Name: ValentinaRiquelme Ibarra/ Camila Gonzalez Torres

Section: 4

I.

Date: Sunday 23th, 2014

INSTRUCTIONAL DECISION MAKING

MDD Standard
The teacher candidate makes adjustments to the lesson plans based on
assessment data and pupils engagement, communicating the analysis and
conclusions regarding the impact of instruction.

3.1 Student Response to Lesson 1: Did the student(s) respond in the ways you had
predicted? What do you think accounts for differences in student responses and
learning? Consider motivation, management, understanding of instructions,
complexity of task, and individualization to student ability.
Answer: According to what we expected, the students respond was just like we
predicted in the lesson 1. First of all, because of the number of students,
instructions were clear and easy to explain and they responded CCQs. Secondly,
students demonstrated motivation and enthusiasm, I could appreciate that in the
way they answer the tasks. In order to called their attention we asked what could
be an interesting topic for them, so they were prepared for the lesson.

3.2 Adjustments for Lesson 1: Describe how you will adjust your second lesson in
response to your analysis above. Consider instructional strategies, the
organization and content of the lesson, motivational strategies, preventative
management strategies, procedural changes, materials, activities and
assessment. Explain why you believe these adjustments will improve student
learning.
Answer: After the first lesson, we have to adjust the planning lesson in terms of
contents, time and activities; hence, students have a good level of English and
they required more challenges activities. Besides, we had to prepare activities
related to what they said about skills, they mentioned that they weakness is
writing, so we put emphasis on writing tasks. That was not an easy work; but,
we taught strategies in order to improve their learning and in this case to create
a proper piece of writing. In our opinion, this would improve student learning
because we suggested the strategy step by step with clear instructions on the
writing process.
3.3 Analysis of Learning Results
3.3.1 Whole Class: Use the assessment data you collected to draw conclusions about
the extent to which the whole class attained all learning goals. Support all
claims about student learning with observable data (e.g. student writing, test
results, specific student comments, or observed student performances). Include
samples of student work. (Attach these in the appendix.)

3.3.2 Individuals: Select two students that represent different levels or kinds of
performance. Describe what these students learned in relation to two significant
learning goals, one of which must represent higher-level learning. Use specific
examples of the students' work including student writing, test results, specific
student comments, or your observations to draw conclusions about the extent
to which these students attained the learning goals.
3.3.2.1 Student 1: This student assumes that the most difficult skill for her is
writing. We had to teach her some strategies in order to improve it during the whole
lesson. We evaluated her learning through a written activity where she had to write
about her dream holydays. As a conclusion, she made good use of the strategy and
she committed only few mistakes.
3.3.2.2 Student 2: This student assumes that the most difficult for him is
prepositions. We prepared a lesson which topic was related to give instruction, in order
to make him use many preposition.
3.4 Impact of your instruction on Student Learning
3.4.1 Identify what you believe to be the instructional strategies and activities that
contributed most to student learning.
In our opinion, the fact that students propose what they want to learn or improve,
contributes in a good way their learning. Also, that establishes motivation and self
confidence; as a result, they are an active part of the class.

3.4.2 Explain how your teaching behaviors affected student learning. Consider student
response to explaining, giving directions, modeling, organizing activities, leading
discussions, the pacing of the lesson, and the overall organization of the lesson.
The student response was better than we expected. An advantage is the number of
student and the communication that we could set since the first lesson. Maybe some of
the factors that affect that were: the age, the topic (they chose them), the size (the
group was very small) and the activities and tasks (we tried to make them as creative
as we could).

4.1 Identify two concrete aspects of your lesson planning, assessments or

implementation of the lessons that you will do differently the next time you are asked
to plan and deliver instruction to a group of students.
First of all, we would like to create more enjoyable methods to explain the lesson,
maybe dynamic activities.
Secondly, we would like to add more authenticity material with the purpose of called
the students attention.

II.

REFLECTION AND SELF EVALUATION

MDD Standard
The teacher candidate identifies the main things learned in this practicum and ways
in which this learning has informed their professional development needs, reflecting on
the meaning, values, and purposes that will orient his or her professional life.
4.1 Reflect on the main things you have learned about teaching and how these relate
to your understanding of the profession and the values that guide your work.
We learnt a lot through this course; among other things: giving instruction, how to
make ccqs, how to give feedback, etc. and that is crucial for what we are studying so I
tried to do my best.
Until now, we think that the main thing in this experience was that we realized how
important teachers work is and after my first teaching experience we appreciated
the major that we are studying.
4.2 Describe one or two areas of professional growth (e.g. instructional strategies,
content knowledge).
We think that all the things that we have learnt was helpful for us, maybe the most
important is that now we are able to manage a class. Therefore, we know how to give
instruction for an activity, how to use the board, how to give feedback, which is very
important for students affective filter.