Вы находитесь на странице: 1из 2

7.

Instructional Decision Making


When teaching a unit to a group of students, it is important to evaluate their learning to
see how they are progressing during the unit. The results show the teacher if the students are
understanding the material, or if they need more review before moving on to the next objective.
During the entire unit I taught to my fourth grade class, I evaluated the students learning so I
could see how they were progressing during this science unit. These evaluations showed me how
I should modify and adjust the lessons. Throughout the science unit on weather and the water
cycle, the students were evaluated several different ways.
One way I checked the students understanding and knowledge of an objective was by
quizzes. These quizzes were short, with about four or five questions. The questions included on
these quizzes were straight from the lesson that was previously taught. If I saw that students
were struggling to complete these quizzes, I would teach a review lesson on the objective to
make sure the students are fully understanding this objective before we moved on to another
lesson and objective.
A second way I would check the students knowledge and understanding of an objective
was by exit slips. These exit slips could include a drawing of something that was learned or
writing a short paragraph about something that was learned during the lesson. Another example
of and exit slip was a summary of what was learned during the lesson. We wrote summaries
frequently when there was extra time at the end of the lessons. These exit slips were normally
completed in the students notebooks. When they were finished, I would walk around and see
what they had written or drawn in their notebook for the exit slip.

A third way I would check the students understanding of an objective or lesson was by
having the students fill in diagrams. This was mainly when we were learning about the water
cycle. I gave the students a diagram to fill out a couple of times to make sure they knew the
order of the water cycle. They were also responsible for writing what each process does on the
bottom of their diagram. I took up one of their diagrams, but I left the other for them to study for
their test.
All of these activities helped to show me what the students had learned at particular
points of the unit. I would look at their answers and work to see if I should change my plans or
continue with the unit as I had planned. If I noticed the majority of the students were struggling
with a concept or objective, I would do a review session. If only a couple students were
struggling, I would pull them in a small group to review with them. If the students were
mastering the objectives and had a full understanding of what was being taught to them, we
would move on to the next lesson as it was planned to do so.

Вам также может понравиться