MDD5: 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.
Students reacted as I planned in terms of learning but not behavior. First, I
made use of technology inside of the classroom and they were not getting
used to that. They were very motivated to learn because of videos, songs,
ppts and images that I used instead of the course book. Sometimes my
instructions were not clear but I tried to repeat them in order to make them
understand everything clearly. On the other side, every student has the
opportunity to show their own understanding at the moment of doing
activities in front of the class and also they did group work when they had to
share answers with their pairs. Besides that, their behavior during the first
lesson was not so good; they were very noisy and talkative, yet they wanted
to participate.
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.
During the second lesson I continued using technology thus to the good
results during the first one. Due to instructions, I tried to make them clearer
than before. Also, it was important to mention that my voice was stronger
than the first one and because of that, students showed more respect and
they were quiet. This adjustments improved students learn in terms of
behavior and learning and the most important is that I can see that through
their participation in class.
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.)

During this teaching practice and through observation, I could realize that
students were not used to do things like work in groups, or use of
technology and different resources, so for them it was new and they were
more interesting in that. I believe it is a good technique to motive students
and also to see good results.
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.
-Student 1 was not very interesting in learning; he did not present materials
(course book, worksheets, etc.) or homework. His level of English was not so
bad, in fact he knew a lot about the topic even without previous study.
-Student 2 presented a very good level of English, he like to asked questions
and be proactive during lessons. His marks were always higher than the rest
of the class in almost all the subjects and he showed his level during the
lesson participating and helping his classmates.
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.
I strongly believe that ICQs (instructions check questions) are essential
when giving instructions to check if students really understand what they
have to do.
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.
During lesson 1, as I mentioned before, students were more talkative and
noisy than during other lessons. I believe that it was produced by the fact
that I was my first lesson and I did not show them rules from the beginning.
The same thing happened when I gave instructions or directions and many
times I have to repeat them to make it clear. Besides that, the overall
organization of the lesson was quite good, students made their activities in
good time and they participated a lot.
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.

During the second lesson I tried to stablish rules from the beginning to make
them understand instruction at the first time or repeated them if it was
necessary but in silence and in a very respectful way. I tried to follow the
same schedule of activities and the format was quite the same. Other thing
that I changed was the sound of my voice, I tried to keep it louder all the
time and make it clear for everyone.