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Standard
Five: Instructional Decision-making
Instructional decision making is a response to the coordinated effort of student performance as it relates to instructional technique and effectiveness. The individual needs of students with disabilities are diverse as this group of learners each has a different set of goals and objectives. The teacher needs to identify the individual needs of students in the classroom and align instructional goals and objectives to facilitate effective social and emotional instructional activities with those set forth in each student’s IEP. The teacher must consideration the student’s disability, his or her strengths and weaknesses, and the goals and objectives set forth in the IEP when making decisions pertaining to lesson plan implementation, workload, and group work activities. Social and emotional instructional activities must be regulated in a fashion that caters to the needs of the students without sparking behavioral escalations triggered by the sensitivity of the lesson. The teacher needs to use both formal and informal assessments when collecting data, and use continued assessments to guide activities throughout the school year. Student success within this lesson will dictate continued social and emotional success for the remaining year. The teacher will adapt instruction based on the success of the students, and provide the flexibility needed to achieve the goals and objectives set-out by the lesson in coordination with student IEP’s. Instructional accommodations and modifications will be provided to students who show signs of needed support or to those required as written in his or her IEP.
Assessment plays an important role in identifying student learning. Through the implementation of both formal and informal assessments, the teacher can identify specific areas of student learning on an individual basis. The teacher is also able to reflect on the effectiveness of lesson delivery; focusing on student comprehension and implementation. Making necessary adjustments to the lessons provides for an efficient deliver tailored to the abilities of the student.
The social and emotional unit created in this teacher work sample included many phrases, and specific vocabulary words, that students have encountered throughout his or her years in school. The teacher had assumed that implementing these phrases within the proper context, based on experience would’ve come as second nature to them; this was not the case. It became apparent that given specific social stories requiring a certain outcome posed difficult for the students; particularly when scenarios pertained to one-on-one interaction. Effective communication is the number one contributing factor to the success of students. The vocabulary used within this environment works in accordance with the problem solving language and differ from the norms used in environments outside of the classroom.
An obstacle that had to be addressed and overcome through modification arose in week two of the lesson plan. Students were required to implement vocabulary learned in week one’s lesson with a response to a specific social story. The students were allowed 10 minutes to write down how they would respond to the situation and then share their responses in the final 20 minutes. As a class, the students understood the requirements of the lesson based on its presentation, question, and answer; however, the teacher underestimated the student’s ability to implement the learned vocabulary contextually. This obstacle revealed itself only after another obstacle presented itself; time.
The student’s ability to work within the time constraints prompted a discussion with the teacher pertaining to completion. Informal observation on day one of the lessons implementation identified the need for extended time; none of the students were able to complete their responses within the allotted time. Each student’s IEP also required that he or she be given extended time for work completion.
The teacher asked the students for their feedback as it pertained to his or her perception of what he or she thought would be helpful in completing the requirement more efficiently. The consensus from the class was to have the vocabulary words written on the board, along with an example sentence of each vocabulary word. Students felt as though this would negate the need for them to reference the previous weeks work from their folders. The students also requested increased time to complete the requirement. The implementation of these two modifications proved to increase not only the completion of the requirement but also the use of contextual vocabulary practiced in the prior week.
Another situation that prompted the teacher to modify instruction occurred when the students were required to develop his or her own social stories based on experience. A couple of the students conveyed their difficulty in identifying past social situations they could reference. The goal during week three’s requirement was to provide students with an opportunity to self-reflect and address situations in a more appropriate manner. It hadn’t occurred to the teacher that students may not be able to remember specific circumstances. Once addressed by a couple of students, the rest of the class came forth and shared the same difficulty.
To address this concern, the teacher provided each student with his or her behavioral data tracking binders. Each student carries a daily behavior sheet with him or her to monitor his or her behaviors and record areas of concern each day. These point sheets are sent home with the students for their parents to sign and are returned the next day. The returned sheets are entered into data tracking software and placed in the student specific binder. Each student took their binder and went through their past sheets to find past behavioral situations. Providing each student with this resource not only offered them with the information needed to complete the assignment but also offered him or her with an opportunity to reflect on actual occurrences he or she had experienced. In hind sight, the teacher asked why this hadn’t been considered when developing the lesson.
Ongoing assessment of student learning is imperative to the achievement of each student. Assessments can be performed both formally and informally. Informal observations provide an understanding of occurrences throughout a lesson that hinder student success. Informal assessments also provide the teacher with an opportunity to reflect on the implementation of each lesson and introduce accommodations and modifications that promote success. Instructional modifications based on the needs of one or two students often results in greater success for the class.
Instructional decision making is a response to the coordinated effort of student performance as it relates to instructional technique and effectiveness. The individual needs of students with disabilities are diverse as this group of learners each has a different set of goals and objectives. The teacher needs to identify the individual needs of students in the classroom and align instructional goals and objectives to facilitate effective social and emotional instructional activities with those set forth in each student’s IEP. The teacher must consideration the student’s disability, his or her strengths and weaknesses, and the goals and objectives set forth in the IEP when making decisions pertaining to lesson plan implementation, workload, and group work activities. Social and emotional instructional activities must be regulated in a fashion that caters to the needs of the students without sparking behavioral escalations triggered by the sensitivity of the lesson. The teacher needs to use both formal and informal assessments when collecting data, and use continued assessments to guide activities throughout the school year. Student success within this lesson will dictate continued social and emotional success for the remaining year. The teacher will adapt instruction based on the success of the students, and provide the flexibility needed to achieve the goals and objectives set-out by the lesson in coordination with student IEP’s. Instructional accommodations and modifications will be provided to students who show signs of needed support or to those required as written in his or her IEP.
Assessment plays an important role in identifying student learning. Through the implementation of both formal and informal assessments, the teacher can identify specific areas of student learning on an individual basis. The teacher is also able to reflect on the effectiveness of lesson delivery; focusing on student comprehension and implementation. Making necessary adjustments to the lessons provides for an efficient deliver tailored to the abilities of the student.
The social and emotional unit created in this teacher work sample included many phrases, and specific vocabulary words, that students have encountered throughout his or her years in school. The teacher had assumed that implementing these phrases within the proper context, based on experience would’ve come as second nature to them; this was not the case. It became apparent that given specific social stories requiring a certain outcome posed difficult for the students; particularly when scenarios pertained to one-on-one interaction. Effective communication is the number one contributing factor to the success of students. The vocabulary used within this environment works in accordance with the problem solving language and differ from the norms used in environments outside of the classroom.
An obstacle that had to be addressed and overcome through modification arose in week two of the lesson plan. Students were required to implement vocabulary learned in week one’s lesson with a response to a specific social story. The students were allowed 10 minutes to write down how they would respond to the situation and then share their responses in the final 20 minutes. As a class, the students understood the requirements of the lesson based on its presentation, question, and answer; however, the teacher underestimated the student’s ability to implement the learned vocabulary contextually. This obstacle revealed itself only after another obstacle presented itself; time.
The student’s ability to work within the time constraints prompted a discussion with the teacher pertaining to completion. Informal observation on day one of the lessons implementation identified the need for extended time; none of the students were able to complete their responses within the allotted time. Each student’s IEP also required that he or she be given extended time for work completion.
The teacher asked the students for their feedback as it pertained to his or her perception of what he or she thought would be helpful in completing the requirement more efficiently. The consensus from the class was to have the vocabulary words written on the board, along with an example sentence of each vocabulary word. Students felt as though this would negate the need for them to reference the previous weeks work from their folders. The students also requested increased time to complete the requirement. The implementation of these two modifications proved to increase not only the completion of the requirement but also the use of contextual vocabulary practiced in the prior week.
Another situation that prompted the teacher to modify instruction occurred when the students were required to develop his or her own social stories based on experience. A couple of the students conveyed their difficulty in identifying past social situations they could reference. The goal during week three’s requirement was to provide students with an opportunity to self-reflect and address situations in a more appropriate manner. It hadn’t occurred to the teacher that students may not be able to remember specific circumstances. Once addressed by a couple of students, the rest of the class came forth and shared the same difficulty.
To address this concern, the teacher provided each student with his or her behavioral data tracking binders. Each student carries a daily behavior sheet with him or her to monitor his or her behaviors and record areas of concern each day. These point sheets are sent home with the students for their parents to sign and are returned the next day. The returned sheets are entered into data tracking software and placed in the student specific binder. Each student took their binder and went through their past sheets to find past behavioral situations. Providing each student with this resource not only offered them with the information needed to complete the assignment but also offered him or her with an opportunity to reflect on actual occurrences he or she had experienced. In hind sight, the teacher asked why this hadn’t been considered when developing the lesson.
Ongoing assessment of student learning is imperative to the achievement of each student. Assessments can be performed both formally and informally. Informal observations provide an understanding of occurrences throughout a lesson that hinder student success. Informal assessments also provide the teacher with an opportunity to reflect on the implementation of each lesson and introduce accommodations and modifications that promote success. Instructional modifications based on the needs of one or two students often results in greater success for the class.