ELM 200 Grand Canyon University Child Development and Psychology Worksheet

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.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

• 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); GCU Mission Critical 2, 3, and 5]
• 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); GCU Mission Critical 2 and 3]