This strand helps participants understand the relevance of developmental domains (social/emotional, physical, cognitive, adaptive, and communication) and developmentally appropriate practices across the birth-to-grade-12 continuum. Participants also learn some basics about using assessment data—in addition to knowledge about development—to make decisions about instruction for individual students as well as groups of students.
This strand has four lessons. This strand starts (in lesson 3.1)with the idea that children’s skills and knowledge develop continually across five domains; moreover, this knowledge can be used to identify and implement effective and efficient educational and schooling practices appropriate to each child’s age. In lesson 3.2, we learn that these practices may help us to understand broadly what instructional strategies might be appropriate at various age/grade levels, but we must also continually assess, and then meet, the individual needs of ALL students (lesson 3.3), including those at-risk for academic difficulties and those with identified disabilities. This discussion leads into a two-lesson discussion (lessons 3.4 and 3.5) about appropriate use of assessment data to drive instructional decision making for individual children as well as children with common instructional needs (e.g., ELLs), and children who are grouped by institutional variables such as classes, grade-levels, and entire buildings/programs.
The four lessons in this strand are:
These lessons may be incorporated into an existing leadership course, curriculum and instruction course, or an assessment or data analysis course.