Importance of Learner Development
InTASC standard one, which addresses Learner Development, focuses on a teacher’s adherence to student growth and advancement through developmental stages. Students who are taught within their zone of proximal development are nurtured and challenged through various educational experiences. It is essential that educators can assess, interpret data, and identify each student’s stage of development along the continuum of learning because children learn at different paces and respond differently to various methods of instruction. My ability to demonstrate proficiency regarding this standard is exhibited in the following three artifacts: an activity that fosters differentiated instruction for a range of developmental levels, a photograph of students participating in hands-on learning, and a lesson that allows students to express what they have learned in a way that best suits their mode of communicating their conceptualization of content.
Artifact #1: Groups based on reading levels
Supporting different developmental levels of understanding addresses the standard regarding Learner Development because students learn in various ways. Developmental levels often group students for subjects like math or reading. When I was student teaching, we had five groups: pink, orange, yellow, green, and blue. Our pink and orange groups were at the same level, but we needed two groups due to Covid restrictions. These students were reading at a level I-K. Here is an example of how students were divided into different groups for centers based on reading levels.
Artifact #2: Hands-on learning experience
Hands-on learning coincides with Learner Development because most students conceptualize content when engaged in the exploration and discovery process. I created this particular lesson about identifying syllables to ensure my students actively examined syllabic patterns. This activity was completed by forty-one third-graders in preparation for their formative assessment the following week. I guided them by discussing syllables using this PowerPoint that demonstrates essential places to add a syllable break. I also involved my students in a group practice before turning to the independent hands-on activity. The objective of this activity was for the students to practice a) correctly spelling the word and b) placing the dash (syllable break) in the correct place. Below is a photograph taken of one student’s work where he displayed the group word (detested) and his word (flexible) on his desk before we reviewed the answers. 
Artifact #3: Pick and Practice Project
Formative and summative assessments that allow students to express their knowledge that best suits them are essential for demonstrating adherence to the standard Learner Development. Some students perform better with tests, and others are better at articulating their understanding through projects. Allowing students to demonstrate their knowledge in different ways positions them for success. This is accomplished by utilizing various knowledge checks throughout the lesson and incorporating rubrics that foster student accountability. Here is an example of a pick and practice project that I created for third-grade living systems and processes. The students would be asked to pick four of the nine squares to confirm they know the material instead of taking a traditional test.