I.

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.
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Students responded partially the way I wanted. Maybe not all of them did the
things we wanted, but most of them were very active in class. It is very difficult
to predict how students will react to our lessons, because it depends on what
we teach and how interested are they in the topic. My first lesson was about
reading strategies and according to me students felt partially interested in the
topic. It was difficult to engage students interest because the topic of reading
in my opinion does not motivate freshman students. In spite of that, they were
all class paying attention. All the instructions were very clear so the students
get the idea of the task easily. The complexity of the task was not a problem
because there were easy tasks. The reason of easy tasks was because it was
their first tutorial class with me. As I said before, students ability will always
depend on the interest of them among the topic. They did not have problems
with the skill of reading and speaking so they could manage the tasks easily.

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.
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This new class is going to be about new reading strategies they can use. Why I
made about a similar topic? To see if my changes will affect my lesson. This
time instructions were given in a more clear way and giving examples. After
giving the instructions the ideas was to know if they understood. Also, the tasks
given were related with a familiar topic, education. This was to know if a
familiar and actual topic will make more interesting the tasks for students. The
materials were similar because I focused both classes in reading and speaking.
I think all the changes I made can be more helpful for the class because
teaching something that is familiar to students make them pay more attention
and make more interesting. Also, the aim is strategies, so it will be helpful for
their improvement for future years in university.

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.)
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The main goal of my tutorials was to teach them that there are some reading
strategies they can use. The goal was successful and they could develop the
idea of using reading strategies for their reading skill.

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.
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The two students had a different level in terms of confidence and participation
in class. The students will be mention as student A and student B. In contrast,
student B was not interested in participate in class because she looked
ashamed. The first goal of my classes was mainly to teach strategies and make
students participate giving them the necessary confidence to develop their
speaking skill.

3.3.2.1 Student 1
I could notice that student A had more confidence while speaking, but even though she
had fluency issues, she still participated. She was motivated to improve her English
and learn more about reading strategies by asking. Also, she asked for vocabulary and
that is a sign of learning.
3.3.2.2 Student 2
. In contrast, student B was not interested in participate in class because she looked
ashamed and nervous. Maybe she wanted to know more things, but she did not asked
anything even though I tried to make her participate more.

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.

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.

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.
II.

REFLECTION AND SELF EVALUATION

MDD Standard
The teacher candidate identifies the main things learned in this practicum and ways
in which this learning has informed their professional development needs, reflecting on
the meaning, values, and purposes that will orient his or her professional life.
4.1 Reflect on the main things you have learned about teaching and how these relate
to your understanding of the profession and the values that guide your work.

4.2 Describe one or two areas of professional growth (e.g. instructional strategies,
content knowledge).