Order from us for quality, customized work in due time of your choice.
Throughout this course, you have studied the major
principles, concepts, and lea
Throughout this course, you have studied the major
principles, concepts, and learning theories related to the major developmental
milestones and stages of development. With this knowledge, you will explore how
to integrate the major principles, concepts, and learning theories when
determining the appropriate instructional strategies that meet the diverse
needs of all students.
Imagine you are a third-grade general education teacher
trying to support the needs of specific students in your classroom. Using the
“ELM-500 Case Study,” write a 750–1,000 word essay that addresses the following
areas of development:
Describe each student’s current state of
cognitive, linguistic, physical, social, and emotional development.
Explain how you would use the background
information and experiences, interests, and strengths of the students in
the case study to design developmentally appropriate and engaging learning
experiences, promote the acquisition of knowledge, and increase motivation.
Describe three developmentally appropriate
instructional strategies that a teacher could implement in a third grade
classroom to support the learning of all students.
Explain how you would adjust (differentiate) each
instructional strategy to support Alicia, Sena, and Jeremy’s cognitive,
linguistic, social, emotional, and physical development. Use major
concepts, principles, theories, and other research to support your
adjustment suggestions.
Describe one technique or strategy you could
implement with each student in the case study to increase their motivation
and promote self-directed learning.
Explain what personal values and biases may affect
teaching and how those can influence student learning, specifically
students with diverse needs such as those in the case study.
Support your findings with a minimum of 3-5 scholarly
resources.
Prepare this assignment according to the guidelines 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. A
link to the LopesWrite technical support articles is in Class Resources if you
need assistance.
Benchmark Information
This benchmark assignment
assesses the following programmatic competencies and professional standards:
MEd Elementary Education
(ITL/NITL)
1.1: Apply knowledge of
students’ developmental level, prior experiences, interests, and culture to
design appropriate and engaging instruction. [InTASC 1(b), 1(d), 1(e), 1(f),
1(h), 1(i), 2(a), 2(b), 2(c), 2(d), 2(j), 2(m), 3(r); TPE 1.1, 4.2; AAQEP 1a,
1b; MC2, MC5]
1.6: 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. [InTASC 1(e), 1(h), 2(a), 2(j),
7(j), 7(n), 8(j), 8(k), 8(p); TPE 1.1, 2.1; AAQEP 1b; MC2]
5.1: Reflect on personal
values and biases and how they may affect teaching and learning. [InTASC 9(e),
9(i), 9(m); TPE 6.2; MC3, MC4]
MEd Elementary Education
and Special Education (ITL/NITL)
1.3: 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. [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]
1.4: Create
developmentally appropriate instruction that takes into account individual
learners’ strengths, interests, differences, and needs, using instructional
strategies that promote students’ learning and individual development,
acquisition of knowledge, and motivation. [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]
© 2023. Grand Canyon University. All Rights Reserved.
ELM-500 Case Study
Scenario: You are a third-grade general education teacher at Oak Street Elementary
School and have the following students in your third-grade class.
Name: Alicia Hernandez
Alicia has attended Oak Street Elementary School since first grade. She
is a native English speaker. She is a very happy outgoing child. Both her first
and second grade teachers report that Alicia loves art and enjoys participating
in art class. This year her parents enrolled her and her best friend in a
Saturday painting class.
Alicia is very social at school. She has many friends that she plays with
on the playground. She shows kindness to classmates and volunteers to help with
classroom jobs. She works well when paired with peers or in a group setting.
While in first grade, Alicia struggled to master all the first grade
benchmarks but with support met the minimum requirements and was promoted to
second grade. In second grade, Alicia continued to struggle. Her second grade
teacher met with Alicia’s parents several times concerning her lack of progress
on the second grade benchmarks. A
variety of teaching strategies were tried to support Alicia’s academic needs.
Baseline data from the reading assessment indicates Alicia is reading
below grade level at 1.6 (first grade and six months).
Baseline data from the math assessment indicates Alicia is performing
math calculations below grade level at 1.8 (first grade and eight months).
Name: Sena Kim
Sena has attended Oak Street Elementary School since second grade when
she and her family moved to America. She has been classified as an ELL student
and receives English language development, in addition to content area
instruction. Sena was born in South Korea and her family only speaks Korean at
home. She attended school in South Korea until moving to America. Her family is
very involved in their local Korean-American church.
Sena’s teachers have indicated she can complete grade-level work when the
material is presented in her native language but has not yet mastered English
enough to fully understand either written or oral instruction in only that
language.
Sena is shy and does not talk a lot in the classroom but has begun
building relationships with a few girls in the class and can be seen laughing
and smiling during their small group interactions. She enjoys drawing and
playing with her siblings at home.
© 2023. Grand Canyon University. All Rights Reserved.
Baseline data using native language material indicates Sena is reading on
grade level at 3.2 (third grade and two months).
Baseline data using native language material indicates Sena is performing
math calculations above grade level at 4.1 (fourth grade and one month).
Name: Jeremy Smith
Jeremy has attended Oak Street Elementary School since kindergarten. He
is a native English speaker with an above average IQ (133). Jeremy has an
orthopedic impairment and uses an electric wheelchair for mobility. He enjoys
creative activities and taking art with his peers. Cognitively he functions
above his peer group but struggles with social interactions.
His parents indicated that he sometimes experiences depression because he
feels different than his friends at school and cannot participate in all of the
typical activities his peers can engage in regularly. Jeremey tends to be very
hard on himself when he makes mistakes and can behave inappropriately when he
gets frustrated. He enjoys playing video games at home.
Baseline data from the reading assessment indicates Jeremey is reading
above grade level at 6.2 (sixth grade and two months).
Baseline data from the math assessment indicates Jeremey is performing
math calculations above grade level at 5.5 (fifth grade and five months)
Order from us for quality, customized work in due time of your choice.