The matching activity displayed the various teaching modalities, suggesting that while some methods immediately capture my interest, different students may have different learning needs. The size of the class can also influence which modalities are most effective. With around 130 students in Genetics, techniques like reteaching and matching may work well, but methods such as gallery walk and debate might be less practical. Despite the challenges associated with each teaching method, experimenting and identifying what works best for each class is essential and something I would like to consider for my teaching philosophy.

In the classroom, collaborative communication can encourage deeper connections and broaden perspectives through meaningful interactions. Students can ask open-ended questions and share their viewpoints. For teachers, this approach helps with learning more about each students viewpoint and also helps the group understand each other better through deep conversations. However, in larger settings, practicing collaborative communication can be challenging due to the number of students and varying comfort levels. Encouraging participation in group discussions can be difficult if students fear judgment or prefer working independently. To improve this, I might begin by sharing my own experiences to demonstrate that I, too, am human and have thoughts to share, promoting a more inclusive environment. I can also ask open ended questions to continue the conversation and ensure I am understanding what is being conveyed. Creating a safe environment where students feel comfortable sharing their experiences and viewpoints enhances the overall learning experience and creates a sense of community. This would be essential in my philosophy as it ensures everyone is being listened to.

In today’s class, we practiced several teaching modalities, including reteaching and gallery walk. I enjoyed the initial partnering activity, which encouraged us to pair up based on our shoes. This approach made it easier to find a partner and randomize the groups. I believe it is a technique that could be used in any setting.

Reteaching can be an essential skill, especially when preparing for exams. I often use reteaching to ensure I fully understand what I am studying. This process deepens understanding, as individuals want to avoid teaching incorrect information. In addition, students can present new ways of looking at a subject that can help others understand it better, even if it was not taught that way originally. The gallery walk was also useful, as it allowed us to share our diverse perspectives on what we found interesting. Learning about different viewpoints helps us reflect and learn more efficiently. I believe reteaching is accessible to most, but in my genetics class there is a student who is deaf and relies on a translator for communication. In this case, having an outline or a drawing to convey ideas could be helpful for when she is teaching and when she is learning. 

For gallery walk to be accessible in large classes, it might be useful to have half the room participate first and then switch, ensuring that not too many students are in the same area. Overall, I enjoy the concept of reteaching, as it ensures the understanding of key concepts, and I would like to consider incorporating this modality into my teaching philosophy.

Applying this modality in all subjects can be challenging, especially in areas like math, where the focus is on formula applications. However, I believe there are ways to incorporate reflection in all subjects. For example, students could write their problem-solving approaches, discussing which strategies worked for them and giving others ideas on how to improve. Encouraging students to reflect on what they found interesting, along with their feelings or questions about the topics covered in class can be beneficial. When considering inclusion, it is important to ensure that all students can participate. This may mean being aware of the various ways to participate. For example, some students may be better off reflecting on their own while others may prefer to have deeper conversations in groups. Although I see the practicality of this modality, I personally tend to prefer other modalities but would like to keep this in the back of my mind.

Today, we practiced online learning and the concept of designing a course backwards. I was a sophomore in high school when COVID caused schools to transition to online learning. I found it challenging to understand the material, and many students struggled to participate. When we were put into breakout rooms, most students would leave, and I found myself putting in less effort as well.

If we had practiced interacting with the slides more, it might have transformed our learning experience and increased engagement. I enjoyed today’s activity because it allowed everyone to participate, and students could choose to remain anonymous if they felt uncomfortable. This format encouraged interaction and allowed students to learn from each another’s ideas. I also liked that you (Rachel) shared examples of your goals, which helped us reflect on our own responses. To make the learning experience accessible to everyone, I would include examples, offer various ways to participate (discussions, videos, etc) , and regularly check in with students to ensure their learning is going smoothly.

Designing a course backward can be challenging but also highly rewarding. It helps clarify what we want students to achieve and allows us to explore ways to facilitate that learning (including making adjustments if needed). While it can require a lot of effort, it ultimately helps professors better understand students' needs. I am interested in integrating this approach into my philosophy. Additionally, knowing how to effectively run an online course is beneficial for any teaching context.

Today we also analyzed a scenario where a professor’s teaching methods were ineffective and provided feedback. Each student learns differently, so it is essential to consider various approaches. Engaging students by working through problems and interacting with the material rather than traditional lectures tends to be more effective. When students review what might be going wrong, they can offer insights that professors might miss. For example, in today’s scenario the professor only allowed the last five minutes of class for problem-solving, which is not enough time for me personally to fully grasp and apply what I have learned. Additionally, the professor seemed to cover content that he assigned in the readings, which might discourage attendance since students could learn independently. Working through problems collaboratively could be more beneficial.

An important aspect of my teaching philosophy would involve creating surveys to assess whether my methods are effective. To make team-based learning more inclusive, I could assign specific roles within each group to ensure collaboration. It is also important for students to feel comfortable in their teams. In my current organic chemistry group, I struggle to connect with my table as they are often unprepared and hesitant  to collaborate, which discourages me from contributing. It is important to have diverse groups and provide support, encouraging everyone to reflect on their contributions and those of their peers. I see potential in team-based learning as part of my philosophy, but it may need adjustments based on the concepts being taught.

This week we faced some challenges without the pre-party. I had looked at the schedule beforehand, which allowed me to know what to expect. I also encountered students from class earlier that day who shared my confusion, and they mentioned reaching out to you for clarification. I decided to hold off and see if there would be any updates.

Although I was not prepared, collaborating with my group and Rachel helped clarify the tRAT and gave me an overview about the content the pre-party contained. Having experience with this modality allowed me to quickly understand what was going on in class. The toughest part for me was taking the iRAT at the start, as I had no prior knowledge of the content and had to take the quiz on my own. However, once I engaged in discussion with my peers and with Rachel, everything began to make sense.

However, this mindset also holds the potential to create an inclusive approach. If individuals recognize their own biases and weaknesses, they can create a more inclusive environment that promotes growth. This approach shifts the focus from a fixed perspective to one that values risks and progress (growth mindset). While changing perspectives can be challenging, creating a learning environment where students are reminded that everyone starts somewhere can make a difference. By building a space where the emphasis is on growth and support, educators can encourage inclusivity and help individuals recognize that grit can be developed through collaboration.