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Going through Kolb's Cycle felt like I was looking farther into my object than what its utility was. My object was a National Parks water bottle, using Kolb's Cycle with the bottle made me think about the differences within myself over time and through traveling. Not only did it make me appreciate the bottle more but spurred a deeper thought that had little to do with the bottle.

A couple of UDL principles used in class were recruiting interest and physical action. By bringing in our object, we were already more interested in the activities since it included something interesting to us. Physical action was utilized by walking around and observing the objects through different methods.

To grade students on the class activity I would further establish the student's expectations by including what basis they would be graded on.

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The case study made me feel like the professor needed to prepare the students to work in effective lab groups. The reading had not been emphasized or valued enough, so some students hadn’t completed it before the lab. I also feel that the TA showed favoritism to Joe for no apparent reason as he used only we when talking about who did the reading. The TA should know better than to exclude/shame the rest of the group.

I felt very included today as always. I think that Rachel has created an environment based around the sharing of ideas that is extremely easy to be a part of. Not to mention everyone is much nicer than Joe and I have no fear of being judged in the class.

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From what I’ve learned in class, I would add iRATs and tRATs to my learning philosophy. These practices are a great way to test students in a laid-back manner and help teachers understand where students are struggling. They also are helpful for students to realize what they need to work on. Additionally, the implementation of both types of tests (individual and team) gives students the chance to work together and learn from each other.

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I would like to use the backward design method to incorporate what I learned during class. It makes more sense to me to incorporate my philosophy into the process of backward design. When making plans using backward design I will refer back to my philosophy to accomplish my goals in the best way possible and I will be able to see what I’ve learned in previous classes.

When designing my course backward, I will consider the inclusion of all learners by thinking of more than one way to achieve my goal. My first idea for teaching will probably not work for everyone, so having multiple teaching methods and plans will better prepare me to overcome this and make sure everyone understands the material.

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Learning about the importance and benefits of active learning makes me want to include group work in my learning philosophy. Even though there are other methods of active learning, from my experience, group work is my favorite. While this may not be the same for everyone, I feel working in groups is a universal skill that is needed in almost every field. If not group work then some other active learning method should appear in most learning environments.

When implementing a double-entry journal, I would consider inclusion by allowing students to share their journals as we did in class if they wish to do so. Sharing ideas will allow students to see what others have to think and diversify their ideas.

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I learned how big of a role activity and emotion have on learning so this will impact my philosophy. My partner during class even mentioned one of the best activities used in a class he was an LA for, was an activity where the students got up and walked around the room to do a gallery walk. Even though this kind of activity isn't exercise it helps stimulate the brain and active learning. As for how emotion should be integrated into my philosophy, emotion should be valued more in school. Some teachers don't care if a student is having a bad day. People must be in a good mood because if not, they aren't a good learner.

When implementing the neuroscience of active learning I will consider diversity, equity, and inclusion by keeping in mind that everyone has a different mind. No two people on the planet have brains that learn best in the same way, so while active learning is important, it will never be optimal for everyone in the same way. Teachers can’t figure out which way works best for each individual, however, they can keep in mind that just because they teach in the way that works best for the majority, that may not be enough for the minority.

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Part of the Train Ugly video already aligns with my teaching philosophy with the idea that struggling to learn makes for a better learner. As for CC, I would adapt my philosophy to listen to students in a better manner. Sometimes I get caught up in something in their work and don't focus on what they're saying completely. I plan to practice suspension when listening to students.

To implement CC with diversity, equity, and inclusion in mind, it's important to remember everyone may communicate differently or not wish to communicate at all. I enjoyed that before we went around the circle to speak in class Rachel gave us the choice to speak or not. A student who chose not to speak when it got to them was a major part of a later conversation and they may not have been if forced to talk earlier. As for mindset psychology, students can be challenged in many ways. What challenges one student may come naturally to another, challenges should come in different forms to help all students.

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In class, we matched different AL methods, one that stuck out to me was Muddiest Point. It was actually earlier today, that the professor that I'm an LA for used this to find out what students were struggling with except instead of the professor getting the notecards, it was me. As I read through the cards I noticed one concept that people were struggling with had a huge majority, I found this extremely helpful in what I need to focus on when teaching, and I figure it's a great guide for my professor as well. This affects my learning philosophy as it shows how helpful student feedback can be.

The class that I'm a learning assistant for practices a reverse classroom style. Whenever I'm walking around to help the randomly assigned groups diversity, equity and inclusion may need to be addressed, although, luckily it hasn't yet. It may inevitably happen since the groups are randomized each week. I think that being aware of this risk is important in case the need to educate and help lower the disagreement is necessary.

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I believe an important part of teaching is helping the students come to a conclusion on their own when trying a topic they've just been introduced to. I say introduced because you don't always immediately learn something once it has been taught. My high school math teacher would rarely answer your questions over homework outright, she might give you a hmm or a sort of grunt if you were close or even had the right answer. This annoyed most students but I found it helpful because she wants you to figure out on your own or with your peers if something is right or not. I like this style of feedback because it gives you a chance to figure out where you went wrong, go to peers for help which has a statistical advantage as opposed to learning from the teacher, and practices problem-solving skills that are a necessity when it comes to math. With this in mind I strive to not answers questions directly, but to guide students in a direction that allows them to find the answer for themselves.