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.
There was response according to the lesson plan and the final
objectives. More than a difference in the conceptual learning
process, it could be noticed a significant improvement in the
attitudinal learning. In terms of motivation and students
perception of the content they could understand the real function
of the language as a useful tool. There were not too many problems
in the instruction deliver. According to the information collected at
the end of each lesson, Student did not find the English language
used too difficult to understand.
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.
The main problems were how to facilitate the language in order to
they use it (warm up), I had some problems with the technology.
Thus, I could not show them some videos and pictures, my solution
was to talk to them about some issues in the city were they are
living. I had also to make some sitting arrangement, mainly
because the majority of the student were sitting at the back of the
classroom. Finally, I had problems with the time because an
intromission of a group of telethon assistants, so I changed the
extension of the last activity.
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.
Student 1: S shows a considerable appreciation related to the
attitudinal aims claimed by the curriculum and also a good level in
the conceptual knowledge according to the lesson goals in the last
test (test score : 6,7).
Student 2: Shown a significant improve in two aspects, in the
behavior inside the classroom (sitting at the back of the classroom,
now sitting in front) and among the lesson where she demonstrated
a good performance during the lessons (participation, asking, doing
the activities). (test score: 5,6)
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 most significant area which causes an effect of the students
perception was the use of the language in a total useful way
related to how I delivered the instruction.
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.
As I known many of students thinking way and fashion, I could
make them to see some issues from a different perspective and
relate them to the language content or how to use it with the
language content. I was constantly checking their knowledge by
question about their daily routines and activities.
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 aspect: Getting the language content to students in a more
friendly way.

Second aspect: Appling shorter activities to regulate and use more

efficiently the time.
4.2 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.
Now it was possibly to check an improvement in terms of language
use and task attainment. Complementing the previous attitudinal
goal.
4.3 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.
The main problems were time control in each activity because I
revised previous lessons Thus, I could not fixed completely
according to my lesson plan, my solution was to make a constant
feedback about what they were working to them to maintain
somehow the order of the lesson plan.
4.4 Analysis of Learning Results
4.4.1 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.)

4.4.2 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: S shows a considerable appreciation related to the
attitudinal aims claimed by the curriculum (asking more about
expression and language aspects such as to demonstrate
appreciation) and also a good level in the conceptual knowledge
according to the lesson goals in the last test (test score : 5,7).

Student 2: Shown a significant improve in the behavior inside the

classroom (stop interrupting the lessons) and among the lesson an
improvement in during the lessons (participation). (test score: 4,7)
4.5 Impact of your instruction on Student Learning
4.5.1 Identify what you believe to be the instructional strategies and
activities that contributed most to student learning.
The most significant area which causes an effect of the students
understanding was the use of the language as an important
content, giving the same importance as in Math or Spanish
language.
4.5.2 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.
As I known many of students thinking way and fashion, I could
make them to see some issues from a different perspective and
relate them to the language content or how to use it with the
language content. I was constantly checking their knowledge by
question about their daily routines and activities.