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.

Students will be able to identify and compare adjectives and their

opposite meanings. During the lesson, pictures were shown to the
students in order to help them identify it.
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.
The teacher at school did not teach based on National Curriculum,
so at the moment of teaching I had to adjust my lesson to their
book called 10 to 10. Due to that and according to the units of the
book I had to teach unit 5, which was related to adjectives and
descriptions.

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.

Through lessons, students will be able to develop different skills in

terms of vocabulary, group work an efficiency. Also, describing
people in English in daily life. As there are not only isolated works,
they will be able to create sentences to be closer to the reality.
1.3

1.4

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.
Students studied some basic and common adjectives before, so at
the moment of learning opposites it was not so difficult for them
to associate it.
Learning Resources: List all of the materials or technology you
will need to implement the activities.
Images, PPT, worksheet.

1.5 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.
In order to check on students progress, I use worksheets with multiple
choice, matching and fill-in the blank questions. In this worksheet students
have to choose the best option of adjectives to describe people.

1.5.1 Describe how you will promote your students reflection and selfassessment.
At the end of the lesson, students and teachers will reflect on what they
have done during the lesson. The purpose of this activity is to create an
atmosphere where we can see our strengths and weaknesses during the
learning process. I promoted my students reflection through an activity in
which they can say what they will change in the classroom and during future
lessons.

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.
At the beginning of the lesson I made a warm up to motivate and woke
students up. I consisted in a game called ball game, in which students had
to throw a ball and said a sentence with words related to the topic (in this
particular case adjectives).

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.
a. What will students do? (For how long? Alone or in groups? Using
what resources?, etc.)
First of all students had to identify some pictures about adjective in a
ppt. Inside the same ppt they had to create sentences. Secondly,
students received a worksheet with reading (story) and a speaking
(dialogue) activity.
b. What will you do to support students engagement with that
activity?
I tried to use different sources, because students in the school were
not getting used to them, in fact they just study the course book. Due
to that I tried to motivate them through pictures and use of ppt and
also it was important the first game to keep them interested in the
topic.
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.
At the end of the lesson students will be able to understand a
dialogue about description of people. During this lesson, the activities
will be related to speaking and listening skills.
2.1.1 Alignment of Learning Goals to School and National
Curriculum: Explain how these learning goals align with the
school and national Curriculum.

As I had explained before, school teacher did not teach based

on 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.
The importance of the lesson and its activities is based on the
fact that students were able to work on tasks related to daily
life. Students had the opportunity to listen to real
conversations (in this case, descriptions) to bring students to
the English speaking reality.
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.
Due to the continuity to this unit, students already know the content and
it was essential to develop skills such as listening and speaking.
2.3
Learning Resources: List all of the materials or technology
you will need to implement the activities.
Videos, song, worksheet, audio, ppt.
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, and
group work.
In order to check on students progress, I use worksheets with multiple
choice, matching and fill-in the blank questions. For that students had to
listen to an audio (a conversation) in order to fill in the questions.
2.4.1 Describe how you will promote your students reflection and
self-assessment
At the end of the lesson, students and teachers will reflect on what they
have done during the lesson. The purpose of this activity is to create an

atmosphere where we can see our strengths and weaknesses during the
learning process. I promoted my students reflection through an activity in
which they can say what they will change in the classroom and during future
lessons.
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.
The same as in the last lesson, during the beginning of the lesson I selected
a song called the skeleton dance in order to make students woke up and
be interested in the topic.
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.
During the whole lesson, students were able to listen to different
audios of native speakers talking about people (describing them).
After a while students have to answered some questions related to
what they heard. Finally, in pairs they had to create a dialogue using
key words heard in the audios.
2.6.2 What will you do to support students?
To support my students I search interesting ways to show them realia
(real audios with native speakers, etc). Also it is important to mention
that they are used to create dialogues so it was not so complicated
for them.
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?
First to help a student it is necessary to know him/her in order
to know their weaknesses and strengths and to know how to
motivate them. Secondly my learnings about what it means to
be a teacher are lots, beginning with the patience, love and all
the commitment that it is necessary to teach and follow by the

techniques such as the volume of the voice, eye contact,

among others.
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?
I strongly believe that I need to improve the beginning of the lesson; I tend
to start weak and then go making it sustainable. On the other hand, I would
like to continue improving the way in which I give instructions, despite not
being so weak in that aspect I think it can always be better, so it is
necessary to keep working.