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EDC 210: Advocacy, Social Justice, and Cultural Foundations in Counseling

Curious, Humility, Reflective

Reflection on Instructional Change:

I implemented the Think-Pair-Share strategy to help students sort complex ideas before speaking. I introduced a brief prompt, asked students to write for one minute, then paired them to compare responses. We closed with a whole-class share-out. These steps gave structure, allowed time for students to think about their response, and ensured every student had something prepared to say. I chose this method to promote clarity and steady engagement.

Using Think-Pair-Share sharpened class discussions and increased student confidence. Students seemed to share more in-depth during the pair-share and during the whole-class conversation. Their written and verbal work showed more nuanced links between theory and application, and the room carried a more focused, participatory energy.

The Implementation Resource: Downloadable Reference PDFs shaped my instructional changes the most. The clear, step-by-step guides helped me move from idea to action. I referred back to the Implementation Resource multiple times to ensure that I understood the process and followed the steps. These tools were influential because they turned broad principles into concrete moves I could apply immediately, improving both clarity and flow in my teaching.

My takeaway was the power of naming the purpose before starting an activity. When students know the “why,” their focus sharpens, participation rises, and learning feels more intentional and connected.

Evidence of Instructional Change

This is a table that shows who supported this learning community.
A screenshot of the question for the activity displayed on the screen	The process that is used for think-pair-share.	The ACUE resource I used the most to decide what to use and how to apply the activity.

Practice and Reflect on: Facilitating Engaging Class Discussions

Course Syllabus

Faculty Bio

Faculty Bio
	Maiko Xiong, Ph.D., is an Associate Professor in the Counseling program. Her work focuses on equity-centered practices, professional identity, and culturally responsive approaches in counseling and education.

This work was supported by:
	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.