Instructional and Behavioral Support of Students in an Early Childhood Classroom
Benchmark – Instructional and Behavioral Support of Students in an Early Childhood Classroom
For this benchmark, use the balance of your practicum hours to inform and observe the classroom environment, dynamics, and three students. From your observation, identify, analyze, and critique the instructional, assessment, and behavioral support strategies that affect the learning of a typical, special needs, and gifted learners.
Choose three students to observe: a typical, a special needs student, and a gifted student. Focus on one academic subject for each child.
In a 1,200-1,500 word reflection, include the following for each child:
1. Describe the classroom/student demographics, including the diversity of learners, cultural
background, gender, family and community socioeconomic factors, etc. Describe
how you would use this information to promote student outcomes.
2. Identify and explain the developmental milestones and multiple influences on early
development and learning.
3. Describe how you would differentiate classroom instruction with the integration of a
broad repertoire of developmentally appropriate teaching/learning approaches to meet the needs of the observed student. Provide specific examples of the differentiation strategies.
4. Explain what incentives and Positive Behavioral Supports (PBS) are in place within the
classroom and how the observed students respond. What changes would you make to
5. Describe how instruction, assessments (e.g., formal and informal), and behavioral supports are aligned to the early learning standards, curriculum, and learning plans goals.
6. Explain how you would build instruction that uses effective strategies and resources,
including the appropriate use of technology, to meet the needs of children with special needs.
Use 3-5 scholarly resources to support your findings.
Prepare this assignment according to the APA an abstract is not required.
You are required to submit this assignment to LopesWrite.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Create developmentally appropriate instruction that addresses young children’s characteristics and needs (Birth to Age 5/Pre-K and K to Age 8/Grade 3) including strengths, interests, and needs that enable each learner to advance and accelerate his/her learning. (NAEYC 1a; InTASC 1b)
Identify readiness for learning while taking into account the multiple influences on early development and learning. (NAEYC 1b; InTASC 1f)
Utilize multiple perspectives relevant to learners’ personal, family, and community experiences and cultural diversity to promote student outcomes. (NAEYC 2a; InTASC 2d)
Plan instruction that uses effective strategies and resources, including the appropriate use of technology, to meet the needs of individuals and groups of learners for early education. (NAEYC 4b; InTASC 8a)
Solution Preview for Instructional and Behavioral Support of Students in an Early Childhood Classroom