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EDMS 272: Methods for Teaching
Second Language Learners, Multiple Subject
(ELD and SDAIE)

Structured reflection, Journaling, Experiential learning

Reflection on Instructional Change:

This semester was my first time teaching 3 sections of the same course to 3 different cohorts (MS Teaching Credential Program). I need time to reflect after my classes and I wanted to use journaling to help. Also, each section is very different because the teacher candidates belong to different cohorts and so are in either different moments of the program or they are preparing to teach in different types of classrooms (bilingual or mainstream). I take 15 minutes at the end of each class to document my teaching sessions in a structured way using handwritten notes in my bullet journal: 1) what went well, 2) challenges, 3) to do’s, 4) questions. I also add a separate page for more general reflections about the course that I do at the end of the week.

Journaling has helped me better get to know the students in each course. I believe that it becomes evident to students how much thinking you do about the class outside of class and they value this. I was also worried that teaching 3 sections of the same course could start to feel repetitive fairly quickly, but taking time to intentionally reflect helped with this.

The idea to incorporate journaling as a practice came from ACUE module D "Use student achievement feedback to improve your teaching." Specifically, I appreciated getting the chance to exlore ways to inform my instructional ideas through documention of teaching practices and student feedback.

One thing takeaway for me from my Observe & Analyze session came from a question from one of my co-participants who asked how I would know what I'm getting out of this practice and.... I still don't have an answer to this question! But I am finding it meaningful and I definitely plan to continue doing it.

**Evidence of Instructional Change**
I write in my bullet journal using the structure here shown here: 1) I dump all my thoughts, then 2) categorize according to: what went well, challenges, to do’s, and questions. I also do a general reflection at the end of the week using the same structure.	An example of a few short notes for one of the sections after the first day of class in Week 1	I have been able to share these strategies with my students and have even shared specific journal entries with each of my sections. Because I work with pre-service teachers, I'm hoping that being transparent about my own instructional practices and habits can help them not only be open to adopt similar strategies but to seeking opportunities to grow in other directions as well.

Changes in Course Syllabus and Schedules:

I have made positive changes to my own pedagogical habits as a result of this course, but no changes have been made to my course syllabus or schedule.

**Faculty Bio**
	I am currently an Assistant Professor in the College of Education, where I work mostly with pre-service teachers and bilingual teacher candidates. I hold an M.A. in Applied Linguistics from the UNAM in Mexico City and a PhD in Linguistics from the University of Chicago. I am especially interested in multilingualism, endangered languages and language justice, and have teaching experience at elementary, middle school, high school, and university levels.

**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 STEM4Teaching& Learning P031C210012 *Any opinions, findings, and 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.