MDD5: INSTRUCTIONAL DECISION MAKING

Brian Huenupe
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 responded well as I predicted. They learnt the content, at

the beginning it was a bit difficult because they did not understand
what it was about, but then I used some techniques of motivation to
engaged them in the context; in my opinion, the instructions were not
clear enough, the complexity of task were according to their level, so
they could do and developed it.

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.

I adjusted my second lesson in order to make easier the instructions

using easy words and basic language like cognates and start the
motivational strategies from the beginning to make them participant
of the class; besides, I changed the organization of some activities
and instructions, because I considered that students will learn the
content in a better way. Finally, in the activities they did it and they
put into practice what I had learned them.

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.

The first student is a girl, she has good marks in the subject, she
works very well in class, she attends almost every class, she shows a
high level of learning because she is always paying attention, she ask
her doubts in class and works when they have to do some activities,
she tend to develop the activities without problem, I can notice that
she study the lesson in her house, in the last evaluation she got a
good mark.
The second student is a boy, his marks are not as good in the subject,
he has problems to understand the content, he asks a lot to
understand, sometimes he asks the same thing more than twice, he is
a little distracted, he does not work hard in class and I could notice
that he did not study the lesson in his home, in the last evaluation he
got an acceptable mark.

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.

The instructional strategies that contributes most to students learning

are those who are comprehensible for them, these must be easy, with
easy language that they manage and with cognates, also it must be
clear, just say what they have to do or understand, if we add extra
information which is not necessarily related to the content they will
be confuse. Moreover, the activities should be interesting for them, it
should include all the content seen in class in order to practice and
make them involve in the unit.

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.

My teaching behavior affect directly the student learning, because

everything I do in the classroom will be transmitted to my students
regardless if it is good or bad, for example, if I shout in a lesson or if I
respond a question from a student in a bad way they will lose interest
in the subject or in me and it will affect my classes and their
efficiency. When I model an activity with a good mood they try to
imitate it, they receive it, also it happens with the pacing of the
lesson, I had to explain very carefully every part of the class but with

a good attitude and always ready to answer questions and help

students.
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.

First, some parts of the explanation were a bit complicated at the

beginning and my attitude was tense in my first lesson. Second, the
group management was a challenge for me, I could not catch their
attention at first, the guide teacher gave me some feedback and in
the next lesson I did it well.