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MDD2

SECOND ASSISGMENT

Authors: Mara Jos Acua Contreras


Pamela Humeres

Concepcin , November 2014

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.
Students respond in the predicted way most of the times , there were little
anticipated problems and students participated actively, by asking
questions and showing understanding of almost all the activities done.

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.
In next teaching instances we are going to focus on activities that make
students able to communicate, trying to base activities on topics related
with students personal interests. We will develop activities that look to
reinforce students confidence at the moment of speaking. By sharing
personal experiences during our first year of study at the university.

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.)

To sum up, we can say that through the development of the tutorials we
can reinforce students confidence. We especially focus on speaking skills ,
so our main objective was to make students speak fluently, using correct
grammar, intonation and stress in vocabulary according to their level of
proficiency in order to improve his/her speech to obtain better marks. One
of the activities that we did and in which we could observe an
improvement in students skills was during the pair work.
On the second tutorial a peer work activity was made. The main objective
of the activity to practice superlatives and comparatives to express
personal opinions, we could observe that at the moment of practicing
students were able to communicate fluently and showed a lot of selfconfidence. We believe that we could create a relaxing environment in
which students could feel comfortable in terms of confidence and
communication.
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
Karina Larenas
In the fourth tutorial, which was taught by Pamela Humeres, the learning
goals were to improve students intonation used to ask wh-questions,
yes/no questions and to make statements. The next extract is a specific
comment from a student according to the activities developed in the
tutorial class about intonation. This is part of an activity made in class,
specifically in the production stage, which was to do a little summary of
the class.
I think that practice intonation is really important, because you have to know when
is necessary emphasize you question and also you have to know the difference on
intonation in each question as a yes o not questions, wh questions and statements

3.3.2.2 Student 2
This student shows a lot of improvement from the one that we were able to
observe during the observation sessions with Miss Santibaez. At the
beginning and on the group classes this student seem to be extremely shy ,
which affect her speaking skills. At the oral exam in which we were able to
coevaluate, she got stuck at the middle of the exam without being able to
describe the pictures, which she was supposed to describe. According to
this behavior observe, is that one class was prepared with the learning
goal of provide to the students specific strategies that will help them to
improve on their oral PET examinations. The student selected was able to
complete all the activities planned for the class. She show herself more
confident at the moment of describing and interacting with the other
students , showing use of the new learnt structures such as I personally
believe and as far as I'm concerned she was also able to use
prepositions of place to describe, such as at the bottom , on the picture
on the left . In conclusion we can state that the activities did impact on
the student specific needs, because she was able to complete all the tasks
and she is more willing to talk during the group and tutorial classes.
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.
The instructional strategies and activities are those used by teachers to
develop the class in the best way possible, more precise, the methods used
to teach successfully students the knowledge that teachers want to
provide them.
We tried to use a lot of aids as body language, PowerPoint presentations
and the board, in order to make students understand as well as possible.
In addition, we did a lot of pair work, because what we wanted was to
make students talk in a comfortable environment and a way to create more
relaxing teaching situations. We asked them to speak with people at the
same level, because sometimes students tend to feel afraid of being
exposed to a higher-level speaker.

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.
Our teaching behaviors and instructional activities affect students learning
by making them aware of their learning process. For example the activities
were design for them to feel comfortable in class, the use of images was
really contextualized to what they know, for example in the comparatives
class we use artist to make them compare. The use of aids was really
important and the worksheets were really specific to provide them with
specific input.
Related with giving instructions, we try to use a lot of
modeling, and a tone of voice with an intonation that sounded cheerful to
invite them to participle. As most of the activities were design to improve
speaking skills, was really important to integrate to all the students in the
class sessions and to give them the opportunity to talk without felling
insecure or intimidated. For this the seat arrangement was settled in a
circle to invite students to participate. In general the students response
very well to the instructions and the teaching strategies use during the
lesson.

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.
Time: We would give a little more of consideration to the time during the
activities, because at time we gave more or less time of the needed to one
activity. So we think that we still have to learn how to handle time a lit bit
better.
Use of the board: For the next time and in order to be prepare for real
contexts in which DATAs and computers are not available in every
classroom. We might try to increase the use of the board.

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.
The main things that we have learned are the ones related with how to
translate the theory into practice. Also how important is the planning of
your lessons, not only for us as teachers, but for the students also because
it provides them with a safe environment in which the problems that might
appear, haven been already considered so the solutions were thought
about too. Another important thing that we learnt is how important is to
get to know our students, in order to create really learning opportunities
settled into their context and level. Also we learnt how important is to
control the emotions and affective filter inside the classroom, as important
as it is to create a good environment for students , but for us and to learn
to overcome to the little problems that we could find, a with a positive
attitude and the best energy to transmit.
4.2 Describe one or two areas of professional growth (e.g. instructional strategies,
content knowledge).
We would like to work mainly on our instructional strategies, because
they are the one to provide us with the tools to deliver the content in the
most suitable way to our students. We believe that content knowledge and
instructional strategies are element that should be work to be improving
together in the most cohesive way possible, in order to become the best
teachers that we could possibly be.

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