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This is not about a specific session but a suggestion for the quarter after the practicum. I'd be interested to hear somewhere mid-quarter after the practicum what participants utilized in classes, etc. and how it went.  The cohort sessions were a good forum for sharing ideas.  

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This is not about a specific session but a suggestion for the quarter after the practicum. I'd be interested to hear somewhere mid-quarter after the practicum what participants utilized in classes, etc. and how it went.  The cohort sessions were a good forum for sharing ideas.  

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+ More inclusion does not mean less rigor!!

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What Judy shared re: challenges with students who "freeze" when given more freedom to choose resonated with me. In my experience, giving a structured number of options (e.g., 2-3 choices) for assignments or assessments and then one last "If none of these options work for you, please reach out to discuss what else you would rather submit" has worked really well for me. Seldom (if at all), students will choose the last option, which speaks to Judy's point that most students, considering the educational experiences they've had so far, are actually more stressed out if choices are open-ended.

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The session on Nov. 1 on ungrading was excellent. Very practical suggestions.

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The session on Nov. 1 on ungrading was excellent. Very practical suggestions.

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I might suggest making a voiceover of that slide describing the two models, and having THAT be the pre-work. We can review that on our own. Then, spend the session time on brainstorming ways to get our actual class activities and assessments from the banking to the liberatory model. 

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I might suggest making a voiceover of that slide describing the two models, and having THAT be the pre-work. We can review that on our own. Then, spend the session time on brainstorming ways to get our actual class activities and assessments from the banking to the liberatory model. 

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TBH, I've always seen this dichotomy of banking model vs liberatory model as being overly binary: banking model is seen as outdated/not useful; liberatory model is seen as ideal. But I can see practical uses for the banking model, e.g., for teaching students basic core concepts and definitions. There's certainly ways to teach these types of things using a liberatory model (e.g., students teach each other core concepts), but when I've implemented such techniques, students have interpreted it as me shirking my responsibilities ("teachers should do the teaching, not the students") or assuming my knowledge of the subject matter is lacking.

I wonder if you could consider taking a more nuanced approach to these concepts? Perhaps introduce them as you did, but then discuss how, in practice, the dichotomy is perhaps less clear? or we could workshop more ways to get from the banking model to the liberatory model. To be honest, to get more about of this session, I'd want to get to that next step. Thanks!

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Make explicit "access skills" that I expect students to develop as part of the course objectives. This allows me to critically reflect on which skills outside of course content are truly relevant to this course. This also ensures all expectations will be clear, better supporting students who don't have easy access to so-called inside information.

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All awesome. Thank you! Maybe keep us in same breakouts during session? we had to reintroduce and recap during the last breakout of the last CORE meeting. 

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All awesome. Thank you! Maybe keep us in same breakouts during session? we had to reintroduce and recap during the last breakout of the last CORE meeting. 

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I just wanted to thank Jonathan and Veronica for a really useful and thought-provoking Core Session 2. During the session, Veronica shared a slide that has some resources she shares with students (how to read a textbook, how to write a lab report, things like that). Is there any chance she would be willing to share even just one of those with us, so we could see an example? I'm curious what it looks like, because I think something similar could be helpful for my students in the upcoming winter quarter (300-level history class, so a mix of majors and non-majors who will be less familiar with reading a primary source, writing in the discipline, etc.). Thanks!

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Identify if helpful for undergrad vs grad programs 

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Identify if helpful for undergrad vs grad programs 

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Just let cohort know if the topic is geared more for undergrad or grad programs.

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I'm excited to learn more about some of the UDL course design concepts but I'm also hoping to discuss some of the limitations our Administration puts on our ability to implement UDL concepts. For example, we are now discouraged from offering virtual options for our courses nor are we allowed to record our live class sessions. 

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I'm excited to learn more about some of the UDL course design concepts but I'm also hoping to discuss some of the limitations our Administration puts on our ability to implement UDL concepts. For example, we are now discouraged from offering virtual options for our courses nor are we allowed to record our live class sessions. 

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Appreciating the learning edges language used in the UDLP communal guidelines - the "how can I take this deeper?" prompt is very helpful here and later, when facilitating discussion among a diverse group of experienced practitioners in an MS class with a wide variety of experiences across the course curriculum.

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I don't know if I'm speaking for any other attendees, but I don't have a subscription to the Chronicle of Higher Education. Should I pay for access in order to read the linked materials (such as the Chronicle of Higher Ed: A 'Stunning' Level of Human Disconnection) or is there a pdf version somewhere that I missed? Thank you.