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EDMS 235: Principals of Teaching

Engagement, Purpose, Applicable

Reflection on Instructional Change:

The practices that I implemented was connecting learning to career or other long term goals. At the beginning of each lesson, I would consistently explain the learning objective and how to relates to their future careers as elementary school teacher. These connections at the beginning of each lesson establishes the goal and relevance of the lesson. I made connections at the beginning of each lesson (usually at the launch of the lesson) to explain WHY they are learning something.

By connecting the why and providing context for how the content is relevant, the goal is students will see the importance and value in what they are learning. We as the instructors know why we are teaching something and how it can help a student, but we need to verbally and visually (when possible) show them as well. Students have responded that they enjoy learning "why" they are learning something. They have stated this is makes them more engaged and invested in our class lessons, knowing that they can apply it in their career setting.

The learning activity that most influenced the changes I made in my classroom included the demonstration videos and the practice/reflect written assignment at the end of each module. The demonstration videos were very easy to follow along and allowed me to see the strategy in action. The visualization of the strategy, such as using peer reviews, in the classroom offered an opportunity to see the strategy in action. The practice/reflect written assignments allowed me the opportunity to digest and apply strategies that I had just read.

The observe and analyze session with colleagues, allowed me to reflect on how I give feedback. After my colleague and I both shared, we would pause, and then share warm feedback. The process of focusing on warm and then cold feedback gave the discussion a clear structure and outcome. The flow of feedback from warm to cool made it to have open conversations about the lessons and strategies. This process of feedback is something that I plan to try with my own students.

Evidence of Instructional Change

Leading a group discussion in math
During the launch of a lesson, explaining WHY we are learning about the parts of leading a group discussion.	Students collaborated on applying essential questions (rooted in justice and social justice standards) to a current grade level standard.	ACUE Microcredential Badge: Creating an Inclusive and Supportive Learning Environment

Practice and Reflect Practice and Reflect on checking for Student Understanding - Mod. 6.docx

Course Syllabus Hatheway - Fall 22 Syllabus_ 235A_B.pdf

Faculty Bio

Laura Hatheway
	Faculty Bio: Laura Hatheway is a lecturer in the College of Education, working with the CHAD and MS Teacher Credential departments. She has worked in education for fifteen years.

CSUS Table
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.