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Course #80813 : English 10/11- Academic Literacies I

Implementing Resources, Student to Student Support, Form a Panel

Reflection on Instructional Change:

The activity is " Form a Plan" from our third week of the ACUE course, and it can support students' success. Also another activity that will follow later, and I introduced it to my students and we did one activity on it is " Advisory Post Card". Both of them are from the third week of ACUE course. In this activity, I invited one of my previous students who passed this class successfully to one of my English 10/11 classes at the beginning of the semester and provided her some questions that they would think about before coming to class and when she come to class, I asked her those questions and also, I gave my recent students a chance to ask them their own questions. The questions that I asked her were related to the reading, writing, and study strategies, the challenges she had, the way she faced them , and how she used her learned skills in her new courses. Also, very soon, I am going to use the “ Use Advice Card “ activity to encourage student- to student support more. For this activity, I am going to ask my students to write a note card for my next semester students and write some advice for them to help them succeed more. I might give them some guidelines and some questions that help them to write easily. In the next semester, at the beginning of the semester, I will distribute those cards among my new students and ask them to read it and share their advice in small groups or in the whole class and reflect on their suggestions. This will help the card writer to reflect on their process of their learning as well. Since they have an immediate target audience, they think more about their own learning process. My future students also value these notes and their tips because they know they are from those who have been through the process. These notes can also be a good resource for the students.

The students can feel connected to other students who have had the same problem or challenges, or they know that these students have been in the same process, so they are not alone. This creates a sense of belonging among them. Also, they accept the advice from their peers better. They feel supported by their own peers and also, they feel responsible for future students who are coming to that class. These activities bring peer support and encouragement in students. They reflect on their own process and also the advice of other peers and think more about the actions that they are going to take to succeed. Also, these steps will help students to be more engaged with the course and they do not feel alone or isolated. They know that they can get help when they need it. This also creates a good community in the classroom.

I believe this activity was very helpful. My students gave me very positive feedback. They asked our guest very related questions about how they can succeed more in the course and what tips and techniques she would suggest to help them in this class and other classes as well. They were very comfortable with our guest and after the session, they started to ask her random questions about her major and other things on campus . They asked me to do a similar activity. After that session, Many times, we referred to that session and I encouraged students to work hard to be invited as my future guest next semester.

Steps of activities before and after "Form a Panel" activity:
1-Goal Activity/ Syllabus Activity
2- Reading Articles about Success in College
3- Free Writing
4-Form a Panel Activity
5- Post Card Activity

I asked two questions during "the observation and analyze session" from my colleagues about the activity that I should follow after this panel. Also, should I do this activity at the beginning of the semester or if we can have it in the middle of the semester when the students have some ideas about the course and projects since this class is for one year. My Colleagues responded that we could have it at the beginning of the semester as I did it this semester.

Evidence of Instructional Change

This is the table of Evidence
List of questions that students asked during the panel: 1-Tell us a little bit about yourself? ( Major, job, interest, goals…?) 2- How many hours per week did you spend studying or completing homework assignments?3- What types of strategies did you use to read more effectively in this class? 4- What study methods did you use to submit good papers and assignments? 5- What sources did you use the most that helped you succeed? 6- What do you think about going to office hours and contacting your teacher? Did they help you?7- Which paper or project was your favorite one? Why? 8- Can you describe your process in English ( reading? Writing?) 9- What did you learn in English 10 that helped you in other classes? 10- What reading was your favorite reading? 11- What was your key to success? 12- Do you recommend we go to the Writing Center? Why? 13- Do you have any specific advice for us to succeed in this class ?	Some slides from the PPT of the Panel Day

Practice and Reflect on: Promoting a Civil Learning Environment
Creating Community Norms- Parisa Samadi- Imp-_Reflection-Guide for Module #2- Creating Classroom Norms.pdf

Course Syllabus Samadi, Parisa [Syllabus] English 10- Fall 22-3.pdf and Course Schedule for English 10- Section 35- TTH.pdf

Faculty Bio

Faculty Bio
	Parisa Samadi : I am a lecturer in the English Department at Sacramento State teaching composition courses in different levels. I am really passionate about teaching and I believe that I learn from my students more than they learn from me. If you ask my family, they will tell you how much I love my students and how much they are precious to me. I always try my best to help them to succeed in their education.

Supported sponsors
	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.