MDD 2, 3, 4: DESIGN FOR INSTRUCTION, LEARNING GOALS,

ASSESSMENT
MDD Standards

The teacher candidate sets learning goals that are meaningful for the
pupils and coherent with the national or school curriculum framework.

The teacher candidate designs each class session, identifying

resources and learning activities that are appropriate for these pupils
attainment of the learning goals.

The teacher candidate designs an assessment plan to monitor pupil

learning before, during, and after instruction, including multiple
modes and approaches which are aligned with the learning goals and
activities, and considers adaptations for pupils with special needs.

You will need to plan and deliver two lessons

1. Lesson 1 Topic:
1.2 Lesson 1 Learning Goals: Define what you expect students to know
and be able to do at the end of the lessons. The learning goals should be
specific, observable, challenging and varied. Learning goals should describe
what your students will learn and be able to do by the end of the lesson, and
not simply what activities they will do during the lesson.
1.2.1 Alignment of Learning Goals to School and National
Curriculum: Explain how these learning goals align with the
school and national curriculum / progress maps.
-

I applied the topic extracted from the national curriculum

that is Travel. The learning goal is basically to teach them
vocabulary related with this topic and it will teach them how
to use it. This is one of the proposals the national curriculum
has in planes y programas.

1.2.2 Justification: Explain how these learning goal(s) are relevant,

challenging, and appropriate. Consider their importance to
previous and succeeding topics covered in the class, the student's
future in the class and school, to state and national curriculums,
and skills needed in the everyday world.
- These learning goals are important because it teach students
about other places and open their minds to other culture. The
idea of making these learning goals is more than only giving
them vocabulary, the idea is to make them think about other
places, that there are more places they can go and that English
is fundamental to travel.

1.3 Analysis of Pre-Assessment Data: Discuss what students already

know and can do regarding your goals before you began your lessons. Preassessments may include your mentor teachers descriptions of past
assessments and activities.
In this context is difficult to know what students know or can
do. This is because their level of English is very low and also their
level of interest. What I could say about their knowledge about the
topic is that they may know some places I will mention as
vocabulary, but that is something good. It will not affect in a
negative way my lesson.

1.3
-

Learning Resources: List all of the materials or technology you

will need to implement the activities.

PPT Worksheet Pieces of Paper

1.5 Assessments
Below, describe the method/s to check on student progress. Consider these
approaches:
- A worksheet and a Checklist to check if they did all the things I
tell them to do in class.

1.5.1 Describe how you will promote your students reflection and selfassessment.
1.6 Motivation for learning: Describe how you will motivate student
learning at the beginning of the lesson. Consider what you will say and what
you will do to motivate student learning.
- I will motivate students by telling them how learning English will
affect their future in any way. The idea is to join the topic within
the motivation. Show them how learning this language will benefit
their lives if they want to travel or study a specific degree.
1.7 Activities: Include descriptions of the activities you plan to use in the
lesson. Your activities should be designed to support your learning goals and
should be clearly described and carefully sequenced. Actively engaging
students in learning also gives you an opportunity to assess their
understanding. Make sure you take advantage of this opportunity by
coordinating your activities with your assessment plan.
Students will have to complete a
a. What will students do? (For how long? Alone or in groups? Using
what resources?, etc.)

b. What will you do to support students engagement with that

activity?

2. Lesson 2 Topic:
2.1
Lesson 1 Learning Goals: Define what you expect students
to know and be able to do at the end of the lessons. The learning
goals should be specific, observable, challenging and varied. Learning
goals should describe what your students will learn and be able to do
by the end of the lesson, and not simply what activities they will do
during the lesson.
2.1.1 Alignment of Learning Goals to School and National
Curriculum: Explain how these learning goals align with the
school and national Curriculum.
2.1.2 Justification: Explain how these learning goal(s) are relevant,
challenging, and appropriate. Consider their importance to
previous and succeeding topics covered in the class, the
student's future in the class and school, to state and national
curriculums, and skills needed in the everyday world.
2.2
Analysis of Pre-Assessment Data: Discuss what students
already know and can do regarding your goals before you began your
lessons. Pre-assessments may include your mentor teachers
descriptions of past assessments and activities.
2.3
Learning Resources: List all of the materials or technology
you will need to implement the activities.
2.4

Assessments

Below, describe the method/s to check on student progress. Consider these

approaches:
1. Selected response, e.g. multiple choice, matching, fill-in the blank
questions
2. Writing assessment, e.g. essays, essay questions, journaling
3. Performance-based assessment, e.g. Reading out loud, presentation

4. Teacher / student communication, e.g. class discussion, interview, group

work
2.4.1 Describe how you will promote your students reflection and
self-assessment.
2.5 Motivation for learning: Describe how you will motivate student
learning at the beginning of the lesson. Consider what you will say and what
you will do to motivate student learning.
2.6 Activities: Include descriptions of the activities you plan to use in the
lesson. Your activities should be designed to support your learning goals and
should be clearly described and carefully sequenced. Actively engaging
students in learning also gives you an opportunity to assess their
understanding. Make sure you take advantage of this opportunity by
coordinating your activities with your assessment plan.
2.6.1 What will students do? (For how long? Alone or in groups?
Using what resources?, etc.
2.6.2 What will you do to support students
3 Reflection:
After each session (class or tutoring), write in your journal a reflection that
addresses the following questions:
o

What knowledge, skills and/or dispositions are needed to help a

student learn? What are you learning about what it means to
be a teacher?

Based on the implementation of your plan or your interactions with the

students, what do you think you need to improve, do differently or maintain
for the next session?