The student analyzed the responses of students to their first lesson. Most students responded as predicted, though some needed clarification of instructions. For the next lesson, the student will improve how they deliver instructions by using the board and including more pantomime. The whole class achieved the learning goals as shown through their work. Two focal students - Nelson and Valeria - achieved the goals though Valeria struggled more due to a low English level. The most helpful instructional strategies were modeling instructions, giving examples for worksheets, and interactive activities. The student reflected on learning about planning, having backup activities, and addressing diverse student needs. Areas for growth include instructional strategies and continuing to build content knowledge.

1. Reflexion, evaluation and
decision taken
Name: Katherine Jofre Novoa.
Teacher: Miss Carolina Rojas.

2. 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.
Yes, the students responded in the way that I had predicted and in my opinion all the
students answered in the same way in the sense that as all of them understood the
content all of them were engage and made an effort to produce the language.
Besides, the student’s did not understand the instructions the first time but then I
modeled the instructions they finally understood them properly. Moreover, I also tried
to asses all the student’s because I know that not all of them have a good level of
English. Therefore, I tried to help the weakest students and to explain them as often
as necessary.
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.
I will adjust my lesson just in terms of instructions, because I consider that this is my
weakest point and is what I need to improve. In my opinion, the activities motivational

3. strategies, procedure, materials and assessment worked well. Therefore, I would not
change those but I need to improve my instructions.
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.)
The whole class attained the learning goals, because they were capable of producing the
target language in spoken and written form and also because during the lesson some of
them mentioned “ahora si entiendo”. Besides, in the final activity I noticed that all the
students were very comfortable, because all of them were capable of producing the
language and also because they enjoyed the activity. Furthermore, even the weakest
students fulfilled the task talking in English. Finally, at the end of the lesson I asked them if
they had understood the contents or if they have some doubts and all of them answered
that the content was clear.
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.

4. 3.3.2.1 Student 1
Nelson: learning goal of my lesson Students will be able to write and to talk
about their likes and dislikes relating to leisure activities, orally and in writing.
Nelson mentioned that he really enjoys learning English and that he listens to music, sees
movies and plays video games in English. He attained the learning goals perfectly,
because he does not have many problems with English, he enjoys learning it, and he is
very motivated at the time of practicing the language.
3.3.2.2 Student 2
Valeria: learning goal of my lesson Students will be able to write and to talk
about their likes and dislikes relating to leisure activities, orally and in writing.
Valeria mentioned that she does not understand English and that she does not know how
to speak in English. Besides, she told me that her high school teachers were really boring
and because of his description of her previous lessons I could notice that her teachers
used the grammar translation method. At the end, Valeria reached the learning goals of
the class. Unlike Nelson, she did it with more problems, because her level of proficiency in
the language is very low, but I assessed her during the whole lesson and at the end she
could attain the learning goal.
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 believe that the instructional strategy that contributed the most to student’s learning, in
the case of delivering instructions for activities was to model the instructions and in
the case of delivering instructions for worksheets was to give examples of what they
have to do. Besides, in my opinion the activities that contributed the most to
student’s learning were when they have to practice the target language in a
controlled way and then when they have to interact with their classmates.

5. 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.
From my point of view, my teaching behavior was beneficial for the student’s learning,
because I tried to address all the student’s needs. Besides, I was always willing to
explain them the content as many times as were necessary, the activities were
organized in a coherent way, the pace of the lesson went as I had planned and when
they did not understand the instructions I was able to model them and finally they
understood and completed the task properly. Consequently, I consider that the
organization of the lesson was good enough.
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.
The first one would be giving instructions. The next time I will use the board to make the
instructions more clear. The second aspect that I will do differently is including the use of
pantomime, because the next time I will include more the use of it to convey meaning.
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.

6. 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 I have learnt up to now is that planning is always necessary we need
to know what we as teachers are going to teach, the activities that we are going to do, etc.,
because the student’s may get confuse if we are not clear about what we are going to do.
Furthermore, I also have noticed the important of having extra activities, because if the
student’s finish the tasks before the time you had planned you need to have an extra
activity. Otherwise, they will get bored. In my opinion, this is a very difficult profession,
because at the moment of teaching you have to consider different facts, such as; different
learning styles, different levels of proficiency, different backgrounds, etc. Moreover, when
the class do not goes as what you have planned you have to take important decisions
considering what the best decisions for your students are. Finally, I consider that the most
important value that every teacher must have is that being experts in our area is not
enough, we need to be able to deal with many difficult situations and we need to provide
our students with values and to guide their learning the best we can.
4.2 Describe one or two areas of professional growth (e.g. instructional strategies, content
knowledge).
Instructional strategies: This is a very broad field that my university teacher in methodology
is always teaching. Besides, I did some research on this and I noticed that there are lots of
learning strategies, but I also saw that as teacher I need to discriminate the types of
strategies that best work with my students and to teach the ones more appropriate for
them according to their individual differences.
Content knowledge: This is something that I need to improve and I am working on it. I am
finishing my third year of English pedagogy and I need to continue learning and I must
improve day by day, because I will be a model for my students.