I. INSTRUCTIONAL 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.

Lesson 1

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.

Yes, they did. Students’ response was the same that I expected. They work very well and participate during the lesson. Students understood correctly the aim of the lesson, so they learnt how Simple Future works without knowing they were learning the grammar part of it as well. They liked very much working, playing and learning at the same time as well as interacting with their classmates. The task was challenging for them, because they had to speak English in the class, and they tried to do it as much as possible.

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.

For this lesson I would change the place in which it was carried out. The lesson was delivered in the computational laboratory, a place which does not provide the necessary space for students to walk around for interacting in the production stage. Also, this laboratory has the computers’ desks divided, so it does not encourage collaborative work or pair work. If this class could have been delivered in a traditional classroom, it would have been easier for students to work as the lesson was designed, for promote interaction among students and the use of the language in context. As a result, if the second lesson includes interaction among students, definitely I would modified the place in which this is delivered.

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.)

During the whole lesson I could see that the majority of the students worked in the class, they seemed concentrated while working and asked a lot of questions to solve their doubts so everybody understands the activities and the instructions.

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

Rene Tiznado is student, who always seems reluctant to work or participate in class, and this time was not the exception. During the activities he participated only a bit; however, he did not complete the Google form and did not want to speak in English in the production part.

3.3.2.2 Student 2

Anais Tapia is a very shy student, who seems to like English and be good at it. This time she seemed to enjoy speaking English with her classmates and participating actively in the class monitoring her the classmates sitting near her.

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.

Choosing the appropriate vocabulary and modeling were the most effective strategies in order to students could understand the instructions. Also, asking a student to repeat or explain with her/his own words or even in Spanish worked very well.

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.

In this lesson the time was not a problem, but at the beginning of the lesson I was very nervous, so it might interfere with the way in which students responded to the instruction, I had to repeat the instructions and asked a student to give the instruction with his own words.

Lesson 2

3.1 Student Response to Lesson 2: 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.

At the beginning of the lesson students were unwilling to read, as they believed they had to understand every word they read, but after some after I taught them the reading strategies they felt more comfortable and willing to do 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.

For the next time I deliver a reading lesson I have to take into consideration the time to do it, because students read the text too quickly so it remained some minutes at the end of the class. When there is some time left in the class, students start to lose concentration on what they are doing, so they do not follow the sequence as planned.

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.)

In this occasion, the arrangement of the computational laboratory was not a problem, because most of the activities were planned for working individually, even though there was a part in which they had to interact; moreover they did it only with the classmates next to them; however, as they were kind of separated they work very well during the lesson and do not disturb each other while working. They really focus on trying to understand and comprehend the text they were reading, and as it was not a new topic for them they could easily get the idea of what to do and what they were reading.

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

Joaquin Alarcon is the student who was selected by me for the study case, since then, Joaquin has been monitored and accompanied by Anais so he has been more willing to work in class. Despite of he does not like English very much, he tried to focus on the tasks and read the text, although he did not send the final assignment.

3.3.2.2 Student 2Monserrat, instead, did a very good job and accomplished all the tasks and activities. Additionally, she started helping her classmates without me having asking her to do that.

3.4 Impact of your instruction on Student Learning 3.4.1 Identify what you believe to be the instructional strategies and activities that his

contributed most to student learning.

The most effective instructional strategy was to teach students reading strategies, with it, the work for them was much easier.

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.

This time I could control mi nerves, so students felt more comfortable during the lesson, the pace of the lesson was well received by the students; however, the time was not manage appropriately, with the time that remained easily an extra activity could have been added so no time would have been wasted, although giving enough time to students to read benefited the results of the final writings.

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.

Definitely, I would worried a bit more about the assessments for the lesson, I think that only monitoring them is not enough, even though it had a good reception by students, because they felt more independent. Timing is another issue I had to improve. To calculate better the time students can spend on activities so there is no wasted time and the keep focused on their work.