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    The document discusses how providing clear and specific instructions to students in 2nd grade English classes impacted their performance and test results. A survey was given to students which found that they needed guidance on assignments in order to understand what was expected of them. The implementation of more detailed instructions, such as rubrics, led to an increase in student scores and a reduction in absenteeism.

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    The document discusses how providing clear and specific instructions to students in 2nd grade English classes impacted their performance and test results. A survey was given to students which found that they needed guidance on assignments in order to understand what was expected of them. The implementation of more detailed instructions, such as rubrics, led to an increase in student scores and a reduction in absenteeism.

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    7 views25 pages

    Defensa

    Uploaded by

    Felipe Thoms
    The document discusses how providing clear and specific instructions to students in 2nd grade English classes impacted their performance and test results. A survey was given to students which found that they needed guidance on assignments in order to understand what was expected of them. The implementation of more detailed instructions, such as rubrics, led to an increase in student scores and a reduction in absenteeism.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
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    of 25

    Defensa Título Profesional:

    Profesor de Inglés para Enseñanza


    Básica y Media
    Assessment
    How instructions impact in
    students results'

    Felipe Thoms Arredondo


    Context Colegio Providencia

    Kinder 40
    to students
    8th grade per
    classroom

    Integral &
    inclusive IVE 53%
    approach
    Context 2nd A & C Grade

    2°A 2°C
    ● SEN,foreign and ● Variety of students
    vulnerable students ● Talkative
    ● Contains a ● Pay attention
    differential educator ● low attendance in
    and an assistant the subject
    ● Talkative ● Contains a classroom
    ● Participants assistant
    Problems observed

    Unorthodox practices
    Knowledge - Performance
    Inconsistency
    Marks modification for classroom
    management
    Justification

    Provide guidance to the Modality Principle:


    Establish clear, precise student. Teachers can People learn more deeply
    and specific instructions provide detailed rubrics or from pictures and spoken
    for students, to achieve give clear instructions on words than from pictures
    the objectives. the expectations for the and printed words.
    (Bloom,1977)
    learning context. . (Mayer, R. 2009)
    (Gagné,1965)
    Instruments

    Six students from


    2nd Grade

    Survey

    Six questions with


    Suvey provides
    “Si, No o Aveces”
    specific answers
    answers
    Instruments
    Analysis and results
    Results
    Results
    Results
    Results
    Results
    Results
    Diagnosis

    Students needs
    Assessment
    a guide when Performance
    instruments do
    they are aware depends on
    not have clear
    that knowledge instructions
    instructions.
    will be graded.
    Implementation Plan
    Objectives Actions

    ● Understand
    basic ● Provide different
    commands and manners of
    instructions instruction
    ● Increase visual representation
    weight and ● Simplify
    decrease visual instructions
    noise
    Results: Marks 2°A

    Low
    Score

    Absent
    Results: Marks 2°A

    Low
    Score

    Absent
    Results: Marks 2°C

    Low
    Score

    Absent
    Results: Marks 2°C

    Low
    Score

    Absent
    Conclusions

    Classroom The teacher has the


    Cognitive Instruction That control of
    load Works: Research- demonstrate
    Based Strategies for students knowledge
    theory Increasing Student through instructions
    (Sweller, J. Achievement(Marza (Impact on students
    no, R.J. 2001) performance
    1988)
    References
    Avila, A. (2018, 18 febrero). 11 Principios de Aprendizaje Multimedia. Alejandra

    Ávila. https://www.alejandraavila.com/11-principios-de-aprendizaje-

    multimedia/

    Bloom, B. S. (1977). Taxonomía de los objetivos de la educación: la

    clasificación de la metas educacionales.

    La teoría de la carga cognitiva de John Sweller. (2020, 27 octubre).

    https://psicologiaymente.com/psicologia/teoria-carga-cognitiva-john-sweller
    References
    Libretexts. (2022). 6.2: Robert Gagné y el diseño sistemático de la instrucción. LibreTexts

    Español.

    https://espanol.libretexts.org/Ciencias_Sociales/Educacion_y_Desarrollo_Profesional/

    Diseno_para_el_aprendizaje

    %3A_principios_procesos_y_praxis_(McDonald_y_West)/

    02%3A_Conocimientos_de_Dise%C3%B1o_Instruccional/06%3A_Procesos_de_Dise

    %C3%B1o_Instruccional/6.02%3A_Robert_Gagn%C3%A9_y_el_dise

    %C3%B1o_sistem%C3%A1tico_de_la_instrucci%C3%B3n

    Marzano, R. J., Pickering, D., & Pollock, J. E. (2001). Classroom Instruction that Works:

    Research-based Strategies for Increasing Student Achievement. ASCD.


    Questions from the Committee

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