Instructional Decision Making

Instructional Decision Making                                                                                                    1

Grand Canyon University

ECH 680

Dr. Leah Barley

Charles Porter

February 25, 2014

Instructional Decision Making                                                                                                    2

        Part of my instructional decision making was presented when I had to make certain modifications to my weekly lesson plans on the number line. On the first day that I presented the lesson, I asked the students to count to twenty.  Only half of the student s was able to successfully count without getting the numbers confused.  Next, I used counters and other manipulative tools to assist those students who were getting their numbers mixed up.  This seemed to help a great deal.  As the week progressed, I noticed that three students were not grasping the concept as well as the others.  Therefore I used the scaffolding strategy to assist them with mastering this skill.  By the end of the week, all the students were able to work in small groups and perform large group activities with little or no assistance.

As I rethink my lessons to improve my students overall progression I had to realize that all students do not learn as fast as others nor do have assistance at home to assist them with the basics.  This sometimes caused behavioral issues to occur with the students who were eager to learn more and move on to other new things because they become bored of the repetition and having to wait on their peers to catch up with the material.

        By grasping the first rule of teaching, I had to remember that all students learn differently.   As a teacher, I have to remember to try new techniques that include well -rounded instructions, are engaging to the students and reach all different types of learning styles.  I also must remember that some students learn visually while some learn audibly, some learn through hands-on approaches while some learn from the teacher modeling the lesson, therefore, I must always be prepared accordingly.