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English 20: Advanced Composition

Descriptive Transform, Active, Communicative

Reflection on Instructional Change:

For this sample, I used Advanced Questioning. I had students read a text (I had already taught them Bloom), and then I put them into pairs, and when they were in pairs, they used the discussion board to write questions for each other and then answer them. The directions were for them to write one question for their partner, based on the reading, for each Bloom level. Then their partner did the same and they answered the questions. This helped me know they understood and engaged with the text, which they would use in their upcoming essay, and it is also a text that speaks to everyone, so it is relevant to life, their writing, and their futures.

I used to simply have them answer questions, but that became repetitive, they could often use AI, and it was sort of a mundane assignment. Changing it to a discussion allowed them to talk to each other instead of simply submitting an assignment, and having to make up questions is a valuable skill for work and school that also shows understanding.

I really like that this CTL course focuses on work skills because that is, after all, why students are in college (their ultimate goal), and it is not simply getting them ready for a specific career path but what they need for any and all jobs/careers. After the course was over, I have a wonderful conversation with my course mentor about this, and we are at a place where many students don't want to talk in class or want to just complete assignments and move on, but we really focused on how they need to act and what they need learn. I always ask my students to talk in class, but this becomes more difficult in an online course, and I focused a great deal on getting them to really communicate with each other in places such as discussions, peer reviews, and other assignments.

I felt as if some of these really worked, as you will see below. This included me being really careful in how I craft assignments/discussions, and it included making sure I asked questions and crafted assignments so the students were required to interact with texts and each other, while using active learning as much as possible.

It turned out I was very successful in this summer class. I know that part of that was the fact that the president told the students the class was being canceled, so they had more motivation than usual, but my retention was high, as were the overall grades.

Lastly, I was also in the process of making my courses ready for QM certification, and I had CTL help in making my course clear, concise, pretty, accessible, etc., so all of these things worked together for a wonderful "new" course. I had a good observe and analyze session where we really focused in on the work/career part of teaching, so we talked about the soft but very necessary skills students need to succeed in their careers. That conversation helped me to think about my assignments in terms of that. I already spend a lot of time with my students on communication, clarity, writing, etc., but thinking about each assignment in terms of career was helpful, and in the future, I will change this discussion slightly to ask them about how what they learned will affect them in their jobs.

**Evidence of Instructional Change**
Image 1 provided above. What I will add, though, as soon as I teach this class again, is the question for them to discuss: Explain how knowing this information about your past learning experiences will affect you in your career.	Analyzing: How can you use the ideas of being withheld literacy information to that of the different school hierarchies in the report by Anyon? I can use the ideas by saying that it's, unfortunately, isn't fair. Just because I live in a certain place or my parents work a certain job shouldn't indicate the type of education that I'm getting. All children are capable of retaining the knowledge provided by the techers so I don't understand why we are all learning differently from one another. A student sample of a question and answer.	You can write or create a video. Your assignment is to reflect on you and your performance/progress in this class this semester. That will include assignments and overall reflection of how you did and why. This is not a reflection on the class, but on you. Students reflect on their performance (They do this 3 times in each class)

I have only one syllabus because I worked on it in an earlier semester and had it changed before taking this ACUE course.

Post Syllabus

**Faculty Bio**
	I have been teaching since 1992. I started teaching high school English, journalism, and ELD, and I have been a track and soccer coach (girls' undefeated). I have worked at many different jobs in school districts, and I have taught writing for 20 years. My doctorate is in education. I love teaching. As much as I hate saying goodbye to students, I love meeting a new batch every semester. I love to travel, take photos, and do just about anything outdoors. I received my BA and MA from CSUS quite a few years ago and have been teaching at Sac State for about 8 years. I also teach at CRC, where I have been for 24 years. I also teach at a variety of other schools on and off, mostly online. I tutor on the side and absolutely love working with younger students, teaching them how to strengthen their reading and writing. I usually have about 4 pupils at any given time, ranging from grades 1 - 12. We have a great time, and I really hope all of my students will while they are at school.

**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.