Teacher Work Sample #7

Instructional Decision Making

Instructional decisions regarding the fifth grade multiplication unit were needed throughout the clinical experience. There were times throughout the unit when content needed to be re-addressed to ensure the students held a solid understanding of the content presented. Lesson plans are always subject to change based on the students response and feedback throughout the lesson. When planning, ensuring the students understand the content is the overall lesson goal. It must be taken into account that every student may not understand the basic foundation process immediately. Re-teaching and reviewing previous content is a possibility when beginning new content. Instructional decisions must be made to ensure that the students understand the content being covered while remaining in a safe classroom climate. Assessing students throughout the daily lesson can provide feedback on the students progress. Formative assessments help shape daily lessons and help keep future lessons on pace with long range goal. Informal assessments such as thumbs up, thumbs down, or the use of individual whiteboards can provide quick sufficient feedback. Pre-assessments allow the teacher to gain and understanding the students prior knowledge before adding additional content. A brief pre-assessment includes morning work, KWL charts, or class discussion. Assessments completed during the lessons help shape and develop the remainder of the lesson. During assessments should be completed after direct instruction to determine whether the students gained the overall understanding of the content. Using individual whiteboards allows every student to complete the work as well as have the whole class show their work together. During assessments will show which students may or may not understand the content. During assessments informs the teacher which student needs one on one instructional time which can be provided during group or individual work. When a student could not perform the overall skill or the steps needed to be taken the problem would be worked out again on the whiteboard or Smartboard. There are two options to take as a teacher, allow the other students complete an additional problem while you address the one on one instruction with those that do not understand the content, or continue to talk through the steps as a whole. Talking through the steps with the whole class is not a disadvantage for any of the students; it is another opportunity for students to continue to use the thought process. If a large amount of students do not understand the thought process or steps needed, re-teaching or guided practice is needed. Students post assessments help develop the next days lessons as well as share the students overall understanding of the lesson. If a large amount of students do not understand the days lesson, then discussing the content is needed before continuing to another topic. If a small amount of students need additional help it can be given during homework review. Homework review is a great opportunity for students to master the content as well as help students who need additional guidance. Working through solutions and discussing the steps used can help students grasp the overall idea needed to perform future topic areas. Throughout the clinical experience three students were closely observed to provide evidence of instructional decision making and adjustments. The students ranked from lower performance, middle

performance, and high performance students. The students performance level was based on their previous years testing scores, MAPP. Each student holds different qualities and accommodations needed to enhance their learning experience. Student number one, the low performing student needed additional accommodations than other students which required additional planning to ensure the students remained in a safe learning environment. Student number one was required to have a hard copy of all material shown on the Smartboard, PowerPoints, handouts, and direct instruction notes. This was noticeable after the student continued to interrupt class to ask what was being shown on the board. To benefit the students learning a close visual of the content was needed and this was quickly addressed. After testing the student twice, a pattern was noticed that the student needed his test enlarged. The students writing was so large that it required him to write on top of other test questions. After noticing it was affecting his work and grades, the student was given a large copy of each test, quiz, and class work which provided enough space for his work. The students grades increased again after his test complied with his accommodations. Allowing student one to have a hard copy of materials used during direct instruction prevents the students from interrupting and also allows him to follow along at his own pace. Student number two, a middle level performance student required more one on one instruction throughout the clinical experience. Student number two paid close attention during direct instruction but needed additional practice to ensure he understood the content. After noticing several times that he needed to discuss the steps and process aloud to gain a full understanding he was placed next to a partner who held good class discussions. This allowed the student to discuss the thought process and steps with a partner while other students continued to work or discuss with peers. Student number two did not require any testing accommodations throughout the clinical experience. Student number three leaps and bounds over her peers and did not require guidance throughout lessons. During group work or individual work student number threes progress continued to be monitored. Student number threes work and discussion feedback showed that the students did not need accommodations or adjustments throughout the clinical experience. Student number three excelled through lessons, this was a chance for other students to benefit from her during class discussion, peer discussion, or group work. She was placed with a middle level student to encourage discussion of steps used. Student number three did not have any testing requirements that needed to be used throughout the clinical experience. Teaching styles may change throughout the lesson based upon the students progress and feedback. While planning teaching styles were changed from the lower level class to the high level class. More time was spent on direct instruction during the lower class to ensure they understood the content. Guided practice was a slower process and we discussed in depth. During the middle and high level classes the direct instruction and guided practice did not have to be slowed down but was discussed in depth as well. Teaching styles were not changed but the pace was adjusted for students as well as modeled more before beginning an activity. The students understand they were all expected to put their best effort into their work, no matter what level class they were in. The students understood they were expected to perform in an appropriate behavioral manner throughout the lesson. My expectations for the students did not change because my only expectation was for the students to put forth all their effort and to not give up. I continued to stress my expectations towards the students throughout my clinical experience.