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Effective learning and exposure and practice more important than some intangible form of talent

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Inequities in relying too much on self-efficacy

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That assessment doesn't have to be centered on content! (quiz, exam etc)

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That assessment doesn't have to be centered on content! (quiz, exam etc)

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Intrinsic motivation is longer lasting but it seems more difficult for instructors to impact. Students still seem extrinsically motivated by grades

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Intrinsic motivation is longer lasting but it seems more difficult for instructors to impact. Students still seem extrinsically motivated by grades

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This suggestion came from a learner in the class, and it stuck with me because I think it's a simple but powerful way to show inclusivity: it's helpful to explicitly say to your class, ' I would like to support neurodiversity, and all abilities and backgrounds. Please come to talk to me about your concerns'

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The tension between assessment and equity/inclusion

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The tension between assessment and equity/inclusion

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The structure of higher education seems to me to be so deeply imbued with a meritocratic viewpoint. I'm not saying this is wrong, but just that there's a tension with equity/inclusion concerns. I want to push against this tension as much as possible (from the side of making things more equitable of course), but it seems like a very difficult line to navigate.

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Super excited about stages of competency and difference between novice thinking and expert thinking. A challenge to create a zone of proximal development for individuals and for the class.

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Self reflection and constructive feedback

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Self reflection and constructive feedback

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Self-efficacy is not always the best predictor for academic success. 

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Self-efficacy is not always the best predictor for academic success. 

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I always thought that self-efficacy will be a great determinant for academic success, but especially our research on how it may not be the best predictor has opened my eyes to how other factors (such as biases) can effect our assessment of self-efficacy.

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That an entire lesson and course could be designed around learning objectives.  This was really helpful to me in my goal to design more directed and streamlined lessons.

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That an entire lesson and course could be designed around learning objectives.  This was really helpful to me in my goal to design more directed and streamlined lessons.

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I found the learning objective very helpful for designing the course

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I think after SoW, I thought I could only use think/pair/share in an engineering classroom; but after attending more workshops, I think active learning can be a quick question or even taking a pause to see if there are any questions 

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I think after SoW, I thought I could only use think/pair/share in an engineering classroom; but after attending more workshops, I think active learning can be a quick question or even taking a pause to see if there are any questions 

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I think the backwards model, whereby you come up with the idea /concept you want to teach first, then the content and learning objectives last.

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I think the backwards model, whereby you come up with the idea /concept you want to teach first, then the content and learning objectives last.

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A highly valuable class, these ideas, nevertheless, disrupted my ideas of class planning, because I am aware of how critical I have to be of my own ideas in order to design classes that are authentically equitable and open to and for all

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peer feedback and self-feedback (self assessment) is still as useful as instructor feedback

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peer feedback and self-feedback (self assessment) is still as useful as instructor feedback

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Breaking down high-stake assessments into mini-assessments that focus on a subset of skills 

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Breaking down high-stake assessments into mini-assessments that focus on a subset of skills 

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Just the degree to which some students may face unseen barriers that can impede their learning (child/family care, illness, housing, drugs/alcohol, etc.)., and how the instructor needs to be mindful of these things while teaching. Some of it I knew, but I never really stopped to think about just how big an issue this is for many.  It seems obvious in hindsight, but I'm glad to have learned it now.

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Just the degree to which some students may face unseen barriers that can impede their learning (child/family care, illness, housing, drugs/alcohol, etc.)., and how the instructor needs to be mindful of these things while teaching. Some of it I knew, but I never really stopped to think about just how big an issue this is for many.  It seems obvious in hindsight, but I'm glad to have learned it now.

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this is a really great reminder that everyone can learn something, and really it's on us to find a way to help learners get there

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many alternative grading schemes and how we can implement them

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many alternative grading schemes and how we can implement them

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Zone of Proximal Development: When they get support for what they want to achieve. 

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Zone of Proximal Development: When they get support for what they want to achieve. 

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This section is still intimidating to me. I'm worried about getting it wrong or offending a person/group of people when I write an EDI statement

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This section is still intimidating to me. I'm worried about getting it wrong or offending a person/group of people when I write an EDI statement

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Grading and assessment throughout course 

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Grading and assessment throughout course 

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Very exciting in that the alternative ways of grading were new to me and opened up avenues of increasing student confidence in abilities to then *receive* a higher grade.

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finding a way to explicitly make this a clear component of your course

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finding a way to explicitly make this a clear component of your course

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Still believe this to be the main point. I did learn that it comes down to internal motivation as opposed to external

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Still believe this to be the main point. I did learn that it comes down to internal motivation as opposed to external

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I think some of the alternate grading schemes, including contract grading, really really interesting and I'm still thinking through ways that these could be incorporated without overly challenging the status quo (which is not always possible as you're starting out...)

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was able to see that even in lecture-heavy courses we can still incorporate active learning!

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was able to see that even in lecture-heavy courses we can still incorporate active learning!

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That prior knowledge can disrupt or hinder new learning

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That prior knowledge can disrupt or hinder new learning

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Growth mindset seems to contradict traditional assessments yet this is still the norm (i.e. final exams worth a huge %)

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Growth mindset seems to contradict traditional assessments yet this is still the norm (i.e. final exams worth a huge %)