D737 Student Teaching I in Elementary Education is the first of two student teaching courses at Western Governors University, and a mandatory course for candidates seeking initial licensure. It builds on Advanced Clinical.
The experience combines a supervised placement with required synchronous sessions. Candidates implement instructional strategies rooted in students' learning and developmental patterns, reflect, collaborate and explore culturally relevant materials.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University |
| Code | D737 (the title also appears as D717; follow your degree plan) |
| Position | First of two student teaching courses |
| Builds on | Advanced Clinical in Elementary Education |
| Competencies | Five |
| Requirements | Placement and synchronous sessions |
What D737 Covers
| Competency (summarized) | Elementary meaning |
|---|---|
| Effective instruction and assessment | Clear lessons with simple, frequent checks |
| Knowledge of learning and developmental patterns | Concrete, age-appropriate tasks |
| Professional and instructional improvement through reflection and collaboration | Using mentor input |
| Professional dispositions and ethics | Care, reliability and confidentiality |
| Reflects on instructional practice | Analysis of what worked |
The sessions cover communication and collaboration, accepting feedback, creating positive learning environments, and technology and online learning.
Starting Out in an Elementary Classroom
Routines First
Young children thrive on routine. Learn the class routines for lining up, carpet time, materials and transitions, and use them before introducing your own.
Example: Before leading a literacy block, you ask your mentor how pupils move between carpet and tables. You use the same signal, keep directions to two steps and let pupils repeat them. Your reflection notes that transitions took less time than your first attempt.
Taking on Responsibility Gradually
Begin with a single subject or small group, then add more as you gain confidence and your mentor agrees.
Culturally Relevant Materials
Include books, examples or contexts that reflect the children's lives and note their responses.
Typical Work and Approaches
| Work type | What it tests | Approach |
|---|---|---|
| Teaching | Instruction and relationships | Plan simple, clear lessons |
| Observations | Use of feedback | Log comments and changes |
| Sessions | Collaboration and technology | Try one idea per session |
| Reflection | Analysis | Specific evidence |
Building up Responsibility
| Stage | Typical focus | What to record |
|---|---|---|
| Early | Learn routines; teach small groups | Mentor advice and first feedback |
| Middle | Lead a subject block | Student work, adjustments |
| Later | Lead more of the day | Assessment results, reflections |
WGU does not publish a fixed timeline, so agree yours with your mentor.
Using the Synchronous Sessions
The required sessions cover communication and collaboration, accepting feedback, creating positive learning environments, and technology and online learning. Bring a real situation to each one. Afterwards, choose one idea and try it in your placement within the week, then record what happened.
| Session theme | Elementary application | Evidence to keep |
|---|---|---|
| Communication and collaboration | Brief notes to families or planning chats with your mentor | A short log of what you shared and any response |
| Accepting feedback | Trying a mentor suggestion the next day | Before and after description |
| Positive learning environments | A new routine for transitions or conflict | Notes on pupil response |
| Technology and online learning | A simple digital tool for practice or sharing | Why you chose it and how pupils coped |
Handling Observation Feedback
Feedback in this course is continuous. After each observation, listen first, thank the observer, then write down exactly what was said. Decide on one change and try it at the next opportunity. In your reflection, tell the story: what was said, what you did and what happened. Evaluators like to see feedback acted on, not simply received.
If feedback from two people seems to conflict, raise it calmly with your mentor and ask which priority matters most for your current stage.
Simple Assessment for Young Learners
Elementary assessment can be short and friendly. Use quick oral questions, pointing responses, drawing and labeling, or a sorting activity. Whatever you choose, link it to the objective and note what you will do with the results. A pupil-friendly objective such as "I can tell what happened first, next and last" also helps children see the target.
Writing Clear Elementary Lesson Plans
A good elementary plan is short enough to use in the room. Include the objective in child-friendly terms, materials, steps with approximate timing, key questions, how you will check understanding and how you will support pupils who need more or less challenge. A single page is often enough.
| Plan element | What to write |
|---|---|
| Objective | One sentence beginning "Pupils will be able to" |
| Check | What pupils will say, do or produce |
| Steps | Three to five, with timing |
| Supports | Visuals, partner talk, extra time, extension |
| Reflection | Space to note what to change |
Where Students Get Stuck
- Underestimating transitions.
- Too much talking. Plan active tasks.
- Poor documentation. Keep dated notes.
- Privacy errors.
Study Tips for D737
- Learn names quickly.
- Write two-step directions.
- Keep a feedback table.
- Attend every session prepared.
How We Help with D737
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Frequently Asked Questions
Yes, WGU calls it a mandatory course for candidates seeking initial licensure.
Advanced Clinical.
Communication and collaboration, accepting feedback, positive learning environments, technology and online learning.
The title matches; follow your degree plan.
Five.
No. We provide study help only.