ELM-500 Psychology: Benchmark Summative Course Assignment Overview

This psychology assignment addresses developmental milestones and strategies for supporting students with diverse individual needs. The essay explores class engagement techniques, emphasizing student-centered approaches and the Engagement theory, including project-based learning and authentic focus. It details modification of instruction for students with ADHD, dyslexia, and visual impairments, focusing on sensory considerations and alternative formats. The assignment also discusses strategies for motivation and knowledge acquisition, such as semantic processing and practice tests. Furthermore, it highlights the importance of equitable access to tools and resources through mobile learning and personalized instruction. The conclusion emphasizes the teacher's role in fostering expressive learning experiences by providing continuous feedback and adapting classroom sessions to individual student needs. References include scholarly articles supporting the discussed strategies.

Running head: PSYCHOLOGY
Benchmark Summative Course Assignment
Name of the Student
Name of the University
Author Note

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Introduction
Developmental milestones are generally defined as the physical skills and/or
behaviors that are commonly manifested by children and infants, during the course of their
growth and development (Scharf, Scharf & Stroustrup, 2016). Some common developmental
milestones of infants and young children comprise of rolling over, walking, crawling, and
talking. The importance of these milestones can be accredited to the fact that they create a
significant impact on social, cognitive, emotional, and communication skills. This essay will
elaborate on strategies to be used for four children who have diverse individual needs.
Class engagement
Research evidences have elaborated on the fact that engaging pupils in the learning
procedure increases their responsiveness and attention, encourages them to rehearse higher-
level thinking abilities and also endorses expressive learning experiences (Gunuc & Kuzu,
2015). In other words, adoption of a student-centered method increases opportunities for
classroom engagement, and facilitates successful accomplishment of all the learning
objectives. According to the Engagement theory, it is essential for teachers to meaningfully
engage their students in learning activities, by fostering interaction in worthwhile actions,
which in turn can occur through the correct usage of technology (Garn, Simonton, Dasingert
& Simonton, 2017). In addition, the theory is based on the notion of developing positive and
effective collaborative teams that toil on ambitious assignments, which are considered
evocative, and must have three core components namely, project-based, group context, and
authentic focus.
Time and again it has been proposed that readiness for learning creates an influence
on the likelihood of students to seek out information and knowledge, while participating in
behavior change (Hao, 2016). Thus, strategies to support class engagement must focus on

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familiarizing oneself with the culture and mindset of the four students, sharing stories and
personal anecdotes to mask the concept of professionalism and increase their readiness to
participate in the class, while acting as mentors and/or guides to individual student, for
providing them assistance in their quest for learning and self-discovery.
Modification of instruction
It has been established that there exist five different areas of development namely,
physical, intellectual, social, emotional, and moral (Scharf, Scharf & Stroustrup, 2016).
While the student with IEP for ADHD faces problem in paying attention to the class, those
with IEP for dyslexia and visual impairment cannot read the instructions being written, and
fail to relate to letters and words. Hence, the instructions need to be modified, with special
tuning to the sensory issues of the students. Study material will be provided in alternative
format to the visually impaired student. Delivering classes through visuals and flashcards will
increase attention and concentration of the other three students (Leonard, 2018). In addition,
use of colored markers, using acronyms for helping memorize the mathematical formulae,
and providing oral instructions will also prove beneficial. Seating the student having
language deficits in a place that allows use of cues or prompts, using gestures and
photographs for reinforcing the information, and slowing down of speech rate is essential
(Gengle, Abel & Mohammed, 2017).
Motivation and knowledge acquisition
Processing the education material semantically will motivate the students and help in
knowledge acquisition. This strategy will optimize their awareness by allowing the students
to focuses on the connotation of the things taught. Testing and retrieving the information that
has been shared with the students will motivate them to develop an interest in the subject. In
addition, retrieving, or self-production of the information by conducting numerous practice
tests, questionnaires, educational games and puzzles will prove effective (Colé et al., 2018).

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Developing respectful relationship with the students, regardless of their developmental
deficits, and adopting an inspirational role will also act effective in the process.
Equitable access to tools and resources
With the aim of increasing access to digital learning amid the students, there is a need
to use the platform of mobile learning and social media that will foster engagement in
learning sessions. Taking into consideration the fact that tablets, smartphones, and laptops
are able to expand the classroom boundaries, the students will be provided access to these
technology based devices, under supervision, which in turn will allow them to maintain
contact for clarifying their doubts. Providing them access to real-time feedback on their
classes and assignment will also facilitate tracking progress and increasing learning.
Personalization of instructions and uploading them on online platforms will also allow the
students to learn at their own pace (Bekker, Bakker, Douma, Van Der Poel & Scheltenaar,
2015). This in turn can be achieved by fixing a definite time for accessing technology in, and
outside the classroom
Conclusion
To conclude, in order to ensure academic accomplishment for all students, teachers
have the primary role of promoting expressive learning involvements in the schoolroom, in
order to keep the students involved and interested in their studies. This can be achieved by
providing them continuous feedback, tailoring the classroom sessions based on their
individual needs, and increasing their access to digital learning platforms.

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References
Bekker, T., Bakker, S., Douma, I., Van Der Poel, J., & Scheltenaar, K. (2015). Teaching
children digital literacy through design-based learning with digital toolkits in
schools. International Journal of Child-Computer Interaction, 5, 29-38.
https://doi.org/10.1016/j.ijcci.2015.12.001
Colé, P., Cavalli, E., Duncan, L. G., Theurel, A., Gentaz, E., Sprenger-Charolles, L., & El-
Ahmadi, A. (2018). What Is the Influence of Morphological Knowledge in the Early
Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling
Approach. Frontiers in psychology, 9, 547-547. doi: 10.3389/fpsyg.2018.00547
Garn, A. C., Simonton, K., Dasingert, T., & Simonton, A. (2017). Predicting changes in
student engagement in university physical education: Application of control-value
theory of achievement emotions. Psychology of Sport and Exercise, 29, 93-102.
https://doi.org/10.1016/j.psychsport.2016.12.005
Gengle, H. I., Abel, M. A., & Mohammed, B. K. (2017). Effective teaching and learning
strategies in science and mathematics to improve students’ academic performance in
Nigeria. British Journal of Education, Society & Behavioural Science, 19(1), 1-7.
Retrieved from
https://pdfs.semanticscholar.org/d4c1/b61ddce4c3f4a6a941ca329af20b68d55eb6.pdf
Gunuc, S., & Kuzu, A. (2015). Student engagement scale: development, reliability and
validity. Assessment & Evaluation in Higher Education, 40(4), 587-610.
https://doi.org/10.1080/02602938.2014.938019

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Hao, Y. (2016). Exploring undergraduates' perspectives and flipped learning readiness in
their flipped classrooms. Computers in Human Behavior, 59, 82-92.
https://doi.org/10.1016/j.chb.2016.01.032
Leonard, J. (2018). Culturally specific pedagogy in the mathematics classroom: Strategies
for teachers and students. Routledge. https://doi.org/10.4324/9781351255837
Scharf, R. J., Scharf, G. J., & Stroustrup, A. (2016). Developmental Milestones. Pediatrics in
review, 37(1), 25-37. DOI: 10.1542/pir.2014-0103