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.
Yes, since they all were really participative in the tasks that were assigned. As a result, that proves
the level of commitment that they have with the lessons. All of them understood very well the
lesson ( describing using the Comparative and Superlative form), because at the moment of using
what we taught them, the result was really good, since they were able to applied the unit in the
activities during the class.

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 believe that we could use more CCQ in my lesson; this is a very good way to check the real
understanding of the student during the lesson. Furthermore, we will use more dynamic activities,
since the first lesson we stayed in my comfortable zone and we didnt try anything new, maybe a
more communicative tasks, in which they dont have to write their answer, instead they would have
to speak them.
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.)
The main goal for the third tutorial was, that student were able to use can/cannot at the moment of
giving information about a job. The last activity consisted in a guess game, they had an occupation
and they had to give us clues to try to guess the job. They were able to include these model verbs
in there sentences, which means that we accomplished the main aim of our class.
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
Student 1 shows his/her self as a very shy learner, we thought that this learner had the lowest level
of performance (in comparison with the other); However, the learner proved in one of our

conversation that it has the highest level, not only the student has a good fluency, but also the
student has a very good understanding of the topics

3.3.2.2 Student 2
The learner participated a lot in class, he or she has a good level of speaking, the student shows as
a very confidence learner; However, the weak point that we found is the learning of a structure, it
was a little difficult to the student to learn the difference between the comparative and superlative
form

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.
In our opinion, Instructional strategies are used to engage students with the material and objectives
of the class. Appropriate activities could be those who have a directly relationship with the unit, we
cant tell the students to do an activity that doesnt have anything to do with our aim, since my
objective its to develop certain things in my learners

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.
At the end of the class we applauded my student for what they did during the lesson; However, they
were really shy at that moment and they didnt respond, but that will not affect the way that we want
to encourage my students, maybe it was a surprise for them, because they were not used to that,
what we would do could be to use new ways to encourage them and also to look very motivated to
teach them.

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.
We would not ask them to write the sentences and then repeat what they got, since We are not
encouraging speaking fluency. We would use more videos, since we believe are more
entertainment and useful than images in a ppt.

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.
The students were very engage with the classes and they work very well according to the activities
that we did because they were very motivated. On the other hand, they understand all the
instructions about the activities but we could see that in the sense of abilities there were some
students more active in class that others. In our second lesson the student were more comfortable
because the environment that we create was friendly. We provided them examples so it makes the
understanding process easier.

3.2 Adjustments for Lesson 2: 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.
As far as we concerned, our second class was very well organized because everything worked as
we expected, the students were participating the whole class because the activities that we did
were very dynamic. Maybe, would be necessary to practice more how to use preventative
management strategies because they will be very useful when the students make me question that
sometimes the teacher do not know.

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.)
The first class, we think that we attained the aim of the class, the understand the content that we
saw and It was reflected in the test that we did at the end of the class, all of them participated in the
class and they were not afraid to talk about in front of the other classmates.
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
In the last activity in which the goal was to give hits to guess an occupation or job, student 1
understood the instruction but when he/she gave the clues, they were very basic and it was very
easy to guess.

3.3.2.2 Student 2
Student 2 also understood the instructions of the last activity but with the difference that it
was very hard to guess the job because he/she use technical vocabulary and for this reason more
difficult for us to understand the hits.
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.

What we believe is that instructional strategies are techniques that teachers use to help students
become independent. These strategies motivate students and help them focus attention, organize
information for understanding and monitor and assess the learning process so we have to be clear
at the moment of relating the aim of the class with the activities that we are going to do, both must
be coherence.
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 our opinion, confidence is a very important element when everybody is teaching, and in
this lesson, we were much relaxed, the students got what we explained, in our case modeling
was a very good strategy because they could understand what they had to do for the
activities easily.

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

What we found is a real challenge, since we have to transfer all the knowledge that have been
acquiring during my years in the university to a real life classroom. We realized that its not easy to
do a class based on a communicative approach since all most of my life we live in an educational
system based on grammar ( which we dont blame ) and defined part of our mind into teaching
focus in writing instead of speaking

4.2 Describe one or two areas of professional growth (e.g. instructional strategies, content
knowledge)
We have to be truly since and very objective; we believe that we still have a long way to go for
becoming a good teacher. This experiences really helped us to understand the aspects that we
need to improve, maybe we know the content knowledge and we try to look for different sources of

information; However the strategies or activities that we choose might not be the appropriate ones
for our students and the Communicative approach