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Where I was.
Where I was.
Before joining this humanizing cohort, I had a foundational understanding of creating a humanizing course. I possessed general knowledge of producing basic videos and had a basic grasp of crafting a liquid syllabus, along with knowledge of developing a more equitable and culturally responsive course.
Where I am.
Where I am.
After completing the course, I have acquired new techniques for video creation, enhancing my skills in this area significantly. Additionally, I have developed a more comprehensive and robust liquid syllabus, expanding upon my previous knowledge. Moreover, I have learned innovative approaches to foster a more inclusive and welcoming atmosphere in the classroom, further enriching my teaching practices.
After completing the course, I have acquired new techniques for video creation, enhancing my skills in this area significantly. Additionally, I have developed a more comprehensive and robust liquid syllabus, expanding upon my previous knowledge. Moreover, I have learned innovative approaches to foster a more inclusive and welcoming atmosphere in the classroom, further enriching my teaching practices.
Where I am going.
Where I am going.
Moving forward, I intend to implement the new skills I have acquired, beginning with the upcoming summer semester. I am eager to apply these techniques to humanize my courses further and enhance the learning experience for my students. Additionally, I am committed to continuing my professional development journey, actively seeking out new methods and strategies to further improve my teaching practices and create a more inclusive and supportive learning environment.
Liquid Syllabus
Liquid Syllabus
In anticipation of the forthcoming course, I am committed to fostering a supportive and inclusive learning environment from the outset, utilizing the Liquid Syllabus as a cornerstone for trust-building and student-centeredness. This comprehensive document will serve as more than just a guide to course expectations and assessments; it will embody my dedication to transparency, accessibility, and genuine care for my students' academic journey. By meticulously outlining learning objectives, assessment criteria, and available resources, I aim to demystify the academic process and empower students with the tools they need to succeed. Moreover, I will infuse the Liquid Syllabus with elements of flexibility and inclusivity, demonstrating my responsiveness to diverse learning needs and my commitment to student well-being. Through this proactive approach, I seek to establish a foundation of trust and mutual respect before the course even begins, setting the stage for a collaborative and enriching educational experience
Course Card
Course Card
I chose the picture of the Milky Way over a desert because it evokes a sense of being part of something larger and a feeling of belonging. My aim is for students to experience this same sense of connection and belonging when they enter my class.
Homepage
Homepage
The homepage on my Canvas platform serves as a kindness cue for social inclusion among students by providing essential resources for their success in the course. All course materials are readily accessible and freely available, ensuring equal opportunities for all students. Moreover, the flexibility offered with assignment due dates demonstrates a commitment to accommodating diverse needs and circumstances, promoting a supportive and inclusive learning environment.
Getting to Know You Survey
Getting to Know You Survey
The survey title "Getting to know you" serves as a kindness cue of social inclusion for students by signaling a welcoming and inclusive environment where their individuality is valued. By using language that emphasizes personal connection and understanding, the title suggests an intention to foster meaningful relationships beyond academic interactions. This encourages students to feel seen and appreciated for who they are, not just as learners but as unique individuals within the learning community. Additionally, the title implies a mutual exchange of information, suggesting that the educator is interested in understanding and accommodating students' diverse backgrounds, experiences, and perspectives. Overall, the title "Getting to know you" sets a tone of warmth, empathy, and acceptance, laying the groundwork for a supportive and inclusive learning environment where every student feels valued and respected
Ice Breaker
Ice Breaker
The ice-breaker title "What matters to you" fosters a sense of belonging by inviting students to share their real-world experiences and personal values with one another. By framing the activity around what holds significance in their lives, the title suggests an environment where students' perspectives are valued and respected. This prompts participants to engage in meaningful conversations beyond surface-level introductions, allowing them to connect on a deeper level through shared interests, passions, and concerns. As students exchange stories and insights about what matters most to them, they not only establish common ground but also gain a greater understanding and appreciation for the diverse backgrounds and experiences within the learning community. Ultimately, the ice-breaker cultivates a sense of belonging by creating opportunities for authentic connections and mutual understanding among students, laying the foundation for a supportive and inclusive learning environment.
Bumper Video
Bumper Video
Integrating bumper videos, each under three minutes in length, into your Calculus II course provides an effective means of reinforcing key concepts, elucidating complex topics, and offering additional support for students' learning. These concise videos can serve various instructional purposes, such as providing step-by-step explanations of problem-solving techniques, offering visual demonstrations of calculus principles, or presenting real-world applications of the mathematical concepts being studied. By breaking down intricate calculus concepts into bite-sized chunks, bumper videos cater to students' diverse learning preferences and facilitate comprehension. Furthermore, the accessibility and flexibility of these videos allow students to review material at their own pace, enhancing retention and mastery of calculus concepts. Ultimately, the incorporation of bumper videos is expected to enrich the learning experience in your Calculus II course, fostering deeper understanding, confidence, and academic success among your students.
Microlecture
Microlecture
The microlecture plays a vital role in teaching students how to evaluate values from a normal distribution, aligning with two key learning outcomes for the course. Firstly, it supports the objective of calculating the probability of a given event, finding probability distributions, and utilizing both the binomial and normal distributions. Secondly, it aids in accomplishing tasks using statistical software and graphic calculators. Since microlectures are brief, students can watch them repeatedly, facilitating better understanding and retention of the material.
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