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CHAD 30: Human Development Lifespan

Concept Maps, Engagement, Checking for Student Understanding

Reflection on Instructional Change:

Week 6: Checking for Student Understanding, Guide Students to clarify or correct their responses. I chose this practice because I think it’s vital as an instructor to guide students in their apprehension of the material and there are various techniques that could be used for example in the they say- you say guide. During this week, I got an idea for a new weekly assignment - concept map journals and a final concept map portfolio. I have created and implemented the assignment in my courses this fall.

The Concept Map Journal and Final Portfolio is based on Angelo and Cross's (1993) classroom assessment techniques. The Classroom Assessment Technique in this group focuses on synthesis - each stimulate the student to create, and allow the faculty to assess, original intellectual products that result from a synthesis of course content and the students' intelligence, judgment, knowledge and skills. Students draw or diagram the mental connections they make between a major concept and other concepts they have learned. I have taken this foundation and elaborated it to engage various learning styles and Gardner's Theory of Multiple Intelligences.

I think that using these technique can help to ensure that students are learning the material. It also helps students to think analytically and critically and to be able to apply the information to the real world or their lives which all in turn help student learn the material.

More Concept Map Journal & Final Portfolio Details

I have created a powerpoint presentation of the practice, assignment directions & student compilation

Concept Map Training Presentation.pptx

Practice Implementation Results

I think this effect took place because I used techniques to confirm their apprehension of the material. Continually engaging students not only keeps the lecture less boring but also encourages them to participate, engage in learning and increase comprehension. Students have positive responses to this technique. Below are a few student quotes.

Student Feedback

Student Feedback 1 - Throughout the semester, doing all these concept maps, not only have I learned a lot about human development, but also tried retaining information with a new and creative method, and I enjoyed doing it. My favorites are the ones in which I could make connections to music because as I listen to the song, I remember the material and I could learn easier while having fun.
Student Feedback 2 - My knowledge of human development has developed through the concept maps because I was able to connect my life experiences to each concept map. I was able to learn the process of life from beginning to end with seeing these stages through my own eyes. My knowledge is now even more expanded to why such things occur and how it can affect others. I no longer have to wonder why my son does the things he does or if should be something to be concerned about.
Student Feedback 3 - My knowledge about Human Development Lifespan developed through the concept maps tremendously as it gave me creative freedom to interpret the information from chapters differently. I chose to make a lot of collages and turn in videos that helped me understand the concept even more. The concept maps weren’t time-consuming for me, but rather gave me an opportunity to have fun with them. I liked adding a lot of pictures and processes certain psychologists came up with.

Training Reflection

It's quite difficult to choose my favorite learning activity. Each had it's own benefit and design. I did really like the demonstration videos. It was very helpful to see the implementation of the material and then having an opportunity to reflect on them. I also really liked the downloadable reference pdfs. My concept map journal and final portfolio was inspired by a reference pdf in week 6. The CTL Observe and Analyze session was super helpful. I really appreciated all of the feedback and advice which I will be incorporating next semester. One Aha moment that really stood out to me is changing the name from concept map to incorporate other forms of creativity.

Training Implementation Images

Microcredential ACUE

Evidence of Instructional Change

Practice and Reflect on: Week #6

Practice and Reflect Kolesnikov Week 6.docx

Course Syllabus

Syllabus and Course Schedule Kolesnikov CHAD 30.docx

Faculty Bio

Faculty Bio
	My name is Veronika Kolesnikov or for short "Prof K." I have three children: tony, bach and coco (you can view their pictures on the welcome letter). I have been conducting research on human trafficking since 2007. I have presented at multiple conferences including the APA Symposium in Paris, France in 2019. One of my new interests is literacy, brain development and adverse childhood experiences. I have presented multiple times at the Charlotte Huck Children's Literature Festival. In 2020, I presented on the topic of "Every Child has a Story" in which I discussed cognitive development, literacy and engagement. I'm also writing two children's picture books. I enjoy gardening, cooking and eating of course. I completed my first marathon in December of 2021 and my first Ultra 50k marathon in February and the Big Sur Marathon in April of 2022. I also enjoy kayaking and hiking. I'm a certified yoga teacher which has really helped during Covid. Also, I started knitting and oil painting.

About the Training
	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.