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For my place-based, experiential learning activity, I chose to observe from a viewpoint overlooking the the Snowy Range mountains visible in the distance. As I engaged with this setting, I took time to notice the sensory details around me. The air carried the crisp mountain freshness mixed with the distinctive scent of sage. Physically, I felt the cool spring breeze and warm sun on my face, while rough rocks provided my seating. The experience evoked a sense of peace, though I noticed the chilly weather. During my observation, I found myself wondering about how the onset of spring is bringing about new migratory bird species and other green life to the valley. This led me to form a broader conceptualization: seasonal changes trigger complex patterns of bird migration, with different species arriving at specific times based on temperature, food availability, and nesting conditions.

To test this generalization, I would document the arrival times of different bird species throughout spring, record environmental conditions including temperature and precipitation, map preferred habitats of returning species, and compare findings with similar mountain valley systems in other regions.

Flowing through Kolb's Cycle helped me engage with my surroundings in a more structured and mindful way. Rather than just casually observing the landscape, I thought to examine it through multiple lenses - sensory, emotional, and analytical. This activity exemplifies several principles of Universal Design for Learning by allowing learners to engage with their environment in multiple ways, providing flexibility in how observations can be recorded, and connecting personal experience to broader scientific concepts.

If this were to be evaluated for grading purposes, I would suggest incorporating a rubric that evaluates depth of observation and reflection, including options for different forms of documentation, adding components that connect personal observations to course concepts, and establishing clear safety guidelines for outdoor observation.

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After compiling all of my padlet responses and reviewing -

My teaching philosophy is grounded in the belief that learning should be active, inclusive, reflective, and connected to real-world applications. I strive to create a supportive, student-centered environment that fosters curiosity, critical thinking, and personal growth through collaborative learning and multimodal engagement. I design outcomes that emphasize both content knowledge and affective development, encouraging students to build confidence, reflect, and apply their learning meaningfully. I use formative assessments like low-stakes quizzes, reflections, and structured discussions to monitor progress and adapt instruction. I’m particularly inspired by the UDL framework and aim to implement multiple means of engagement so all learners feel seen and valued. However, I recognize areas for growth: I want to more clearly articulate the alignment between my learning outcomes and specific assessments, improve how I use assessment data to redesign curriculum, and more intentionally scaffold metacognitive development. I also plan to deepen my understanding of disciplinary alignment to ensure my strategies fully support the core knowledge and skills of my field.

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I want to make sure I include the following in my final teaching philosophy:

1. Teachers engage students through interactive, hands-on learning experiences rather than traditional lectures.

2. Inclusive and supportive environments ensure all students feel valued and able to participate fully.

3. Both educators and students maintain growth mindsets, viewing challenges as opportunities for continuous development.

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Today’s case study activity made me feel both reflective and empowered. It was disheartening to see Marie’s contributions ignored, but it also reminded me how critical it is to design learning environments that are intentionally inclusive. I want to integrate the UDL principle of Multiple Means of Engagement into my teaching by implementing structured group roles that ensure every student has a voice and a responsibility. The interactive lecture and small group collaboration helped me see the power of working through multiple modalities to reach different learners. I also appreciated the emphasis on classroom climate from the epistemithrive framework, especially creating spaces where students feel accepted and respected. Moving forward, I will be more mindful about how I set expectations, model behavior, and encourage collaborative communication. This experience reinforced the importance of designing with empathy, being aware of bias, and always striving to make students feel seen, heard, and valued in every learning space.

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I really enjoyed hearing everyone's ideas for their SoTL's!

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This week’s discussion on instructional design, particularly ADDIE and Merrill’s First Principles, reinforced my belief in structured yet adaptable teaching. As a TA for an online Principles of Animal Behavior course, I plan to use the ADDIE model to help design, in the future, interactive discussions, develop multimedia resources, and implement formative assessments that provide timely feedback.

Merrill’s problem-centered approach will help me shift from passive content delivery to more active engagement. I think using real-world animal behavior case studies, guiding students through analysis and hypothesis-building, will be key. Using pre-assessments, I can tailor support early on, ensuring students connect new concepts to prior knowledge. Frequent, low-stakes quizzes and reflection prompts will also encourage participation and application of learning. All and all, by using these models, I hope to create a better online learning environment that promotes critical thinking, engagement, and deeper understanding of animal behavior principles.

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My learning today reinforced my commitment to active learning and multimodal engagement. The Double-Entry Journal activity highlighted how critical thinking, personal reflection, and social interaction enhance comprehension and retention. Engaging with the Freeman article and my peers’ insights demonstrated the power of cooperative learning structures.

Freeman et al. (2014) provided compelling evidence that active learning improves student performance and reduces failure rates. This supports my belief that learning should be interactive, where students construct knowledge through discussion and reflection. Although I was sick and missed the in-person session, I can imagine the collaborative dialogue strengthened understanding. I still engaged by contributing to the double-entry journal on Padlet, allowing for structured reflection.

Today’s activities were multimodal, engaging reading, writing, speaking, and listening. The Double-Entry Journal required critical thinking, while cooperative learning encouraged discussion and diverse perspectives. Visual representation of ideas further reinforced comprehension.

This experience strengthens my belief in fostering active learning environments. I plan to incorporate cooperative strategies, such as think-pair-share, and emphasize metacognitive reflection through journals. Moving forward, I aim to refine my approach to maximize student engagement and create an inclusive classroom where students actively shape their learning.

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Today's lecture has shaped my understanding of using effective learning outcomes and assessment strategies. I understand the value of incorporating both student learning outcomes while keeping in mind the affective learning domains, which I will aim to utilize in my teaching philosophy.

Regarding my specific learning outcome for my students for scientific article interpretation, I recognize several key components that align with both cognitive and affective domains. Students will progress from receiving phenomena (demonstrating willingness to engage with scientific articles) through responding (participating in discussions) to valuing (demonstrating commitment to scientific analysis).

To assess whether students achieve these outcomes, I will provide weekly discussions where students demonstrate their knowledge through cognitive levels - from basic recall to synthesis of complex research findings. Team-based learning activities will showcase organization skills as students arrange and integrate different research perspectives. Individual reflections will show internalization of scientific values and methodological approaches.

My teaching methods will address multiple learning domains. At the receiving level, students will identify and describe key components of scientific articles. As they move to responding, they will participate in class discussions, present findings, and practice analytical skills. The valuing stage will be used as students demonstrate commitment to analysis and propose their own interpretations.Organization skills will develop as students compare and synthesize findings from multiple sources, formulate arguments based on evidence, and integrate research into a comprehensive understanding.

I really enjoyed the zoom lecture today and found it effective through multiple interactive elements, including slide participation (via writing) and verbal engagement. I myself teach a zoom class and want to use elements like we used today into my future interactive lectures.

Moving forward, my teaching philosophy will value creating conditions where students can move forward naturally through these affective domains while developing cognitive skills. This means designing assessments that measure both understanding and emotional engagement with scientific material.

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1. Based on what I learned in-class and through reading about exercise, brain development, and learning, I can see how critical physical activity is for cognitive development and learning outcomes. This understanding significantly shapes my teaching philosophy with how I want to incorporate movement and physical activity into my teaching practices, not just as separate activities but integrated into the learning process. This could include brief movement breaks, walking discussions, or active learning exercises that get students out of their seats. By incorporating movement, we're not just making learning more fun - we're actually optimizing the brain's capacity to learn. The research shows this improves blood flow, promotes neurogenesis, and can help regulate biochemicals related to mental health and learning.

2. To ensure engagement for all learners when implementing active learning modalities:

create inclusive movement options that accommodate different physical abilities and comfort levels

Integrate short bursts of movement throughout lessons rather than long, intensive physical activities

Use movement as a tool for learning and memory retention, not just as breaks

I also think explaining to students the science behind why we're incorporating movement will help them understand how physical activity enhances their learning capacity and cognitive performance.

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Today's learning deepened my understanding of how essential collaborative communication is in fostering an inclusive and engaging learning environment. The emphasis on questioning, active listening, and facilitation reinforces my belief that learning is most effective when it is interactive, reflective, and rooted in meaningful dialogue. The idea of balancing structured facilitation with organic discussion aligns with my goal of creating a student-centered classroom where inquiry and discussion drive learning. Additionally, the "Jungle Tiger" concept resonated with me, reinforcing the idea that true learning happens at the edge of our abilities—outside of comfort zones but within supportive environments.

To ensure access for all students in a collaborative communication-based classroom, I would focus on creating a welcoming climate where all voices are valued. This includes building comfort & readiness, where one would start with check-ins, open-ended questions, and space for students to express concerns before engaging in deeper discussions. I also think balancing content & dialogue, by recognizing that learning is not just about delivering information but about fostering meaningful engagement, ensuring time for discussion, reflection, and questions, is crucial for learning. I really loved how we ended our discussion today with the emphasis on learning in the classroom is what students take away, and not necessarily how much "content" was covered.

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(my original submission never posted last Monday):

How does your learning today inform your growing teaching/learning philosophy?

Through writing an initial teaching philosophy and examining the Active Learning Spectrum, I was able to formulate the baseline of my teaching and learning philosophy, and pay pay special attention to the variety of different techniques and activities that can enhance learning. Through the in-class activities today, these concepts were demonstrated through hands-on experiences like the Syllabus Snowball, Gallery Walk, and the team matching game. This combination shows how theoretical understanding can be enhanced through practical application. The matching game activity particularly illustrated how collaborative learning can make complex concepts more engaging and memorable. This emphasized to me that learning concepts and then providing an activity for hand-ons assessments can help solidify important knowledge and make it more engaging.

How would you ensure access for all students when implementing the active learning spectrum in your teaching environments?

Looking at today's activities, accessibility was demonstrated through:

Providing multiple participation formats - as shown by the different team options for in-person, online, and asynchronous students.

Clear pre-work instructions with specific goals, as demonstrated in the pre-party section

Variety in learning approaches - from individual reflection (Padlet writing) to collaborative activities (Gallery Walk, matching game)

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I believe learning is most powerful when it is active, reflective, and connected to real-world applications. My teaching philosophy is grounded in the belief that education should foster critical thinking, curiosity, and a deep engagement with content through meaningful interactions. I strive to create a student-centered learning environment where diverse perspectives are valued and where inquiry, discussion, and collaboration play a central role.

Through implementation of assessments that encourage critical thinking and application, I aim to help students bridge the gap between theoretical concepts and practical use. Additionally, my teaching philosophy has been shaped by the recognition that inclusive and supportive learning spaces empower students to take intellectual risks, ask difficult questions, and develop confidence in their abilities.