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.
The students responded better than I expected. It was easy to engage them
because I used different activities and strategies to call their attention. For
instance, I used different voices to make them apply the target language
which was quite fun for them. Regarding the instructions, I have to admit
that it was complicated to give them because they did not understand
anything. In spite of my efforts for explaining the instructions in English I
had to use the mother tongue to clarify them. This made me think that I will
have to work on that in order to improve my teaching skills.
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.
I will adjust my second lesson in terms of instructions. These should be
given with simply words and also with vocabulary that students are used to
hearing in classes.
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.)
According to what I observed, the students improved their marks and
motivation. It was noticeable in their test results and students participation
in classes because all of them wanted to participate in the planned
activities.
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
The first student is a girl who was talking all the time, she interrupted the
classes and that did not allow the teacher to teach properly. Consequently,
she got bad marks in the tests because she did not understand the learning
goal of the lessons taught.
Student 2
The second student was also a girl; however, she was interested in the
subject and that was noticeable because she was always asking for extra
information. She was always participating in activities and was a
contribution for the whole class. As a result, she always got good marks in
her tests results.
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.
I strongly believe that my instruction was a contribution for the students
because I noticed that they were motivated to do all the activities that I had
planned for them. They were able to apply the content taught and were
happy practicing it.
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.
One aspect to consider is giving directions. Unquestionably, the way I gave
the instructions should be improved because students got lost when
listening to them because of the complexity of the vocabulary used. This
aspect affected directly to the learning process because students may have
thought that they are not able to learn English language.
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.
Aspect 1

Assessment: I would like to implement peer assessment in my next lesson

because I think that this kind of evaluation is very useful and makes
students to take part of their own learning process which is very important.
Aspect 2
Giving directions: I will have to use simply vocabulary to give instructions
and also use different gestures and body language to help students to
understand what I am trying to say.