As aforementioned, most of the assisting I do in my course is to help check in on the small groups students participate in during course time. I will use the learning and reflections I have gathered from both the pre-party and the class discussion to ensure that I foster an inclusive learning environment by making sure our space is inviting and welcoming to conversation and collaboration. This poses a challenge due to the class being online, but I believe as I continue to reflect and think about how I can best implement CC, I will find a way that can work.

Lastly, I think that integrating DEI into collaborative communication is crucial for creating a supportive learning environment. I think first and foremost, ensuring that inclusive language that respects and values all students is important. Awareness of potential biases one may have in communication is important to emphasize. As we touched on in class, I also feel it is important to be intentional about forming diverse groups for collaborative projects. As we discussed, this has its pros and cons, but I think when implemented frequently and for projects that would benefit from diverse collaborators, it would prove to be very effective collaborative communication.

In relation to inclusion, this is something I am passionate about as I work with neruodivergent children and the way educators approach teaching these children I feel is not done in the most condusive way. I think that when considering DEI in implemetning the neuroscience of active learning, several key principles come into play.

1. Differentiated Instruction: Recognizing the fact that learners come from diverse backgrounds with varying abilities, experiences, and learning styles is crucial. This means recongizing not everyone is going to learn best the same way is going to be the first step in making instruction practices more inclusive. Implementing active learning strategies with an understadning of how neuroscience impacts learning allows for differentiation, enabling educators to cater to the needs of individual learners more effectively.

2. Culturally Responsive Pedagogy: Adopting a culturally responsive approach to teaching involves understanding and respecting the cultural backgrounds and identities of students. The role of culture and context was breifly highlighted in our How People Learn pre-party text, talking about how cultural practices reinforce certian nerual pathways. Integrating culturally relevant examples, incorporating diverse perspectives, and facilitating discussions that promote critical reflection can also be an effective way to consider DEI in a learning space.

When implementing the Cooperative Learning strategy of a double-entry journal, it's essential to ensure the inclusion of all students. I have a few considerations regarding this topic. First, forming diverse groups of students that include students with different abilities, backgrounds, and learning styles can ensure that every student has an opportunity to contribute their unique perspectives to the discussion. It is also important to encourage students to support one another within their groups. Students should foster a collaborative atmosphere where everyone feels comfortable sharing their ideas, asking questions, and seeking assistance from their peers.

In my role as a learning assistant, I need to ensure I am monitoring group interactions and providing support as needed. This can look like offering guidance, clarification, and encouragement to ensure that students are actively engaged and included in the learning process. Finally, I think that incorporating opportunities for students to reflect on their cooperative learning experiences and provide feedback on the effectiveness of the double-entry journal strategy can help them identify strengths, areas for improvement, and strategies for enhancing collaboration and inclusion within their groups. By implementing these strategies, I would be able to promote inclusivity and ensure that all students benefit from the cooperative learning experience of a double-entry journal.

When designing my courses backward, I will prioritize identifying clear learning outcomes that are both challenging and attainable for all students, regardless of their background or abilities. This involves considering diverse learning styles and needs from the outset, ensuring that the course content, assessments, and activities are accessible to everyone.

Furthermore, I will make conscious efforts to incorporate diverse perspectives, examples, and materials throughout the curriculum to create a more inclusive learning environment. By representing a wide range of voices and experiences, I aim to foster a sense of belonging and relevance for all learners, encouraging them to connect with the subject matter on a personal level.

In terms of instructional design, I will employ Universal Design for Learning (UDL) principles to provide multiple means of representation, expression, and engagement. This might involve offering alternative formats for content delivery, providing options for demonstrating understanding, and implementing interactive activities that cater to different learning preferences.

I believe that by integrating these principles into my approach, I would create a learning environment that aligns with my teaching philosophy and supports student-centered learning and constructivist principles within the context of team-based learning.

I felt very included in class today. I think that even though there was only one person "straying" everyone in the group had a job whether that was relaying info or soaking in info to relay back to our stray, no matter a student's capabilities, we all had a job, and a purpose!

1. Lifelong Learning

2. Student-Centered Approach

3. Critical Thinking & Creativity

Looking back on what I have reflected upon each week, I can add these themes into my teaching philosophy by expanding on how I implement them within the framework of student-centered learning and constructivism.

1. Lifelong Learning:

- Emphasizing that education is not just about acquiring knowledge for the present, but also about developing skills and attitudes that support lifelong learning.

-Encouraging students to see learning as a continual process of growth and development beyond the classroom.

2. Student-Centered Approach:

- Explain how I tailor my teaching methods to accommodate different learning styles and needs, placing the students at the center of the learning process.

- Promoting collaboration and active engagement among students, educators, and other stakeholders to create a supportive learning community.

3. Critical Thinking and Creativity:

-How I facilitate critical thinking and creativity by providing opportunities for hands-on, experiential learning and encouraging students to question, analyze, and synthesize information.

- How I incorporate activities that promote problem-solving, innovation, and reflection, allowing students to construct their understanding of the content actively.

I also would like to expand on DEI and accessibility to education in my teaching philosophy outside of these three themes.

In terms of Columbia's Principles and Universal Design for Learning (UDL), Principle 3: Select course content that recognizes diversity and acknowledges barriers to inclusion is exemplified in this learning activity. By encouraging students to engage with concrete experiences and reflect on their observations, it recognizes the diversity of individual learning styles and preferences, allowing students the flexibility to make their learning what they want it to be.

If this activity were evaluated for grading purposes, additional elements of Columbia's Principles that could be integrated include:

Principle 1: Establish and support a class climate that fosters belonging for all students: Ensuring that the activity creates a supportive and inclusive environment where all students feel valued and respected is key in making sure this activity is in line with this principle.

Principle 2: Set explicit student expectations: Clearly outline the objectives and expectations in a way that guides students in their reflection process instead of pressuring students to feel like they need to reach a certain level of thinking regarding their concrete experience.

Principle 4: Design all course elements for accessibility: Ensuring that the activity is accessible to all students, including those with diverse learning needs or disabilities. For example, this activity seems realy grounded in finding something you can physically see. Because of this, engaging in Kolb's cycle would make this exclusive for someone visually impaired. Finding a way to design this activity that could include touch as the base experience would enable the actively to become more inclusive.