I.

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.
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.
In the application of this lesson plan the response made by students was mainly
positive; in terms of knowledge acquired, the assessment plan provided me the
resolution of the lesson and it was that the majority of the student were able to
understand, name and identify the words.
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.
Probably in a near future I will use the same lesson plan again, adjusted to my
students context. Maybe one of the main changes that I will probably do is in the
quantity of words, and the warming up process. It was difficult to me analyze the
capacity of all student because the lack of time with them. Thus, I did just what I
believed my students could do. However, activities were applied during the
corresponding time.
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.)
First I was concerned about not giving any clue about the answer to provide Ss
more time to think and discuss about the answer. Thus, the data explains directly
the results of how Ss understood the meaning and the context of the words.

Check list (Student x)

Words
bunk
wardrobe
night table
desk
cup board

able to Name it
x
x
x
x
x

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 Check list

Words
bunk
wardrobe
night table
desk
cup board

able to Name it
x
x
x
x
x

Not able to Name it

In this case, the student shows the acquired content by a good pronunciation and
solving the activity effectively, identifying and naming each furniture.
3.3.2.2 Student 2

Student 2 Check list

Words
bunk
wardrobe
night table
desk
cup board

able to Name (identify) it

x
x
x

In this case, the student didnt solve the activity finding 2 furnitures. However, she
made a good performance in terms of pronounciation.

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 one of the main positive aspect in this lesson was my
instruction delivering, this allowed a better understanding, modeling and making
the example of each activity, of the activity and the content in itself.

Not ab

x
x

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.
A seriously but respectfully attitude allowed me to connect with my students, the
development of the activities were followed positively. From the beginning I also talked
with each student to make evident their perception about English and the lesson of the
teacher in charged.
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.

1) The quantity of words

2) The way to work with them into a more complex one, mainly because of time I
just could do what I did.