CHAD 137: Cognitive Development

Connecting, Engaging, Learning

Reflection on Instructional Change:

I selected “Leading Effective Class Discussions” for this assignment. In the middle portion of the course, students explored different domains of cognitive development. Over four weeks, they chose two of eight assigned articles to discuss online and prepare for in-class discussions. During class, I randomly selected 6–8 students who had read each article to participate in a fishbowl discussion, using the article worksheet they had completed online. Observers had the same worksheet, and I took notes on the document camera for everyone to follow. As discussions concluded, observers could ask clarifying or follow-up questions.

Initially, students were nervous about being randomly chosen, but as we all became more comfortable with the format, later participants expressed more positive feedback. Weekly exit tickets indicated that most students found the discussions beneficial.

My engagement in this course was supported by modular materials and individual reflections. However, I would have preferred continued access to course materials, as I struggled to complete and implement some activities. The ACUE resources I saved serve more as exemplars than comprehensive summaries, and the ACUE Commons course focuses mainly on online learning.

During my Observe and Analyze session, I presented an alternative activity for an online-only class. My colleagues’ feedback on managing grading was especially useful. Two lasting suggestions were to: (a) create Canvas assessments for auto-grading, and (b) streamline grading by rotating detailed feedback among students while others receive participation credit.

**Evidence of Instructional Change**
Side 1 of the weekly article worksheets students discussed	Data showing Side 2 of a student observer's notes	ACUE badge

Practice and Reflect on Effective Class Discussions

Course Syllabus: Pre and Post FLC

Faculty Bio

Faculty Biography
	Dr. Alexander earned her PhD in Human Development at UC Davis before beginning her career at Sacramento State in 2002. Prior to moving north for graduate school, she obtained her multiple subject teaching credential and BA in Human Development at UC Riverside.

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, 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.