1. Estándar °5: Toma de decisiones y análisis de resultados
Gabriela Quezada Cabezas
Práctica Pedagógica VII

2. Estándar 5:
Toma de decisiones y análisis de resultados
Estándar: El profesor o profesora en formación hace ajustes a su planificación tomando decisiones a partir de los resultados de aprendizaje de sus estudiantes y comunica su análisis y conclusiones acerca de la eficacia de su enseñanza.
Tarea 1:
Describa las modificaciones que realizo a la planificación de la unidad durante el proceso de enseñanza-aprendizaje, explique que lo llevo a realizar dichos cambios y evalué la eficacia de estas modificaciones.
Firstly, for the successful development of the unit “Mystery” with the class 2nd grade A secondary high school, I had to make some modifications regarding some activities and lesson plans in order to ensure the attainment of the learning goal. These modifications were the following:
Lesson 1:
AIM: At the end of the lesson students WBAT comprehend and interview with an inspector.
In this lesson the main changes were applied when checking the activities, instead of asking students orally the answers, they were asked to write the answer on the board, in this way was easier to correct wrong answers and the students pay more attention to the class and activities.
Lesson 2
AIM: students will be able to retell what other people have said about hoax.
In this lesson the main change was regarding the lead in, due to the lead in suggested by the Students’ book was not as engaging as it should be. In order to do a more engaging lead in, the teacher talked about national hoax such as the ones reported in some televisions programs “en su propia trampa” and asks students if they have been victims of any hoax.

3. Lesson 3
AIM: Students will be able to report questions that other people have asked about aliens or mystery encounters.
In this lesson was unnecessary to apply any changes, since students were able to understand and achieve the aim of the lesson. They were engaged by the lead-in, and the activities at the moment of practice and produce were suitable for them. Finally the closing of the lesson was focused on the students’ feedback.
Lesson 4
AIM: Students will be able to understand an article about a famous nineteenth-century mystery.
Regarding this lesson, some changes were applied when checking the activities, instead of asking students orally the answers, they were asked to write the answer on the board. Another change was regarding the time for the activities, it had to be increased, due to most of the students presented problems at the moment of answering the questions, as a conclusion of it, the first activity of the after reading had to be eliminated, because the students did not have time to do it. And as an after reading activity, the students just did some feedback asking them if they were able to achieve the aim of the lesson.
Tarea 2:
Analice, sintetice y comunique los logros de aprendizaje obtenidos por sus estudiantes.
Goal lesson 1:
1. SWBAT talk about mysteries, report statements and questions and speculate about events.
Instrument: Worksheet.
Evaluation type: Formative
Level of performance
Achieved
Almost achieved
Do not achieved
Students were able to talk about mysteries events.
They were able to report questions that they already

4. They were able to understand a listening file related to mystery.
listened, but with great difficulty
Goal lesson 2: Students will be able to retell what other people have said about hoax.
Instrument: Worksheet.
Evaluation type: Formative
Level of performance
Achieved
Almost achieved
Do not achieved
Students were able to work in a worksheet with different types of exercises related to retell what other people had said.
Goal lesson 3: Students will be able to report questions that other people have asked about aliens or mystery encounters.
Instrument: Worksheet.
Evaluation type: Formative
Level of performance
Achieved
Almost achieved
Do not achieved
Students were able to retell questions that they classmates already asked.
Students were able to match

5. the corresponding parts of the direct and indirect questions.
Goal lesson 4: To understand an article about a famous nineteenth-century mystery.
Instrument: Worksheet and students’ book
Evaluation type: Formative
Level of performance
Achieved
Almost achieved
Do not achieved
Students presented some difficulty when answering some questions and activities related to the reading
Goal lesson 5: To speculate and respond to speculations about a new mystery.
Instrument: Worksheet and students’ book
Evaluation type: Formative and summative
Level of performance
Achieved
Almost achieved
Do not achieved
Students were able to answer correctly the worksheet.
Most of the students wrote the dialogue without mistakes or little mistakes regarding the subject.

6. Tarea 3:
Evalué la efectividad de su enseñanza en los logros de aprendizaje de sus estudiantes. A la luz de los resultados de las evaluaciones, juzgue que tan efectivos fueron los planes diseñados y las modificaciones a la planificación durante el desarrollo de la unidad.
As a result of the evaluations, it can be said that the activities and tasks that the students had to do were coherent with the learning goals. Those tasks and activities were guiding the students in the learning process with the necessary contents to achieve the lessons goals and also the unit goal.
Most of the issues when applying the lessons plan were when the students had to work in pairs or groups, due to they were very talkative and did not pay attention to the instructions. In order to that, some of the strategies carried were the offer of tenth for some tests or quizzes or rearrange them in other places inside the classroom.