Muestra de desempeño docente 1: Contextualización de la enseñanza.

1. Versión Abreviada Muestras de Desempeño
Docente1 (MMD1).
Lesson Title: General English
Grade Level: I
UCSC Supervisor: Lilian Jansson
Supervisor Signature: Astrid Guerra
1 Adapted to the MDD standards and tasks from based the document
Level II Teacher Work Sample. University of Northern Iowa, Level 2 of
the UNI Teacher Education Professional Sequence.

2. I. CONTEXTUAL FACTORS
MDD Standard
 The teacher candidate collects data regarding the institutional and
classroom contexts, the characteristics of the pupils as a group and its
diversity, using this information to plan and deliver instruction.
1. Community in which the school is located and/or serves, municipality or
owner and school factors: Below, describe the geographic location,
community and school population, socioeconomic profile, and
race/ethnicity.
The class is located at Universidad Católica de la Santísima Concepción, and it is
compound by thirty-four general English students. They are from three different
majors, and they belonged to different years:
Licenciatura en Historia: nineteen students from first year and five from second
year.
Química ambiental: eight students from first year.
Contador Auditor Vespertino: one student
Contador Auditor Diurno: one student
It has been seen that there is no difference of race and socioeconomic situation
among them.
1.1. How These Factors May Impact My Lessons: Explain specific ways
that these factors may impact your lesson topics, teaching strategies,
assessment techniques, etc.
As it has not been seen considerable differences among the students, I would have
no impact in my classes. Besides, they have a level of English very alike, thus in
general, the features of the class are not different at all.
2. Student Characteristics and Their Instructional Implications: Below,
describe how two student characteristics you observed in your student
(e.g., gender, race/ethnicity, interests, and students’ skill levels) might

3. impact the way you instruct those students. For example, your planning,
motivation, management, or assessment. For each example of the student
characteristic, give a specific instructional implication that will influence
how you plan and implement your instruction.
2.1 Description of First Characteristic of Student(s) in this Class:
It has been noticed that most of the students do not pay attention to what the
teacher says, and when she asks them to do an activity they get distracted with
their technological devices almost all the time.
2.1.1 How This Characteristic Will Impact my Lesson:
Surely, these factors will impact the way how I will teach these students, because I
would have to plan a very dynamic lesson, besides implement attractive aids in
order to keep them focused on the task.
2.2 Description of Second Characteristic of Students in this Class:
Another fact to be considered is their level of English, which is not even
elementary. During my observations, I have noticed that students do not
understand what they were asked for, either using very basic words or preparing
for them very elementary activities.
2.2.1 How This Characteristic Will Impact my Lesson:
As the level of English that they have is more than basic, it might affect the
effectiveness of my lesson, or it could take longer than I expected. Consequently,
it is very important to consider my students’ c harac teristic s all the time, and be
conscious of the language that I am using in order to be understood, as well as to
try to engage them to the activity.
3. Physical Aspects of the Classroom and Their Instructional Implications:
Below, describe how two physical aspects of the classroom you observed

4. (e.g., posters, room arrangement, technology) might impact the way you
instruct students, for example, planning, motivation, management, or
assessment. For each example, give a specific instructional implication
that will influence how you plan and implement your instruction.
3.1 Description of First Physical Aspect:
In general, the classroom does not look with a lot of arrangement, such as posters
or other visual elements which could make the English class more attractive for
students. However, in terms of seating arrangement, the teacher makes students
work in groups very frequently.
3.1.1 How This Aspect Will Impact My Lesson:
This could be seem as a way to promote collaborative learning, instead of working
alone, which can be considered as a positive aspect to take into consideration in
my future students.
3.2 Description of Second Physical Aspect:
Teacher projects the activities that students are asked to do on the board.
3.2.1How This Aspect Will Impact My Lesson:
Even though it seems to be a good option, it could imply in my future students
either someone could not see the board clearly, or need more time to copy all
what the activity says. That is why, to my mind, it is very important to be
prepared with touchable material for students, thus they can save time without
writing the titles, instructions, etc. Activities can be projected on the board as well,
but in situations when teacher would want to clarify something, for example.
4. Reflects on the importance of knowing about students and the context to
provide quality teaching.

5. Taking everything into account, it is essential to consider my students’ level of
proficiency, interests and the context in general, in order to be able to plan
suitable lessons. As future teacher, I am supposed to know how to connect what
the national c urric ulum asks me to do with my students’ c ontext. Personally, I will
looking forward to that way, in order to be not only professional, but also friendly
with my students, thus we can make the classes more comfortable for everybody.