MDD 5: Instructional Decision Making

Students Name: Gerardo Prez Urea.

Teachers name: Mara Alejandra Torres Dendal.
Subject: Teaching
Experience II.

July 07th, 2015. Concepcin.

INSTRUCTIONAL DECISION MAKING

MDD Standard 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.

1.1 Student Response to Lesson 1:

To start with, I have to say that everything went as planned. My students
responded quite well and were very participative when I was teaching them how to
ask and give directions. The students, when did not understood very well, asked
for clarification and were eager to participate every opportunity they have to do it.
However, I think that because the class was mainly taught in Spanish, students
could participate and understood. I am not saying that doing the class in Spanish
was a horrendous situation, I do think it help them to understand better and really
learn something new. My students do not get much input from their English
teacher, thus I had to follow the same pattern. The activities, nonetheless, were
more engaging and the use of realia really fostered students motivation and
participation in the class.
1.2 Adjustments for Lesson 1:
In order to improve my lesson to apply a second lesson plan, I would say
that the activities that were done should vary in order to catch and keep my
students attention. In that way, a variety of activities would make the students
engage and not get bored doing all the time the same. On the other side, I consider
necessary to improve how I give instructions and consider how and what my
students will understand. The instructions should be cut into chunks and shorter,
because in that way, my students will keep on track and not get lost. Even though

my students did not have much problems with my instructions, I consider I have a
lot to improve in that subject matter.
1.3 Analysis of Learning Results
1.3.1 Whole Class:
This part of the assignment could not be entirely fulfilled as the time ran out,
and the production stage of the lesson plan (PPP) was not finished. As the
previous stages were the presentation of the content and the practice of it, it could
not and should not be evaluated at all.
1.3.2 Individuals: Select two students that represent different levels or kinds of
performance.
1.3.2.1 Student 1:
Even though that, as I explained above, I could not assess learning, I can
say that there was some learning. One of the students, Moises, showed some
learning as he was very participative in the class and he was willing to participate
at all times. Moises is the integrated students that I talked about in MDD1. That is
why, I consider that there was learning, because English is not an easy subject for
this child and he did almost everything how he was taught.
1.3.2.2 Student 2:
The second student in whom I could observe some learning is Antonia
Carrillo. Antonia, as well as Moises, was quite participative and every time I asked
for a volunteer, she was with hand raised. In contrast with Moises, Antonia has no
disability or learning problems, but she never participated in the previous classes I
observed.

1.4 Impact of your instruction on Student Learning

1.4.1 Identify what you believe to be the instructional strategies and activities that
contributed most to student learning.
I consider to be the activity in the practice stage of the lesson plan. I tried to
give all the students the opportunity to produce English and to practice what they
were taught. I think that modelling first and then the students produce was helpful
and leave doubts aside. I do believe that taking the necessary time to make all my
students to practice was best thing I could have done.
1.4.2 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.
I consider my teaching as good enough to have made my students
committed, engaged and very participative. I may sound arrogant, but due to what I
observed during the observation period, students behaved differently, but different
means good. They did participate, they did ask for any clarification, they did all the
activities without any complain which actually all the previously mentioned criteria
are the opposite with their English teacher. However, I strongly believe I have to
improve the way I give instructions, as I mentioned previously. Even though
students understood what they had to do, I think my instructions were a bit messy;
but it did not affected the sequence of the lesson, neither did lost the students.
There is another aspect to consider that is the use of realia. Students are not used
to being taught through power point presentations or others, just the book. I
consider that being not engaging and does not foster learning, it just makes
students bored and not learning what they are supposed to learn.
*Repeat same sequence of prompts for Lesson 2 (I cannot do it with my second
lesson plan as I was not able to apply the second lesson.)

2.1 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.
As I have said several times, I would like to improve the way I give
instructions in order to make them more understandable. They should be shorter
and clearer with no gap to misunderstandings. In addition to that, I would vary the
way I do the activities, to make the activities even more communicative and
engaging. I consider the practice stage very important and I think that the two substages (Control Practice and less control practice) should be more clear and
concise and the activities should be different and with the same goal.