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I think this week did a good job of exploring UDLs in the representation column, like there was more perspectives to explore. I feel as though the process was personal so there was a deeper level of understanding of each other. If I were to use this on a student the considerations I would use would be related to the material, maybe a field trip so they could pick something out that excites them to be learning. Thank you Rachel for creating a safe environment for everyone to explore meaningful avenues with each other. :)

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My feelings on the case study was that I felt bad for this student and could relate to her when I was first starting college and was very unsure of myself and Joes have cross my path once or twice. The scenario with the TA happens one too many times with students. It is my hope this can happen less and less in the classroom.

In class I feel people had really good ideas to approach this scenario one being was creating an environment where everyone matters. One of the ways that was brought up was creating roles for everyone in the group and then everyone can participate. My group came up with having multiple ways of learning the expectations for lab before hand instead of just reading but to have a video as an option. I feel the tables took it another step forward by saying lets have a iRAT over the expectations. Then have a tRAT with your group members. I thought this would be great because then it could foster teamwork and make sure everyone is on the same page.

As far as my philosophy I think it is so important to foster an environment that make people feel they matter. Once you feel seen and heard then learning can begin. I feel that on a very deep level, not until I could feel like I can be myself is when I can foster great understanding. It seems to be we tend to blame the perceived deficient instead of changing the environment. I do not want to make anyone feel like they are deficient, I want to make them feel they belong.

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We had also discussed to break up the study half way through the class with a seating chart and no seating chart to see how that would effect engagement.

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I am a big fan of the iRATs and tRATS, as being someone who has do them in the class I thought it was great not only for the instructor to see where the class was at but also as an individual. For someone who likes to teach others the content to check understanding, I loved the tRATs because it would be nice to work as a team and be able to say your thinking process out loud for someone to be like that makes sense or actually be able to show me where I am going wrong. So in the breakout rooms when we had to work together it was nice for everyone to pitch what they were thinking even if they were not sure.

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This topic I really enjoyed because it is something to be thought about. Thinking about how we are teaching and how they are learning is important. The way we have been doing this is through assessment and grading but I agree that this is not a good way to only evaluate learning. There is something to be said for assessment versus evaluation and that grades do not equal learning. I liked while we were online there was a way for us to still interact with each other and that way we were all able to get something on the board as well without time constructs. Things that felt different was you could only see some people on the screen and being able to talk to each-other was not as easy.

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Learning more about helpful active learning is growing a stronger ground on why it is a good idea to use for students. Reading the article gave active learning a stronger stance and shows how good active learning can be. It is just one another way to back up my teaching philosophy on being active in the classroom. I enjoyed working with a partner on the double entry journal then being able to see everyone else's thoughts. I feel like the journal was very structured and way for everyone to pitch in within time bounds, because you cannot always get to everyones opinion within time frames. I also thought about people who are not always comfortable speaking up but have good thoughts, so being able to wright them down for people to read could be a little push to make everyone feel included. With the journal the senses we used were speaking when we were talking to our partners, writing, and reading others prompts. I like that we were also able to get up and walk around so using our bodies to move in order to learn. And who doesn't love a gallery walk!

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Today my learning informed me about how important exercise is in learning. I spoke on exercise being tough and being able to get through my workout then I am ready to tackle anything for the rest of day. It almost feels like my brain is open and got the blood to pump through it so it refreshed. I also want to think more about how emotion connects to learning how that that can be such a strong tool in remembering. I think most of us can recall how situations made us felt when we do have a strong visceral reaction to it. I want to implement movement and emotion into my teaching philosophy.

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Collaborative communications come in all forms, I found my teaching philosophy has similar ideology like climate bonding. In climate bonding it is a welcoming environment for all, sitting in a circle can help stimulate this factor. In the classroom I am a LA for has the students sit in a circle, I feel like this helps the students look at each other so it is easier to converse with each other. A lot of classes I see and attend myself, most of the time you just see the backs of peoples head let alone the people sitting behind you, that can be hard to have collaborative conversations. I think listening with out the intent of responding is very interesting and something I find myself to struggle with. I feel like if we can help students capture this idea this can last a lifetime for their future. As we talk more about collaborative learning I cannot help but think this will not only help students in the classroom but also outside of the classroom, being able to carry this type of communication in their other classes, workspaces, and relationship to excel in their future endeavors is very full circle and touching in a way. The train ugly video reminded me of the first concept that was introduced in my class that I LA for, which was the struggle is real. This was a concept that was suppose to help the students grasp the idea of struggling and coming out the other end with something new they learned about themselves and being able to look at as an advantage for them. And to also know they are not alone in this, there are a lot of students who feel the same way that are struggling.

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There are so many ways to learn and it is important to try implement as many as possible. Learning about other modalities is another way of expanding the way we think of teaching and learning. Including other modalities in my philosophy is now a goal. After recently going through a flipped classroom concept I have come to like team based learning. It was nice to be able to talk about topics with other peers. I also liked learning about drawling which was something I always enjoyed doing to study. I also thinking polling is great way to see where the students are in their learning.

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My teaching philosophy is to create an environment that is fun and to be comfortable with me and asking question. I want to be able to build strong connections with them so they feel like somebody is listening to their concerns.