I think accomplishing this would look like the teacher making a conscious effort to set up subconscious cues for students to receive. For example, I believe that an organized, punctual, and calm teacher that looks students in the eyes helps set the foundation for a safe space. An active, smiling and enthusiastic teacher that takes time to engage with students instead of trying to multitask not only conveys passion but also creates a welcoming space and commands attention. Humans are herd animals, so if someone who is seen as a leader can demonstrate that they think that what they are sharing is really cool, and that it’s normal hold space for others, than the student body will more readily follow.

Providing several modes for students to engage in class is important because learning, of course, is not a “one size fits all” adeventure. Everyone learns in different ways and if an instructor were to persist in only teaching a certain method or engaging students in a limited way, several students may fall through the cracks. By reaching out to students via different learning methods, such as getting up and physically moving or becoming experts in a certain topic then sharing that with their table group, one is providing far more modes of understanding, thereby engaging more students and providing more opportunities to learn and inspire.

Nurturing a growth mindset in students can be challenging, however I think it goes hand in hand with collaborative communication. That is to say, giving students the opportunity to succeed by providing an “easy” task or question that still requires students to engage with their peers or the material, and then complimenting these questions with more difficult ones. I think growth, as the jungle tiger video suggests, comes from challenging ones self, whether that be presenting information to a group or the whole class, studying the material, or offering an answer to a question. Teachers can help facilitate this by engaging with students, being genuine in their interactions and being mindful to not shut down or call out students, but rather thoughtfully critique their response if it is incorrect or enthusiastically accept their response if it is correct. Above all, I think the best way to nurture a growth mindset is by having an accepting and welcoming environment where students do not feel like they must mask themselves to be comfortable. By creating this environment teachers allow their student to more fully focus on the material being presented.

Additionally, and very importantly, stress can impact ones ability to retain information. While many times this is out of the control of the instructor, teachers can aid in creating a welcoming and inviting space that aids in stress reduction and consequently information retainment. It is also important to remember that while it does not fall upon an instructor to pry into the lives of students, if the instructor is made aware of the fact that a student is experiencing insecurities with food or other necessities, the instructor can offer a guide to on campus resources. Additionally, if the instructor is made aware of any physical, mental, or emotional harm that is occurring to any student, they have a duty to report.

This week’s reading, I thought, provided an interesting way to tackle the above problem and provide insight into how a class can be more engaging and make success achievable by the students and quantifiable by the instructors. To begin, structuring one’s class in a “backwards” way is a thoughtful and nuanced insight into reaching class goals, for students and teachers. This approach, I think, allows instructors to view their course outline from a different perspective and provide more structure and look more in depth at what resources will empower students rather than perhaps allowing their course material to fall into step with a regular exam schedule and chugging through the semester this way. As it relates to learning online, I think approaching a course “backwards” would be imperative. In the online space I think it is even more important for students to have clear goals and standards to work towards and within. It is also incredibly important, I feel, for students in the online space to have alternate ways to interact, such as the Padlet platform. To often when teaching in a space like Zoom I think many educators resign themselves to simply saying “it’s just not the same and won’t be the same”, or something very similar, when instead they should be approaching this novel issue by saying “it’s not the same so I have to learn and grow as well”. Part of this learning and growing process could be structuring the class from the top down, or “backwards”, and exploring alternate ways to measure success and encourage students.

When your are a student forging without sufficiently reviewing necessary material before class with TBL in mind should increase inner-table conversations, although I think many students who feel ill-prepared may have a tendency to feel embarrassed or stick to themselves.

Goals: My primary goal as an educator is to cultivate students from a variety of backgrounds and help them become more knowledgeable and reach their full potential. It is my goal to foster well developed critical thinking skills, creativity, and self-reflection so that students walk away with relevant knowledge and skills and a curiosity that encourages lifelong learning and personal growth. These outcomes are meaningful to me because I believe that education should empower students to become active, thoughtful participants in their own learning journey. Simultaneously, my own goal as an educator is to continuously evolve, learning from students and refining my teaching practices to better meet their needs. This is of critical importance because the body of research surrounding teaching is constantly evolving and it is my job as an educator to evolve with it.

Pedagogy: I seek to ensure that my students not only engage deeply with the material but also feel cared for, seen, and appreciated. These goals are created to be effective and align with my values of inclusivity and student-centered learning. I plan to ensure that my classroom is accessible to all learners, and, importantly, accessible in a variety of ways. This goes beyond reaching students who may be struggling with a mental, emotional, or physical handicap, but also works to engage the vast array of different learners that exist in every classroom. Additionally, I want to foster a classroom climate that prioritizes emotional engagement and mutual respect and acknowledgment. Recognizing that students bring their whole selves into the classroom, I want to make space for their personal and academic passions to influence their learning, thus promoting autonomy and self-motivation.

Assessment: I would plan to create thoughtfully designed assessments that align with the learning outcomes I set for my students. My goal is to combine formal assessments with reflective assessments to gauge student progress and provide feedback that helps students not only understand where they are at in growing their understanding but also how they can continue to push their bounds of knowledge.

Metacognition and Growth: One paradigm shift I had to undergo as an undergraduate and budding researcher was understanding how I learn. I think many students survive high school without knowing how they survived, in other words, like me, they got by without learning. An important tenant I hope to uphold as an LA is helping students become aware of their own learning processes. To do this I would prompt students to reflect on how they learn most effectively and challenge them to try learning and studying techniques. I think this would help them become more informed learners that are better able to navigate future challenges. In addition to student growth, I want to continue to grow as a lifelong student and consistently evaluate areas for improvement in my teaching that support both student and educator growth and acknowledge the ever-changing body of research regarding the cementing of knowledge, especially in the context of learning in STEM fields.

Flowing through Kolb’s cycle feels a little scary. I think it's because of the unknowns associated with it. The experimentation and experience side can be overwhelming especially in a foreign space, or a space that feels cluttered or unorganized. Ultimately, I think finding flow in Kolb’s cycle is essential given the everchanging nature of life.

Which of Columbia’s Principles/UDL are exemplified in this learning activity?

Of Columbia’s five principles I think the one that exemplifies Kolb’s cycle the best is principle three: select course content that recognizes diversity and acknowledges barriers to inclusion. I think principle three is most closely aligned to Kolb’s cycle because it lends itself to the four-part process that is experience, reflection, conceptualization, and experimentation. Principled three lends itself to this process by making space for the four steps by recognizing diversity and acknowledging barrier to inclusion.  This is helpful, I think, in the experiential process when so much is new and possibly overwhelming. With principle three in mind I feel that teacher will be better able to meet students where they are at while also practicing new methodologies for teaching.

If this were an activity that were evaluated for purposes of grading a student, what additional elements of Columbia’s Principles might we want to integrate?

If this activity were being evaluated for purposes of grading a student, I think it would be valuable to add principle two and four to this activity, set explicit student expectations and design all course elements for accessibility. By integrating these two principles educators can ensure that students clearly understand what is being asked of them and what is expected, while also feeling like they have the tools necessary to achieve the desired outcome.

Inclusive pedagogy emphasizes equity over equality, recognizing that different students have different needs and starting points. If a teacher assumes that "most people" are not as resilient or resourceful as they believe themselves to be, they might fail to see the strength and potential in all students. This can lead to teaching practices that unintentionally undervalue or overlook students' unique experiences and strengths, rather than providing opportunities for all students to thrive. When thinking about "most people" versus "I," there is also an inherent power dynamic at play — particularly in teaching, where educators often hold authority and influence. A teacher might unconsciously create an environment where they see themselves as more capable or as the standard, thus leading to a less inclusive approach. This could impact how they relate to students, especially students from marginalized or underrepresented backgrounds. To practice truly inclusive pedagogy, educators must move beyond viewing themselves as "exceptional" or more "gritty" than others and recognize that everyone brings unique strengths and challenges to the table. The key here is empathy: the ability to understand and value the diverse experiences and abilities of students.

In short, the way we perceive ourselves versus the general population can influence how inclusive we are. Moving from a mindset that assumes a default “lack” in others to one that recognizes and values diversity and potential is central to inclusive pedagogy.