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UNIVERSIDAD CATLICA DE LA SANTSIMA CONCEPCIN

FACULTAD DE EDUCACIN
ENGLISH PEDAGOGY PROGRAMME
________________________________________________________
TEACHING EXPERIENCE I

ASSIGNMENT 2
MMD 3-4

Names: Geraldine Crdova Avello


Alison Vidal Sagredo.
Teacher: Carolina Rojas Cruz.

Concepcin, 6th December, 2015

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.
Geraldine: According to what I expected, the students respond was just like I
predicted in the lesson 1. First of all, because of the number of students, instructions
were clear and easy to explain and they responded all CCQs. Secondly, students
demonstrated motivation and enthusiasm, I could appreciate that in the way they
answer to the activities. In order to call their attention I introduced the topic with a
video of a film that they knew very well.
Alison: Students responded in the way I predicted at the beginning of the lesson
because the topic and the way I introduced it called their attention; nonetheless, when
the lesson had been developed, some students did not respond according to what I
had planned. Some of them where speaking in Spanish about things they have to do in
other subjects, because of that I had to change the focus and to make them work with
another classmate in order to avoid external conversations.
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.
Geraldine: After the first lesson, I had to adjust the planning lesson in terms of
contents, time and activities; hence, students have a good level of English and
they required more challenges activities. I also had to prepare an extra lesson for
one of the students, because he finished the activities before his partners.
Alison: After the end of lesson 1, I thought about students performance. I wanted
they could participate actively during tutorials. I planned covering really
interesting topics which they can feel comfortable to speak or write about. I focus
my mind in speaking skill and pronunciation because of their KET Exam they had
to do.
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.)

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
Geraldine : This student assumed that the most difficult skill for her was speaking. I
had to help her to speak in different activities and in my opinion, she progressed a lot.
I evaluated her progress just through speaking activities, for example one activity
where she had to speak about the things she wanted to do in the future.
Alison: I selected a very high level of English student. He participated not only in cc
classes but also in tutorials lesson. Even though he had very good English, I had to
help him with pronunciation problems. I looked up for phonetics transcriptions of
frequent words related to the topic and I wrote it on the whiteboard in order to make
him aware of the pronunciation.
3.3.2.2 Student 2
Alison: I had to help a student who did not want to participate during the lesson
because she did not feel sure about her performance. I noticed it because she asked
her classmates about want they had to do. Every single question and answer was
made in Spanish, so as a trainee teacher, I tried to encourage her in order to make her
feel sure and to speak in English. During the lesson, she started participating and
performing in English. I corrected some mistakes she made during speaking and
writing.

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.

Geraldine: In my opinion, the speaking activities where very helping for the
students because most of them where afraid to speak at the beginning. I always
tried to reinforce what they did well and in that way do not affect their affective
filter.
Alison: I believe the activities that contributed more to students learning were
speaking and writing activities. They were about to perform their final exams, so
they needed to practice productive skills. I made them to speak and write in
English during tutorials lessons, so I could monitor their performance and gave
them feedbacks. They really appreciated that because they wanted to practice
those skills to feel comfortable for the exams.
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.
Geraldine: The students response was better than I expected. An advantage in
this kind of situations is the number of students and the communication that I
could set since the first lesson. Maybe some of the factors that contributed to this
were the age, the topics, the size of the group, and the activities and tasks.
Alison: My behavior contributed to students learning. What I did was keeping
silence, monitoring them, asking if they had doubts or questions in order to make their
final product better. In one situation, students said they had understood the
instructions; however, one group performed the activity in a different way. I gave
feedback and reinforced the way of asking for instructions again.
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.
Geraldine: First of all, I would like to create more enjoyable methods to explain
the lesson, maybe more dynamic activities. Secondly, I would like to add more
authentic material with the purpose of call students attention.
Alison: Definitely I would like to change the way I plan in the sense of creating
more interesting activities. I would like to make students participate more during
the lesson but as a voluntary participation. Also, I know that because of
experience I felt nervous and anxious, but next time I would like to give
instructions in a more fluent way and feeling relaxed and do not feeling nervous.

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.
Geraldine: I appreciate this course a lot because I learnt many things. For
example, I learnt how to give instructions, how to make CCQs, how to provide
feedback to the students, how to use the board and the different resources, etc.
All of this aspects are very important in what am I studying, and with the
experience of making tutorials, I could appreciate much more my major and
realized that this is really I want to do.
Alison: As far as I am concerned, this course was very helpful in my trainee as a
Teacher of English. I became aware of many things as students we see every day
but we do not realized. In my case, learning how to give instructions was very
important because it has to follow a sequence and it has to be as clear as
possible. CCQs and feedbacks are very important on learning process and now I
know how to provide them to students in order to check understanding and
reinforcing performance.
4.2 Describe one or two areas of professional growth (e.g. instructional strategies,
content knowledge).
Geraldine: During this phase I have learned a lot. In my opinion, maybe the most
important thing is that now, Im able to manage a class and to start the class in
the appropriate way. Furthermore, Im also able to give clear instruction when I
want the students to do an activity.
Alison: As I mentioned in the previous paragraph; giving instructions, providing
feedbacks and checking understanding are very important things I had learned in this
course. In addition, because of performing a lesson in front of 6 students, I feel more
comfortable and I am to perform a class based in a function. What I have to reinforce
is to plan as a student. I mean, planning interesting things that calls students
attention.

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