MDD5: INSTRUCTIONAL DECISION MAKING

3.1 Student Response to Lesson 1

The students responded in the way that I have been expected, they were participative and
any time that they have doubts they raised their hands and asked, this aspect was very
helpful for me as a future teacher in how can I develop the issue of giving explanations, use
gestures and try to be as clear as possible using just the L2, and for them was very helpful
too, because they could understand the content and the activities better and obviously
develop the task properly.
Motivation: Students were motivated, in my first lesson they were answer everything that I
asked, they were very fluent at the moment of speaking in front of the class, while I was
listening to their opinions and answers I could notices that the task were not so difficult and
they founded funny, clears and with the context according to what they were seeing on the
course.
Management: At the beginning of the class I thought that I was too fast, so I slow down the
speed at the moment to speak and I used more ccqs to make sure that the class was well.
Understanding of instructions: The instructions were very clear according to what our
students said. I say it outloud and slow, then I showed it on the PPT and I put it on the
whiteboard during the whole activity. Every time that the students had any doubt they asked
me or they looked at the PPT slide projected on the whiteboard.
Complexity on the task: Due to the fact that in my lesson 1 was a TBL, the complexity for
them was not very high according to what they said on the post task stage, the creation of
prediction on this case they thought that was very engaging to develop their writing and
speaking skills.
Individualization to student ability: The individualization to the student ability was
developed in the 4 skills, mainly on the speaking one. The students responded to this skill
very well, showing confidence and fluency; furthermore, the rest of the skills were developed
very properly too.

3.2 Adjustments for Lesson 1:

I will adjust my second lesson in the use of more ccqs to check every stage of my students
comprehension; besides, I would include some modifications on the seating arrangement, in
order that students can move around the room and can work with all their classmates in
different activities. This last aspect will improve student learning because they will receive
suggestions, corrections and feedback from another classmate, no the regular classmate
with the one that are used to work with.

3.3 Analysis of Learning Results

3.3.1 Whole Class:
During the whole class the students were very connected with the class, giving their opinions
about predictions and making comments with their classmates about the topic. When they
have to develop the task, which it was the creation of 4 predictions for each video that they
had seen they accomplished in a very creative way, they have the freedom to predict
whatever they wanted and I was gladly surprised because of their groundbreaking
predictions.
3.3.2 Individuals:
Although the 4 students accomplish the task in a very properly way, all of them had a
different way to developed.
One student did not write anything at the moment to create her prediction, due to the fact
that she has a high level of English and she decided to keep in mind all the predictions that
she did, when she spoke in front of the class to tell her predictions she did not use any
copybook, she just spoke.
On the other hand, another student wrote everything, even if the prediction was very short
such as the man will die, she wrote it, she mentioned to her classmate Im going to write it
to keep it in mind, when she exposed their predictions I could notice that she had some few
grammatical tense mistakes, but she was confident at the moment to speak in front of the
class although she was reading from her copybook, which it is an aspect that in this case, I
do not consider it as wrong.

3.4 Impact of your instruction on Student Learning

3.4.1
I believe that the use of authentic material such as images from known chilean people that
read the card spread, and that you can see every morning on the tv show like matinales was
very catchful; besides, these elements were at the beginning of the class, so attracted the
students attention from the starting of the class.

3.4.2
I believe that my behaviour mostly helped the students. Firstly, I was on the room 20 minutes
before the class to prove all the technological elements and to offer them an excellent
environment, so they could notice that I was worried for every single aspect to develop the
class. The explanations were clear due to the use of ccqs and the extra slide on the PPT to
show the instruction of the activity again. The modeling part is always effectively, because I
could give concrete examples to my students, and finally the organization of the activities
was timed, so it was a control of the time.

MDD5: INSTRUCTIONAL DECISION MAKING

3.1 Student Response to Lesson 2:

The students responded in the way that I have been predicted, again. In this class, the
lesson plan was developed through a PPP lesson, so they had the 3 stages very
punctuated, I could see they responses and learning at the production stage, where the
atmosphere of the game activity was conducted very thoroughly.
Motivation: I should mention that in this case I had a plus point, owing to the fact that the
topic that I was teaching was related to their next test, so students showed an interest during
the whole class, perhaps because they felt comfortably knowing that is a pre teacher who is
doing the class and in somehow, (at least in my case) I was not stricted or cranky when they
asked, because that was what I wanted, to see and listen every doubt, question, comment or
opinion.
Management: The management of this class was different from the first one; sometimes I
used excess of hesitations and that is somethings that students can notice easily; moreover,
as I said before the class was punctuated in each stage.
Understanding of instructions: Even though this time I did not copy the instructions on a
PPT slide, the students developed all the activities given, so the voice instructions were
clear.
Complexity of the task: The task was a game task, and I played with them. The students
did it very well, but the complexity of this task was more difficult than the other one, because
I can notice that when I gave them 30 or 40 seconds to answer, they usually asked me for
more time because they were elaborating the answer yet.

3.2 Adjustments for Lesson 2: For another PPP lesson I would check and control the time
better, because I had to eliminate one activity on the practice stage, this activity developed
the writing students skill, instead I had to change it to an speaking to make it faster and
move it to the production stage. Likewise, instead of eliminate the activity I would adjustment
the activity in this case, I would give them the erased activity as a homework. I believe that
these adjustment will improve the students learning due to the fact that they will be practicing
at home what they saw on class with no time pressures.

3.3 Analysis of Learning Results

3.3.1 Whole Class: The final activity was a game. When the students listened that in order
to practice we were going to play, they showed very enthusiastic, what is more when they
saw the dices, so authentic or innovator material was the key again. Every student
accomplished the task, they had to move forward through charts on a square board,
depending of the number that the dices thrown, most of the boxes had questions about how
to compare and describe people and the students build very creative questions or sentences
to describe related with the topic.

3.3.2 Individuals: In this point I can clearly notice a difference, one student had the facility to
create immediately a sentence using comparative or superlative forms, with alternatives
adjectives and diverse topics, the time required for this student to built any sentence was
around 15 and 25 seconds. On the contrary, another student required about 1 on each
question to make a sentence or to express a brief idea. Nevertheless, I should highlight that
the learning goal was reached for each student, no matter the delay time.

3.4 Impact of your instruction on Student Learning

3.4.1: I believe that practice the contents in a diverse method such as playing has really
good results, the students retain more that kind of information because is not usual, instead
of the typical worksheet that they are accustomed to see from primary school.

3.4.2 I believe that the more you involved with your students on their task they more they
learn, in this case I played the game with them on the production stage, so I was modeling
and at the same time construction sentences with them. On the other hand, in the
presentation stage I used some personal experiences to exemplify, like the rooster that
wakes me up in the morning is the biggest rooster of the house, the use of personification is
very effective to remind some information and in this case I wanted them to remind the
superlative adjective by using a personal example. The students responded very well in
each stage, in this class it was not necessary to repeat the instructions of the activities,
because I made sure to modeling at least 2 times before to begin.

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.
Seating arrangement: Next time I will try to change the seating arrangement or do an
activity with that, it is important that every student can work with every classmate not just
with the one that has next to him/her.
Time: I controlled the time with my cellphone and I put on vibration mode to know when the
activity had to finish, next time I would like to have an eye-catching time in front of the class,

to everyone can see how many time they have to finish the activity and to not to ask an
extremely extra time bonus when I have to continue with the next activity.

MDD 6
MDD 6: REFLECTION AND SELF EVALUATION

 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
Teaching Practice I has been a really challenging course for me. At the beginning I thought
that it was so difficult, and I still think how difficult this education road it is, but not as difficult
as I thought when I began the course. The design of lesson plans, the issue of working with
a partner during this course, the preparation of material, the observations and the general
tasks were quite a challenge for me, because I realized that I can test my English from
another point of view, not from an use of English or reading tests view, but for the practice
one. The most important thing for me, is that I understand how important are those huge
details that I thought were little, such as one final sound on one word or one different manner
of articulation in another word, because at this point you turn into a model for your students,
and this teaching practice I was the initial spark to be even more aware that our proficiency
level as future teachers should never decrease,and that every single subject has to be seen
with an equal value because every course is helping us to become teachers, because if not
would not be on the curriculum major.

4.2 Regarding to the professional growth areas I would like to mention, modeling and
planning, that were the 2 areas where I tried to put more my attention.
I was very conscious about the modeling area because that is that we are for out future
students; models. The instructional strategy in which I demonstrate a new concept or
approach to learning and students learn by observing.
Every action that we do, they will copy it, so instead of repeat over and over again the
instructions of an activity for example, I focused on the praxis; model and show them how it
was a certain activity and also to expose them how they could modify that, in order that
students can feel that they have the freedom to modify some aspects, and that I am not
asking them to do something identical as I did, it is just a guidance.
Planning: I think that the planning stage was the most important for me, with this powerful
tool I could organize properly I could have a plan B, and I could notice how organize things
are when you have everything planned. This tool helped me a lot to improve my English,
because I had everything planned, then I just had it to complement what I planned with other
sources. To plan a lesson gave me a detailed description about what should I do or how
should I do it, and the most significant is that I developed, organized, adapted, modified and
stated the purpose to help my students in achieving intended learning outcomes.