I.
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: As we could observe, students responded
positively to lesson 1, they correctly repplied to the ICQs provided, and all of them
carried out the activities shown by the teacher. They responded better than I had
predicted, since in the presentation stage, for example, everybody repeated after
me the words I was teaching. However, we noticed that in the first activity, one
group of students got confused even though they had correctly answered the ICQs
Are you going to write adjectives or verbs?, Is it related to weather?, and they
had to confirm if the adjectives I was asking for were related to the current
weather in Concepcin or weather in general.
3.2 Adjustments for Lesson 1: According to the first session, we concluded that a
good adjustment for the next lesson was a expanded use of ICQs, since students,
even though they correctly repplied to the ICQs given in lesson 1, still had little
doubts that affected their performance during the activity. For instance, as it is
shown before, ICQs for the first activity were: Are you going to write adjectives
or verbs?, Is it related to weather?. In this case, students asnwered this ICQs
as I had predicted; however, at the moment of splitting them into to groups and
starting the contest, one of the groups began to work raightaway, meanwhile the
other group remained still for a while until one student asked me is it related to
the weather of today?. Then, I realized that I had not specifed that the
adjectives could be related to weather in general, and that confused some of the
students. On the other hand, antoher adjustment we concluded it was good gor
next lesson, was the use of physical material that students could work with. In
our first lesson, all the activities were shown in a power point presentation, due
to which students barely wrote in their notebooks. Consequently, we decided to
bring new material for them to work with. Evidence of their work is attached in a
gallery of photographs on the E-portfolio.
3.3 Analysis of Learning Results
3.3.1 Whole Class:
Since we worked as tutors in a reduced number of sessions, we did not have the
opportunity to carry out tests or other types of evaluations; nevertheless, we do have
evidence of their work during the activities they performed. For the first session,
however, there is no physical evidence to support our lesson other than students
behaviour towards our teachings. In the presentation stage, new vocabulary was
taught through images, but still students had questions about the meaning of some
words like drizzling (which was the most confusing and new word for them) so one of
the students asked what is drizzling, and many other nodded with their heads
showing that they were paying attention but they had that doubt.
3.3.2 Individuals: