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When I compare the original Teaching Moves with the Signature Moves, I think Signature is superior if we want to evoke a sense of broad impact and the flexible, customized nature of this framework. It also feels like like it encapsulates better the alignment between what we are doing in the classroom and what we hope takes flight into the workplace by our future business leaders.

To me, Signature lends itself to this broader sense of us as leaders in an educational context. Teaching lends itself to leading using specific instructional strategies. The more I say it and think about how it represents i5 practitioners, I quite like it.

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I want to explore this more as I feel challenged incorporating (I) as a signature move. Documenting as described, makes me think about ways I can have students enter even one or two sentences about their learning and perspective at various points in the semester, (journal or private forum housing their notes) then perhaps be able to take those short notes and incorporate it into something more summative near the end. I will think of ways to integrate that reflection into specific course content/concepts.

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I find it powerful and effective to overtly demonstrate respectful, polite behaviours in the classroom. Two examples: 1. - when students have their hands up and are waiting to answer questions, as I move from one student to the waiting student, I say, "Thank you for waiting". Students are stunned somewhat when I first say this and then quickly learn that polite, thoughtful behaviours become social norms in my classes. They, in turn, show polite, civil behaviours when communicating in teams. 2. - I showcase a organized / workplace professional approach to teaching. Classes start on time, every time, videos are queued up and ready to go; any materials or props are lined up and ready to present. Students observe leadership as organized and well planned, depicting respect for followers/ stakeholders and those impacted by your work. Christian

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I usually have a problem with words like "productive", "efficiency", "optimizing" etc. which somehow do not match my understanding of learning journeys and push the "Taylorist"/machine-like thoughts a little too much to the forefront. (M) I am wondering if there is room to reflect the connection of the educator to the student? Additionally, for "personalizing" could we highlight something related to purpose? (A) For "optimizing" I was thinking that "harmless" use or avoiding negative impact is a little too soft for me - it could be more about added value/creating positive impact. (I) "Documenting" or tracking sounds like surveillance :D Maybe we can think about "following through" - in a sense of life-long learning and developing a critical mindset?

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I like the fact that there are different verbs (nice activating component!) that connect to each category and make them more tangible. If we can now show examples for each verb it would make it easier to see behind some of the "buzzwords", so that educators can see and situate themselves in connection to i5. And in addition maybe some best practices to highlight "how to get there" if I want to foster one specific component in my teaching a bit more.

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Going through the i5 Signature Moves and their components, I feel that the added value of teaching/learning is NOT transfer of knowledge but offering more personal/emotinal value. However, I feel that most courses still focus too much on the knowledge component. To be more specific, I would like to focus more on the personal development aspects in the future.

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Joy and wellbeing / Making Learning meaningful

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Joy and wellbeing / Making Learning meaningful

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Especially Contemplating and Rippling as well as Personalizing. Overall, I feel that I can recognize many i5 components in my teaching as well as aspects that students really appreciated regarding my teaching approach

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Visual Representation of the i5 Signature moves 

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Visual Representation of the i5 Signature moves 

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I think ultimately a diagram showing how all the elements fit together would be useful

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A practical roadmap for adopting i5

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Develop Supportive Social Interaction
Braving : Moving further from 'academic utopia' towards real world complexities which in many cases requires making imperfect decisions / choices.
Teaming :Mimicking real world team dynamics

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Make Learning Meaningful  : This has always been the core characteristic which  I strive to preserve . It addresses the the fundamental question in every student's mind "How is this relevant to me as a student and /or how I can I use it within my context / community/ discipline/ future profession ?"  The two ideas which really support this for me are Modeling and Personalizing as they give a more student centric flavor to teaching.
Facilitate Active Engagement  : I am a very strong proponent of Experiential Learning or simply 'Learning by Doing'  as I find the most effective means of knowledge retention and retrieval.   The most intriguing ideas in this area are Animating and Linking as they exponentially narrow gaps between academia and practice which in turn enhances students' market readiness.

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(M) - Personalising: especially relevant for executive participants, their background and industry they come from. This is also inline with (A) Linking signature move. Surfacing: at the beginning of the course I raise the question of what sustainability means to every participant, also examples of business ethics from different parts of the world.
(A) Authenticating and Linking: case study discussions of real companies, also conversations with guest speakers coming from different industries.
(I) Ungrading: at the beginning of the course I mention that if it was up to me I would give all of you the complete grade, and emphasise on the learning journey.
(S) this is probably my favourite category of signature moves and I think in every session and conversation these moves are applied.
(J) I really like these signature moves, joy and well-being has become more important for me being engaged in the i5 project and I think the icebreaker activities are great to be applied in class. I will keep you updated in January and February when I apply them in class :)

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When I think about the 5 practices, I always feel that it's important to have all 5, and in a rather balanced way ... and here I see the signature moves, and i think it might be possible (useful? ... or to avoid at all cost ??) to highlight "one KEY signature move per practice" (without making the others useless, but maybe less vital) ... i'm wondering if asking everyone there would be consensus on what would be "Ze" key signature move in each practice (if singleing one out makes sense at all ?!?!) - (Renaud)

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is important for faculty colleagues as well as students

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I totally agree with the modeling move, like teaching by example. But the word "Modeling" could be misunderstood as using modeling software for iteration activities?

What about "Role-Modeling" for the Meaningful teaching move?

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We love this i5 and there are some simple examples e.g. bringing music into the classroom, but a couple of thinking points e.g. different cultural considerations of fun and its appropriateness/acceptance in an academic space.
It would be good to share some examples of scaffolding genuine reflective practices without leaving people feeling unsupported or exposed.

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Just stating the obvious, I guess, for the Teaming

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Verbalising the learning take-aways to provoke consciousness and development

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making sure the possible eco-anxiety of the subject when talking abut sustainability is balanced with the possibility to change course and make it happen (renaud, listening to natascha)

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The Meaningful chacteristic definitions includes "real life experiences" but iin the signature moves we didn't find any related to solving real world or real life issues. i.e., case studies? or working with real ocmpanies...

This is addressed in "Authenticating" under Active Engagement...

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(additional to Embracing) - different fields of life and science to show those interconnections and a wholistic view

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(the "meaningful group", adriana + jose luis + renaud + xuanwei)

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(the "meaningful group", adriana + jose luis + renaud + xuanwei)

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those 4 are centered on professors, and not on what is meaningful for the student

balance with : “braving” (which might be well placed in meaningful maybe?!) and “real world problems” and what is meaningful for the learners

Word check : modeling as “doing models” and not “being role model”

(renaud)

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After breakout room discussion, We feel in the Meaningful aspect, most of the signature moves correpond to the "teacher /professor" point of view. But maybe we could add something from the students POW.

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Professors might feel afraid of opening up emotions that can spiral out of control or cause harm. So how can we do pre-work to create the safety. Many of these conversations in classrooms won't "finish" in the classroom. So we need create atmosphere of openness, but how can we create tools and norms that ensure that, if learners get provoked, they can work through it the days and weeks and months to come.

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This helps us name the challenges we face when we explore difficult and charged topics, like corruption, justice, etc.

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These feel very connected to things we do (and try to do) to encourage students to engage in wicked problems. This helps us name ways we provoke students and have conversations.

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Maybe in the M part we could add embracing to show thw wholistic view?

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I believe the signature moves cover the essence of earch i5 practice.

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Trust somewhere ... and some i was wondering if they were in good place (renaud)

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Trust somewhere ... and some i was wondering if they were in good place (renaud)

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At each meeting with the i5 Expeg At each meeting with the i5 Expeg Group, I rethink my activities. It is very fruitful to share and hear what our colleagues are doing. For example, today I remembered to include more theater plays in my classes, proposing ethical dilemmas

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At each meeting with the i5 Expeg At each meeting with the i5 Expeg Group, I rethink my activities. It is very fruitful to share and hear what our colleagues are doing. For example, today I remembered to include more theater plays in my classes, proposing ethical dilemmas

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By getting students to literally construct things (like paper houses) in teams to identify work styles/preferences has helped drive O.B. concepts in a very physical way
Christian

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I like this idea. IT made me think of a tool called SLCA (Strategic Life Cycle Assessment) in The Natural Step Framework, here each of the category has a "killing one" ... idea is to have them  all, but can't miss this one (Renaud)

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I like this idea. IT made me think of a tool called SLCA (Strategic Life Cycle Assessment) in The Natural Step Framework, here each of the category has a "killing one" ... idea is to have them  all, but can't miss this one (Renaud)

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The ideas of authenticating and Linking remind me how usually at class I always try to convey a proper conversation between the students and "real life": interacting w/experts and providing them opportunities to check how realistic are our approaches

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design for iteration including documenting and recycling are really interesting ideas for me. 

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design for iteration including documenting and recycling are really interesting ideas for me. 

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Under Iteration:  I was thinking of encouraging the capture of learnings from iterations.  Theorizing was my first idea but maybe "insighting" would work?  And the description of the move can include "verbalizing" as suggested by Maria. This can also include "reflecting" as mentioned by Natascha.

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I like these moves are broad. They may not all relevant in one context or specifc part. They cover different approachs ... a way to select and apply basedd on the need and context

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make learning meaningful, facilitate active engagement and develop supportive social interactions for students are my pedagogical aims in the past. After learning the i5 project, I have deeper understanding on these aspects. The other two aspects are also inspiring to my work.

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make learning meaningful, facilitate active engagement and develop supportive social interactions for students are my pedagogical aims in the past. After learning the i5 project, I have deeper understanding on these aspects. The other two aspects are also inspiring to my work.

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I think they are really good for prompting - but how would I? questions and then linking to the application examples

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I like the idea of ensuring that the course content aligns to my CURRENT students, and doesn't reflect outdated assumptions. Reminds me that I need to invest time in updated readings to be more current to reflect the realities of my students.

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I believe it is a way to make tangible and organize our pedagogical approaches

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I believe it is a way to make tangible and organize our pedagogical approaches

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I like the active verbs.  They bring the practices to life in a concrete way.  Some can be made even more concrete in my own cultural context but they're a great start.

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I'm wondering whether it is better to refer to "sensing" as "empathizing" to emphasize the connection to emotional states of fellow learners.

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I wonder if communifying might highlight creating a shared identity (while celebrating individuality) of a learning community -- who are WE (rather than just the focus on ME the individual).

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creating a relationship with professionals to understand the difference through seminars.

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I like doing this in professional seminars. I'd like to do it more in my business classes.

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I'd love if we could add a subject heading around the following: Not just what speaks to you, extending your ideas, etc. But also, what from this framework would/wouldn't speak to your peers? ie. What can we do to make the language more accessible? Are the ideas themselves accessible?

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I'd love if we could add a subject heading around the following: Not just what speaks to you, extending your ideas, etc. But also, what from this framework would/wouldn't speak to your peers? ie. What can we do to make the language more accessible? Are the ideas themselves accessible?

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-Meredith, sorry the naming feature didn't work!