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Going through Kolb's cycle was quite interesting to conceptualize the item, which I chose to be my journal. Writing something down, trying to capture its essence was such a fun experience. As you said in class, something as simple as a sticker has the power to impact goals and life choices. To be able to go back and look at all my experiences that have been impacted by the use of my journal was so amazing and quite nostalgic.

It was really cool to see how UDL was used in this learning experience, as each individual at our table had something unique and valueble to bring to the table, and each of them were encouraged to share what was impactful to them, in ways that kept them going, or provided goals and direction for their future.

In terms of grading a student based on this activity, I would ask more about the impact that the object/experience had on their learning. Going further into depth about the correlation between their learning and the emotions and space felt by the student.

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With the interactive lecture,, the co-op learning, the 3 stay 1 stray, case study, and reflecting, I found them all very intriguing, however the 3 stay 1 stray was by far my favorite as it involved reflection and very involved listening as the strays went around and shared their info. This would be really cool to implement into my learning philosophy as it engages the students in a multifaceted fashion.

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The in class activities we performed were very insightful on designing a class, especially when given a previous model. In the application of this knowledge to my own philosophy, I am much more inclined to consider the learning outcomes and create a design. Wagering points is an objectively fun thing to do and the stakes are incredibly low which provides much more room for error and potential to learning.

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As it turns out, there is a system already in place that Cedar and I have come up with/ are in the process of coming up with. I can only hope that what I learn in this class will give me even more tools as my teaching philosophy expands and grows even further. The assesment that is currently available to students was proven to fail so we are working on a way to test their problem solving abilities, which would hopefully go beyond the singular Calculus 1 setting. I really believe that the climate and the environment of STEM classes makes a big impact on a student's growth and learning inside the classroom, as those classes are inherintly a little bit more intimidating than others. A way to gauge their growth is the confidence tests we give them on the quizes. I enjoyed the active learnign online a lot, it was interesting to participate so much in an online setting.

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The cooperative learning format implements teamwork while also emphasizing independence in a student's learning. I really enjoy the idea of cooperative learning, as it makes sure that all student's voices are heard and valueble. I believe that this is helpful to implement into my teaching philosophy because the teamwork aspect is important in very many aspects of life, however it ensures that each member of the team is making a contribution to the group of themselves, as internalizing knowledge through this format is extremely possible. Although I was not present for that day, in the times that I have participated in cooperative learning, the senses used were hearing and seeing. Large emphasis on the hearing aspect.

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After todays learning, I gained a vastly larger understanding of excercise when it comes to learning more efficiently, and at a higher level. I also did not completely comprehend how high the correlation between emotions and learning was. This is very inspiring as I remember in my past learning experiences that were the most memorable, I was having a lot of fun and my emotions were extremely positive. It makes me wonder how I can implement some sort of way into evoking emotion into my teaching but while managing to avoid being overbearing or intrusive. Given what we learned today, I would consider implementing some sort of idea like a "brain break" or some sort of way where the students are able to move around of some sort. There is also a potential idea to implement peaceful, serene music during individual work time, in a way that might bring upon positve emotion in students in the room

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Neurological emotional response (FEB 24)

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Neurological emotional response (FEB 24)

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Patients with damage to the ventromedial prefrontal cortex retain their cognitive abilities (IQ, logical reasoning, and factual knowledge) but struggle with real-world decision-making because they cannot integrate emotional feedback into their judgments. These patients fail to use past experiences and emotional consequences to guide their choices, leading to poor decision-making in social and professional settings. This suggests that even if students acquire knowledge in school, without emotional engagement, they may fail to apply that knowledge effectively in real-world situations. Role of Emotion in Learning and Decision-Making. The article argues that cognition (learning, memory, attention, and decision-making) is profoundly influenced by emotion and that rational thought is not separate from emotional processes. Emotions act as an “emotional rudder” that guides judgment and action, helping students apply learned concepts in real-world contexts. Without emotional input, even academically intelligent individuals struggle with practical, everyday decision-making. Importance of Social and Cultural Contexts in Learning Transfer: Emotional and social interactions play a crucial role in shaping how students internalize and apply knowledge. The text uses the example of childhood-onset prefrontal damage, where affected individuals never learn moral and social rules despite normal cognitive abilities.This implies that learning without emotional engagement does not translate into real-world competence, as understanding abstract rules alone does not enable people to navigate social and practical challenges.

Emotions as a Mechanism for Decision-Making: The authors describe emotion as a basic form of decision-making, guiding responses to different situations. The more advanced cognition becomes, the more it relies on emotional feedback to refine responses and apply knowledge flexibly. This supports the idea that for students to apply school learning in real-world settings, emotional processing must be involved.

Evolutionary Perspective on Learning and Emotion: The article explains that human cognition evolved in an emotional and social context, meaning that all high-level decision-making—including academic learning—is built upon emotional processing. The text highlights that morality, creativity, and ethical decision-making emerge from the interaction between cognition and emotion, reinforcing the argument that knowledge transfer requires emotional engagement.

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I learned a lot about what it means to establish a climate and an environment in your classroom. A big part of that I didn't think about was what kind of dialogue creates the environment and how much influence both an LA and a professor have. The most interesting thing to me was how inherent the climate is to the classroom and how rigid it seems that a class structure is, especially in STEM. However, with the implementation of an LA and an active learning approach, the climate of the classroom is drastically changed in a positive way. I have not seen any implementation of active learning in any of my engineering classes, but in the other classes I have taken that are elective oriented they make an overwhelming impact. A strategy I have seen used by active learning environments is open ended questions, which creates an open space. This space brings students out of their comfort zones while also providing an element of comfort, which in my opinion is a highly effective environment to expereience growth.

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Today I learned that there are a lot more forms of learning and I am extremly glad that there is a range of when our final Learning/teaching philosophy is due. I'll have my hands full during those last weeks of school so I am grateful for that. I thought that the snowballs were fun and it is something that I can look forward to helping implement into future classrooms to keep other students than myself engaged. When doing the matching activity, the modality that stood out to me the most was the thought barometer. I would be extremly curious to see how that is implemented in the collegiate setting. The learning spectrum is vastly interesting.