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1. Think about the learning outcomes of your lecture/goal of the lesson plan for that day.
2. Use the learning outcomes to frame questions and discussion.
3. Create a balance between teacher oriented (lecture) and student oriented (group work) tasks.
4.Bring together the discussion creating a sense of community between the students.
5. Maintain effective communication with students, letting them know and why their involvement and participation in the class matters.

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1. Community Based Learning = Kinship
2. UDLs creates bridges over obstacles.
3. Scaffolding = Building to a goal
4. Backward design = Visualizing the Goal before designing the course
5. Embrace the detour; journeys never follow a straight course.

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1.) Backwards Design - have a target, a goal that we are working towards to inform the why.

2.) Active Learning - designing inclusive strategies such as scaffolding.

3.) Chunking - utilization of 15min chunks is a great presentation design for inclusion and engagement.

4.) Multiliteracies - address different learning styles students bring to the classroom.

5.) Assessment FOR learning - creative use of assessments to check for understanding.

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Remember:

To have inclusive

Culturally responsive

Creative

Learning outcomes and

Forms of assessments

Maritza Cha

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Libby                             1) Empathize with student experiences, how does my course support the success of all students.                  2) Start with the end in mond, backwards plan from what students need to take way from the course experience.     3) Think about how my course fits into the larger educational and career journey for students.                      4) Think about my course as a journey that is flexible rather than fixed                     5) Think about my role in that journey (i.e., How am I a guide?) 

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Libby                             1) Empathize with student experiences, how does my course support the success of all students.                  2) Start with the end in mond, backwards plan from what students need to take way from the course experience.     3) Think about how my course fits into the larger educational and career journey for students.                      4) Think about my course as a journey that is flexible rather than fixed                     5) Think about my role in that journey (i.e., How am I a guide?) 

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1.Multiliteracies = thought, modes and contexts.
2.Backward Design = results focused, learning outcomes, set targets and competences.
3.Journey metaphor = map, flexibility, re mapping, pathways, co creating.
4.Design principles = Active learning, building community and formative assessments.
5. Use Growth Mindset as I expand on my teaching philosophy.

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1. Choose learning goal, standard, and the mean you will be monitoring student learning (project, assessment, etc. -- inclusive of a rubric, scoring guide, etc.)
2. Share assessment with students, and provide clear guidelines, rubrics, exemplars, etc. Provide students opportunities to communicate with instructor, in the development of the project.
3. Use formative assessment data, to provide opportunities to students who are struggling, missed concepts, and those who are excelling.
4. Develop learning activities and lessons that scaffold students' understanding and development of the topic.
5. Tap into student's background knowledge and teach essential vocabulary.

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Five key principles for course design.
1. Be end goal focused. Metaphor from American football. How do we get a touchdown?
2. Equity and not equality. Fairness is not about a common environment but about an accommodating environment for all.
3. Create community. Intersections across the class that transcend the class.
4. Content is key and content is fluid. Deliberate about content but responsive to dynamics and new requirements in adjusting the content.
5. Assessment is not a writing exams. Deliberate about how assessment is crafted to allow for strengths and abilities of students to be properly explored and harnessed

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1. Inclusive: be able to think about how to include all and not just "some."
2. Flexible: know that sometimes, the learning journey may need a slight detour, depends on the situation.
3. Creative:  modularize the course so everyone learns in a more tailored way, sometimes, it also means that everyone can learn together.
4. Learning process: scaffolding is important.
5. Outcome based: measurements is not the absolute way to measure learning outcomes.

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1. Focus on learning as opposed to instruction (Learning Paradigm)
2. Teach and apply Dweck's Growth Mindset in order to engender confidence and learning even when facing difficult tasks/ideas.
3. Learning and teaching is bidirectional—teachers and students learn and grow together. Educators sharpen their pedagogy with this mindset and increase learning outcomes
4. Include various creative and active learning activities which will encourage deeper thinking and excitement
5. To allow for learning students need to first be in the complicated and the complex space of the Cynefin model—the chaotic space is unknowable and the obvious space is already known.

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1. UDL creates bridges over obstacles.
2. Scaffolding builds on past learners knowledge to foster a growth mindset.
3. Have a destination in sight but don't be afraid to explore. Journeys are seldom walked in a straight line.
4. Embrace the teacher-student and student-teacher (MKO) atmosphere.
5. Kinship translates to community and social learning.

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Christine

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1.     Create a space where all students can have their voices heard.

2.     Create pathways for students to co-create the course.

3.     Dedicate class time to communication between student and professor.

4.     Request feedback throughout the course and make adjustments accordingly.

5.     Use various assessment styles to get an accurate view of what needs more attention in the course.

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My 5 guiding lights for course design - Ann Marie Castleman

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My 5 guiding lights for course design - Ann Marie Castleman

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1. Build results-oriented courses based on pre-identified student learning outcomes

2. Design student-centered learning activities and assessments

3. Develop a learning community that is inclusive, flexible, and adaptive to student needs

4. Co-create knowledge with students using multiple methods and modalities and by incorporating scaffolding

5. Solicit and integrate student feedback to adapt in real-time

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Begin with the end in mind - exercises in the beginning to help visualize a project so the outcome will be rich and a path forward can crystalize.
- Scaffolding, give the students material to help them progress along the steps of a ladder and not fall.
- Active learning - design opportunities for students to interact in positive ways that will promote ideas and further their learning journey.
- Develop personal relationships with students in order to understand their motivations and drivers.  One size does not fit all in course design.
- Design exercises that are reflexive and allow students to draw on their own experience and motivation to achieve.
-Make learning visible. Use approaches such as nonthreatening assessment so students can gauge their progress and be motivated to attain a greater mastery of the topics.

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1. Inclusive approach to learning- all voices heard.
2. Meaningful assessment- Use assessments as an opportunity for feedback and course correction
3. Purposeful- Focused on outcomes
4. Positive- Fostering joy of learning, helping students get more comfortable with complex ideas.
5. Resilience- help students build self-efficacy and more awareness for how they learn.

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Foster student creation
Develop community
Always have a why
In the end lies the beginning
Support risk, not regurgitation

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If you wrote your 5 items on a sheet of paper, click on the 3 dots, and Snap a photo.

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Instructions for adding your top 5 principles. 

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Instructions for adding your top 5 principles. 

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Click on the + sign on the bottom right of the screen. This will give you a box like this. You can write your top 5 principles.

You can also click on the 3 dots at the bottom of the box and do an audio or video record to tell us your top 5 principles.

I encourage you to try either an audio or video response.

You can move your padlet box anywhere in this large padlet wall.