Thanks to visit codestin.com
Credit goes to www.scribd.com

Scribd
Upload
61 views2 pages

Instructional Decision Making

The teacher candidate uses ongoing analysis of student learning to make instructional decisions. During lessons, the candidate monitors student progress and provides feedback, such as explaining problems in detail or using additional examples. The candidate also provides individualized feedback by working privately with students at their desks without embarrassment. Through teaching experience, the candidate learned to adjust instruction styles and expectations based on analyzing student performance, such as doing more examples if students did not understand or challenging high-achieving students.

Uploaded by

Kayla Oliver
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
61 views2 pages

Instructional Decision Making

The teacher candidate uses ongoing analysis of student learning to make instructional decisions. During lessons, the candidate monitors student progress and provides feedback, such as explaining problems in detail or using additional examples. The candidate also provides individualized feedback by working privately with students at their desks without embarrassment. Through teaching experience, the candidate learned to adjust instruction styles and expectations based on analyzing student performance, such as doing more examples if students did not understand or challenging high-achieving students.

Uploaded by

Kayla Oliver
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

7.

Instructional Decision Making

TWS Standard
The teacher candidate uses ongoing analysis of student learning to make instructional decisions.
Feedback given to students using formative data:
While teaching various lessons during my student teaching experience, feedback was provided as
students completed assessments during classtime. As students completed assessments, or as I
was teaching a lesson, I would often walk around to monitor student progress to make sure they
were on task. Often, several students were off task or not working to their fullest potential and
students also had questions. If a student didnt understand a problem, I would explain to them on
how to solve the problem in detail. For example, students used an app on their iPads to make
groups using base ten units. Some were confused on how they would make 5 groups of 5 using
25 units, or how they would make 3 groups of 5 using 15 units. Some thought they were still
making groups of ten. I had to show them on my iPad how I sorted the groups and circled the
groups of 5, and I also counted on my hands (5,10,15,20,25) to show them.

If students were having a hard time adapting to any lesson, I would always provide more
examples for the students and I to work on together. I would allow students to guide me through
the problem to ensure that they understand the material.

Feedback given to three individual students:


My student teaching experience taught me to provide feedback to the whole class as much as
possible. I learned how to make each student feel as comfortable as possible. I always
encouraged a positive classroom environment. I would always provide attention to those students
who needed help by working with them at their desk or letting them come up to my desk when
needed so they would not feel embarrassed if called on in front of class. Whenever this was done
for one student, more students felt more confident in asking for help. I always made sure the
students felt comfortable with asking me for anything in the classroom.
Reflection on teaching styles and expectations were adjusted:
During my full-time teaching I learned how to monitor and adjust rather quickly. If I noticed that
students were understanding the material well, I would let students finish problems
independently, or have them finish the whole page on their own instead of just a half page. If
students seemed to be misunderstanding the lesson, I would do more examples of the same
problem. I would also have students read word problems, tell me which numbers we needed to
solve a problem, let students finish problem, and let them tell me what they got for their answer.
I tried to encourage student involvement as much as possible to keep students engaged.
Expectations were also adjusted based on analysis of student performance. If I knew that the
student was understanding the lesson without a problem, I would challenge the student by having
them think critically. If the student was not grasping the material quickly, I would review the
problem once or twice again, then pair them with a high achieving student when time to work
independently.

You might also like