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Reflection On Instructional Decision Making

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Instructional Decision-Making
During the elaboration part of my lesson which was an individual assignment originally, I noticed several students were solving the word problems differently or were having trouble coming up with the answer. I heard several of them saying what is the formula for perimeter? This is when I decided to have a class discussion on where fences typically are found around schools or houses which allowed the students to apply this concept to a real-life scenario. I noticed the students’ eyes lit up like a lightbulb since their response was ‘Oh I get it, we just add all the sides’. At this moment as a class, we realized that the formula for perimeter is adding up all the sides. Although the total perimeter from the quadrilateral-shape was given, the students had to figure out one of the sides that was not given. While still testing their conceptual understandings, I decided to allow the students to compare their procedure or thoughts about how we could start solving the problem for perimeter and error analysis with their partner and the group next to them instead of working alone. LG1 requires the students to know how to add and subtract polynomials and this was a perfect example for allowing the students to use their prior knowledge during the lesson to express their findings. As I walked around I heard a student saying we need to add and his partner said no we need to subtract them. Furthermore, I decided to allow the students in pairs to work in groups

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