Term Paper: Using Developmentally Appropriate Assessment and Instruction

Pages: 10 (2704 words)  ·  Bibliography Sources: 3  ·  Level: College Junior  ·  Topic: Children  ·  Buy This Paper

SAMPLE EXCERPT:

[. . .] Cognitive Instructional Goal

1. Mark will count 10 or more objects in 7 out of 10 tries following one verbal cue to "Count the ____(name of objects) by June 15, 2014.

2. Mark will correctly name 4 out of 8 colors following one verbal cue to "Name the colors you see" by June 15, 2014.

3. Mark will participate in small group activities for 8 to 10 minutes 4 out of 5 days each week through June 15, 2014.

Corresponding classroom activities:

1. Mark will practice one-to-one counting at the math learning station each day.

2. Mark will match and name colors at the color learning station each day.

3. Mark will participate in the morning opening activities (e.g., calendar, weather, sharing) and the read aloud story circle time each day.

Motor Instructional Goal

1. By June 15, 2014, Mark will successfully stand on one foot for 10 seconds or longer each day while participating in the Move It station at the learning center.

2. By June 15, 2014, Mark will hop up and down on two feet for 4 jumps each day at the Move It station at the learning center.

3. By June 15, 2014, Mark will be able to swing back and forth unaided for 6 to 8 times by using his legs to "pump" the swing.

Corresponding classroom activities:

1. A Move It station will be set up at the learning center with different gross motor activities that, once successfully accomplished, will be recorded in a travel-type passport. The passport will include a page for standing on one foot.

2. A Move It station will be set up at the learning center with different gross motor activities that, once successfully accomplished, will be recorded in a travel-type passport. The passport will include a page for hopping on two feet.

3. Each day that outdoor recess is scheduled, Mark will be encourage to or helped to swing. Mark will be shown how to "pump" his legs to make the swing move.

Physical Instructional Goal

1. Mark will demonstrate the ability to go to the bathroom independently with reminders for 4 out of every 5 days by June 15, 2014.

2. Mark will demonstrate the ability to use a child's spoon to scoop food independently with reminders 7 out of 10 tries each day at breakfast or lunch by June 15, 2014.

3. Mark will demonstrate the ability to unbutton and unzip his coats and sweatshirts without assistance following outdoor recess for 4 out of 5 days by June 15, 2014.

Corresponding classroom activities:

1. Mark will have opportunity to use the restroom several times each day following and preceding certain activities when reminded.

2. Mark will participate in-group snack activities during which he will have opportunity to practice using a spoon. Mark will engage with science station challenges at the learning center in which he practices scooping objects with spoons of different sizes.

3. Mark will have opportunity to and be encouraged to independently unbutton and unzip in order to take his coat and sweatshirts off following outside recess and upon arrival at the center.

Language Instructional Goal

1. Mark will be able to recall parts of a story 4 out 5 times when retelling stories in the group read aloud circle, as measured each week until June 15, 2014.

2. Mark will be able to tell his full name and street address 4 out 5 times each day for 6 weeks when participating at the Information station at the learning center, by June 15, 2014.

3. Mark will be able to use future tense 7 out of 10 times when engaging in the story telling station at the learning center by June 15, 2014.

Corresponding classroom activities:

1. The story telling circle will provide opportunity for Mark to listen to a story and then take turns retelling parts of the story.

2. The Information station at the learning center will provide Mark frequent practice telling and writing his complete name and his street address.

3. The story telling station at the learning center will provide opportunity for Mark to dictate a story for an adult to record in a paper "book" that contains prompts such as: "What will you do tomorrow?" "What will you do on your birthday?" "What work do you want to do when you grow up?"

Recommendation Plan

Since Mark's mother has been included in the diagnostic test for the stair climbing skill, she will be familiar with the some parts of the assessment process. The primary objective of this pre-consultation is to inform Mark's parents about developmental milestones and reassure them that some spotty progress across the different domains is quite typical.

Mark will be able to practice many of the activities in his instructional objectives with support from his parents at home. Mark will bring supporting materials home in order to help his parents reinforce his new skills. In particular, Mark's parents will be encouraged to do the following:

Ask Mark to say his full name and address.

Encourage Mark to use spoons when helping to prepare food or when eating with family.

Ask Mark what his plans are for the weekend and special occasions in order to encourage use of future tense.

Encourage Mark to consistently remove his outer wraps when coming come by unbuttoning and unzipping fasteners, and then putting away his garments in the appropriate place.

Early Intervention Programs

The HighScope Curriculum is based on years of exacting research and has evolved as evidence-based research pointed to better ways of instructing and interacting with preschool children. The collaboration between HighScope and universities across the nation has been high since the inception of the program, and it continues today.

Characteristics of HighScope preschool programs include active teachers who are highly engaged in the classroom environment, responding to the needs and attributes of individual children. All the materials, planned activities, and conversation with children are designed to support and challenge the thinking and development of preschoolers. HighScope curricular and instructional activities are designed to be child-centered -- based on the natural curiosity and activity of children. Both the children and the teachers engage in active participatory learning to shape the activities and opportunities in the classroom in a way that is developmentally appropriate, matched to the current and emerging abilities of the children, and compelling with respect to inviting interaction.

The HighScope Curriculum has been proven to be effective with preschool children and there are federal funding requirements of administrators that the center provides evidence that the HighScope Curriculum is being used. This means that the administrator must show that an appropriate set of teaching practices are being used, that there are specific learning objectives that children must meet, that research tools are being used to measure the degree to which the program is meeting the needs of children, and that a model of staff training is being used to ensure that teachers understand how to use the curriculum correctly and understand why they are required to teach in the manner stipulated by the HighScope curriculum.

References

____. (2010, May). Developmental Checklists Birth… [END OF PREVIEW]

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