and the teacher. As an educator, your goal will be to consider the students’ cognitive development and contextual factors when planning for instruction. Practical application improves the teacher’s ability to recognize student strengths and weaknesses as well as the students’ readiness and motivation to learn. 

For this assignment, complete the “Strategies for all Students” template.

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.

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 .

Support your assignment with a minimum of 3 scholarly resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented, using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the 

LopesWrite Technical Support articles

 for assistance.

This benchmark assignment assesses the following programmatic competencies [and professional standards]:

BS in Elementary Education 

BS in Elementary Education and Special Education

BS in Elementary Education with an Emphasis in English as a Second Language

BS in Elementary Education with an Emphasis in STEM

BS in Elementary Education with an Emphasis in Teaching Reading

COE 1.1:       

Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social-emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5]

COE 1.2:       

Create 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. [ACEI 1.0; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3

Strategies for all Students

Part 1: Developing Strategies

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.

{Enter Text}

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?

{Enter Text}

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?

{Enter Text}

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?

{Enter Text}

Part 2: Reflection

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