I.

TRUCTIONAL DECISION MAKING

MDD Standard 4 - 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 the first lesson we had two students, they were participative because they payed
attention to the instructions, the made questions in the presentation part, and also did the
activities planned for the class. However, one student was more active than the other, this
student asked questions, gave answer, completed the activities until the end, and she
looked more focused on the class than in anything else. On the other hand the student B
was less participative because she looked a little bit distracted with her cellphone. Her
answers in the activities were less accurate, but she made an effort in order to participate in
every 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.
We think that if we change the way that we teach the content we can be more successful at
getting students to learn. We speak everything in English, but students are not familiarized with
that so we have to use more pictures and images to explain or give instructions of future content
and activities. We want to provide them more visual materials in order to save time in our
lessons and make a progress in the practice of the content with the activities. We consider this
adjustments very important because we can improve in time, and if students understand
quicker, they will have more time for the practice part, and be more dedicated to the activities.
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 class group 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.

3.3.2.1 Student 1: This student is very participative in our lessons, we consider that she has a
higher-level of English. She is attending to our classes and her behavior is similar to the classes
in the course. The students learned to express her likes and dislikes, and to describe people we
can prove it in the activities because they were well done. She said at the end of the class that
these content were clearer for her now and she felt more prepared for the test. (We do not
have physical material to prove this, since we did not get the chance to talk to them afterwards,
neither to ask for evidence).
3.3.2.2 Student 2: This student was not a proficient as the first one, she had a harder time
answering the questions, although she made an effort. She said that the problem was that she
did not practiced speaking very much so she did not feel comfortable doing it. However, during
the tutorials she was able to progress and talk a bit more going from one tutorial to the next.
(We do not have physical material to prove this, since we did not get the chance to talk to them
afterwards, neither to ask for evidence).
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 use of visual materials to explain vocabulary and content, using different colors, images
and movements which made easier the understanding of what was being said. Also, generating
an environment which allowed students to feel more confident while producing speaking.

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.
We tried to teach our classes in a way the students felt more at ease. We modeled the activities
with examples according to the context of the university, and according to the age of the
students. We thought that if our behavior was more relatable to them, it would have a good
impact in our lessons in terms of comfortability and more participation using the English
language orally. We did not force them or push them to do the activities, we gave them space to
think the answers, and we tried to help them if they did not understand. Also, we tried to explain
in different ways the content or instructions. We wanted to create interest for the language in our
students so we tried to select fun activities for them.
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.
For the next time we will respect the time for the activities in order to work in all the activities
that were planned, since we were not able to apply all of them fully. Also we would like to
give them more visual support for them to understand easily, as well as helping them more
during the activities.