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I.

INSTRUCTIONAL DECISION MAKING

MDD Standard 5
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.
In this time the response was not as I expected, even when the majority
understood the activity and what the objective was. There were some student that
did not do anything, I could suppose that was because the stress level to get the
activity.
If in the first lesson I underestimated my student capacity, now I probably
overcharge them with the language and the activity.
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.
Taking into consideration what I have conclude, I will probably change the
difficulty level of the activity and the slang, it was too time consuming explaining
peer by peer the activity.
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.)
Now I had to guide constantly my students through the activity, concluding with
the accomplishment of the activity and the understanding of the content. However, I
could noticed they could feel to stress.

Check list.
Hobby
Soccer
Dancing
Playing videogames
Swimming
Singing

Identified
x
x
x
x

painting

Obserbable
Target language (there
is. There is notis
there?
There
are..there are not.are
there?
Task objective ( Identified
Classmates Hobby)

Non- ovbservable

Criteria

Good (3)x

Acceptable (2)

Use of the
language

Clear
comunication
(1-0 mistakes)

Some mistakes non


interfering in the
comunication
(2-3 mistakes)

Poor (1)

Non working (0)

Many mistakes which intefer in


the delevopment of the
comunication
( 4-7 mistakes)

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

Check list.
Hobby
Soccer
Dancing
Playing videogames
Swimming
Singing
painting

Identified
x
x
x
x

In this case, the student shows some problems at the moment to make the activity.
However, by teachers helping it was possible student made satisfactory the activity.

3.3.2.2 Student 2

Student 2 Check list


Check list.
Hobby
Soccer
Dancing
Playing videogames
Swimming
Singing
painting

Identified
x
x
x
x

In this case, the student could not make the activity even when teachers explanation,
just by the help of one of his classmates and some translations he could accomplish
most of the items.
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.
Now what helped me to manage the class were mainly my personal attitude with
them, thanks that I was able to clarify instruction and answer questions.

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.
In this case happened somehow the same, because of my attitude with in that lesson
and in lessons previous, I could manage understanding problems and also student who
could not do the activity (respectfully but seriously).
Repeat same sequence of prompts for Lesson 2

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.
1) The difficulty of the activity
2) the language instructions into easier slangs