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EDUC 121: Multicultural Children's Literature | Transparency Framework, Aligning Activities and Assignments, Life Skill

Reflection on Instructional Change:

A practice from the ACUE course that I implemented was a transparency framework in my course design. The first step was that I realized that what I had created for a Canvas Page (Introduction to a module) was not working for me; I thought that students might miss the important details and not know what to do to successfully complete the module or become ill-prepared for the Zoom meeting. So, I decided to view and review the ACUE’s Aligning Activities and Assignments with Course Outcomes Module to help me understand the “how to” and “purpose of.” Next, I began to edit my Canvas Page. I followed the example from the ACUE’s faculty transparency framework without highlighting doc. and inserted the recommended headings. I kept what I liked from my original-- (the image of the child’s book as the banner) and then began to thoughtfully consider the purpose, the skills & knowledge students will use, the task (with a "step" format), and included the suggested "criteria for success" area on the page. In the original, I had a few of these items, but they were included in one paragraph. I included more information after I followed ACUE’s example, and the information was presented in a way I think was more efficient and more accessible for the students to follow and know what is expected of them.

Implementing this framework took more time and care, which resulted in professionalism; by doing this, I showed respect and care for my students’ learning. A student asked me how she could prepare for Zoom; after I posted the new page, she commented on how helpful the information was.

One of my favorite activities was the "Observe and Analyze" synchronous zoom session with my colleagues. It was a fun and positive experience. I grew in confidence from this activity. The feedback was honest and helpful.

My takeaway moment was based on the feedback: My colleagues said I had a calm demeanor and showed passion through my teaching (even though I felt nervous). So, I must be doing something right.

**Evidence of Instructional Change**
This is a screenshot of a Canvas page that introduces a specific module and helps prepare students for that week's Zoom sessions; the Canvas page follows a transparency framework.	Transcript of a Zoom guided instruction for visual analysis-- classic (older multicultural children's book)--I can't always hear you by J. Zelensky and illustrated by B. Bejna & S. Jensen. Course Objective 3: Explore a range of authentic multicultural children’s literature, both classic and contemporary, in a variety of genres	Designing Student-Centered Courses 6/6 Modules Completed. An area of focus was implementing transparency frameworks throughout my new course design, which is a way to show students that I respect and care for them. Using a transparency framework can help me set up material, so I can better teach visual and textual analysis. Such analytical skills are not only transferrable to other courses but are also life skills. New learning objective: You will practice guided learning/teaching techniques to break down and analyze what you see and read: necessary skills to formulate a dialogue for Essay 2: analysis of a picture book

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule EDUC 121 2 Cornish-.docx

Post FLC - Syllabus and Schedule Cornish Revised.docx

**Faculty Bio**
	I have been a lecturer for the CSUS College of Education for the past five years. Right before the pandemic, I completed my Higher Education Teaching Certificate with Harvard University, and during the pandemic, I continued earning further credentials such as the mini-certificate in Quality Management. I found that along with learning new skills, I thrived in my remote teaching duties and the online educational environment, where I easily incorporated my personality type (INTJ/INFJ) and my super talents (imagination, discernment, and connection) to help students practice and develop their textual/visual analysis skills using children's literature through their participation in guided instructional activities and assignments.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 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.