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Flowing through Kolb's cycle Cycle felt meaningful and grounding to me. The structure helped me connect deeply with my environment and reflect in a personal way. It also made me feel a little bit emotional because I tied mine into the necklace that I wore, with my brother's name on it and he passed away about 2 years ago.

The principles of UDL that were exemplified in this activity include Principle 1, Principle 2, Principle 4, and Principle 5.

If this activity were to be graded, I would take into consideration of using a rubric that values engagement instead of outcomes, I would allow different formats for UDL, I would make sharing optional so students don't feel obligated to have to share private stories, and I would only grade based on participation/effort that each individual put into the activity.

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The learning environment should be supportive, where mistakes are seen as part of the process and everyone feels comfortable to try, fail, and attempt it again. Feedback should be frequent, helping learners see their progress and areas to improve.

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To assess students, I will read through each student's summary and provide overall feedback on their performance. If students demonstrate proficiency or show improvement over time, I will know they have met the assessment goals. To help students practice the learning outcomes, I will provide resources such as worksheets, peer-collaboration activities, and real-world applications that encourage critical thinking and meaningful application of their learning.

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Creating inclusive spaces isn’t just about big gestures, but also small, thoughtful choices, like who we listen to, how we invite participation, and how we respond to different perspectives. One aspect I’d like to integrate into my evolving philosophy is the idea that learning should be co-created, where all voices are valued. To do this, I’ll be more intentional in group settings, making space for everyone to contribute and actively listening to different experiences. I also want to apply what I learned by checking in with myself regularly, using metacognitive reflection to ensure I’m learning in ways that are inclusive and respectful. Whether it’s through the sources I use in assignments or the way I support my peers, I want to help build a learning environment where everyone feels seen and heard.

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I believe people learn best when they tackle real challenges, connect new ideas to what they already know, see clear examples, and get plenty of hands-on practice. It’s important that learning isn’t just about memorizing facts but actually using knowledge in real life. Working with others is also important because collaboration can help us think through different perspectives and deepen our understanding. I think learning should be engaging and relevant, so that students can take what they learn and apply it outside the classroom, making it more meaningful.

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I will incorporate goal setting and goal outcomes to my teaching philosophy by emphasizing my commitment to fostering student growth, reinforcing goals, and using assessments to measure and enhance the effectiveness of student's learning.

Learning Outcome:

Given in class worksheets, case studies, and flip/reteach activities [CONDITIONS], students will be able to write [VERB] a daily summary on the subjects they covered in their active learning modalities during that day [STANDARDS]."

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Cooperative learning involves small groups of students working together while still maintaining individual accountability. Each member contributes to the group’s success by completing their own responsibilities while also supporting one another. Through this process, students can reflect on group dynamics and continually strengthen their collaboration skills.

Our classroom activity also demonstrated how cooperative learning can be enriched through multimodal learning. We engaged multiple senses—visual learning through reading articles, tactile learning through writing or typing journal entries, and auditory/verbal learning through discussion and active listening with our teammates. I now see how combining cooperative and multimodal learning strategies creates a more engaging and effective learning environment. As part of my teaching philosophy—and in my role as an LA—I plan to incorporate these elements by designing activities that involve varied sensory input, defined roles, and shared responsibilities.

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I believe that incorporating exercise into my final teaching and learning philosophy is essential. I want to emphasize this point because, through the articles, images, and video I’ve engaged with, I’ve come to understand how vital physical activity is for maximizing learning potential. Exercise has been shown to stimulate the brain, enhance memory retention, improve focus, and boost work ethic both inside and outside the classroom. I would encourage learners to make physical activity a regular part of their routine to support their academic success. Some simple suggestions might include walking their dog, lifting weights at the gym, or participating in a recreational basketball league.

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The climate of a classroom plays a crucial role in shaping how students learn, engage, and participate. When the environment is supportive, where students feel comfortable, safe, accepted, and welcomed, it fosters confidence, curiosity, and academic growth. On the other hand, if the classroom climate is unwelcoming or exclusionary, it can hinder learning and create barriers to success. This not only affects the student’s ability to thrive, but also impacts the overall effectiveness of the professor and learning assistants. A positive classroom climate benefits everyone by promoting collaboration, mutual respect, and a sense of belonging.

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Three of my favorite modalities that I learned about was muddiest point, problem based learning, and object based learning. I think it would be great to try and incorporate these more in classrooms because they would provide students with new opportunities of learning, rather than the most common methods of active learning. For example, for object-based learning, the use of play dough to build structures that go along with the lesson being learned in class could help enhance learning for students by given them the opportunity to apply what they know, and practice it.

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I believe that a good teaching philosophy relies solely on promoting engagement, fostering students to want to ask questions, and involving critical thinking. Education should not look lecture-based, but instead, it should look exclusive and interactive among all students in the classroom. My approach to this learning philosophy will focus on asking students open-ended questions to give them opportunities to think critically, I will get to know students so that they are comfortable asking me questions, and lastly, I will be supportive of students so that they will be successful in the class. Overall, my end goal is to help students become successful in class by using what I think a good teaching philosophy is, and applying it to LAing.