When planning instruction, I start with the students.  I learn as much as I can about each student, using formal and informal assessment methods.  In order to teach developmentally, I need to know what the students already know.  I use KWL charts to being lessons, in order to begin instruction where the students knowledge exists, and to get them thinking about what they want to learn.

Next, I think about how I'll integrate the different content areas into the lesson.  Teaching in a thematic, integrated way puts the learning in context.  In addition to math, writing, science, art, social studies, music, and physical education, I try to incorporate a genre of literature into each lesson. 

It is important to take the learning outside of the classroom, so I investigate field trip options.  Sometimes it works better to bring someone into the classroom, or to do a virtual field trip using the Internet.

Delivering instruction is a flexible activity.  Responding and adjusting to the needs of the students is more important than sticking to a well-designed lesson plan exactly as written.  Instructional planning and deliver are about the meeting the students needs.

Assessment information is valuable at all stages of instruction.  In the beginning, it gives information on past learning and uncovers misconceptions.  In the process, it gives information for mid-course corrections in the lesson.  At the end, it shows progress and levels of mastery. 

Formal assessments such as the MARS test for mathematics, and the DRAs for language arts offer leveled assessment.  I can meet the child where they are developmentally by beginning instruction at their level.  Another formal assessment I discovered while student teaching is called Assessment Probes.  Page Keeley, 2008-2009 president-elect of the National Science Teachers Association, and the senior program director for science at the Maine Mathematics and Science Alliance (MMSA), developed these for science. One probe is called Mountain Age. The purpose of this assessment probe is to elicit students’ ideas about processes that affect the shape of mountains. While determining the relative age of mountains involves a variety of complex interacting factors, this probe is designed to determine if students consider weathering factors or if they intuitively believe taller mountains are older.

Informal assessment such as anecdotal records and conversations give information on interests, challenges, and motivations.  I carry an anecdotal record file to note my observations.  It's a manila file divided into squares (one per student).  I put sticky-notes on the squares and note my observations on these.  It keeps track of my thoughts, and highlights which students I have not connected with as much over time.  I try to connect with each student at least twice per day.