WEBVTT 00:00:00.000 --> 00:00:05.340 align:middle line:84% ERIK TREKELL: Next up we'd like to introduce Ronda Jenson. 00:00:05.340 --> 00:00:05.940 align:middle line:90% Ronda. 00:00:05.940 --> 00:00:10.300 align:middle line:84% Is an associate professor in the Department of Psychology 00:00:10.300 --> 00:00:13.800 align:middle line:84% Psychological Sciences, and research director 00:00:13.800 --> 00:00:18.240 align:middle line:84% with the Institute of Human Development at Northern Arizona 00:00:18.240 --> 00:00:21.350 align:middle line:90% University. 00:00:21.350 --> 00:00:25.805 align:middle line:84% So Ronda, happy to have you take it away. 00:00:25.805 --> 00:00:28.570 align:middle line:90% 00:00:28.570 --> 00:00:29.570 align:middle line:90% RONDA JENSON: Thank you. 00:00:29.570 --> 00:00:40.080 align:middle line:90% 00:00:40.080 --> 00:00:41.640 align:middle line:84% Seems like this when you get started 00:00:41.640 --> 00:00:43.140 align:middle line:90% and your multiple screens. 00:00:43.140 --> 00:00:47.220 align:middle line:84% Like to get everything organized so I can see the chat 00:00:47.220 --> 00:00:49.600 align:middle line:84% and you will all at the same time. 00:00:49.600 --> 00:00:54.540 align:middle line:84% So Yes I am at Northern Arizona University at the Institute 00:00:54.540 --> 00:00:56.130 align:middle line:90% for Human Development. 00:00:56.130 --> 00:00:58.290 align:middle line:84% The Institute for Human Development 00:00:58.290 --> 00:01:04.050 align:middle line:84% is one of 67 University centers for people 00:01:04.050 --> 00:01:07.590 align:middle line:84% with developmental disabilities and other disabilities. 00:01:07.590 --> 00:01:13.010 align:middle line:84% We have been a youth said for roughly like 40 years. 00:01:13.010 --> 00:01:15.720 align:middle line:84% So we've been in this space a long time. 00:01:15.720 --> 00:01:19.950 align:middle line:84% Personally, what I'm going to talk to you about today is 00:01:19.950 --> 00:01:24.360 align:middle line:84% based on work I've been doing through some National Science 00:01:24.360 --> 00:01:28.540 align:middle line:84% Foundation funding that falls under their Includes 00:01:28.540 --> 00:01:29.430 align:middle line:90% Initiative. 00:01:29.430 --> 00:01:33.630 align:middle line:84% So I am involved in the TAPD Into STEM alliance 00:01:33.630 --> 00:01:35.970 align:middle line:84% as well as a lot of what I'm sharing 00:01:35.970 --> 00:01:38.340 align:middle line:84% today comes from our work through 00:01:38.340 --> 00:01:41.130 align:middle line:90% and includes planning grant. 00:01:41.130 --> 00:01:42.435 align:middle line:90% So let's get started. 00:01:42.435 --> 00:01:47.240 align:middle line:90% 00:01:47.240 --> 00:01:52.750 align:middle line:84% Our INCLUDES planning grant we titled it DYNA STEM, 00:01:52.750 --> 00:01:57.100 align:middle line:84% discover your neurodiverse advantage in STEM. 00:01:57.100 --> 00:01:58.930 align:middle line:84% So our planning grant was focused 00:01:58.930 --> 00:02:04.810 align:middle line:84% on undergraduate students who are neurodiverse. 00:02:04.810 --> 00:02:08.590 align:middle line:84% And like I said, it has been supported through the National 00:02:08.590 --> 00:02:11.620 align:middle line:84% Science Foundation funding all of that. 00:02:11.620 --> 00:02:19.200 align:middle line:84% I very much an echo the kudos to the prior presenters 00:02:19.200 --> 00:02:25.230 align:middle line:84% on covering so much and in such great detail around identity, 00:02:25.230 --> 00:02:29.220 align:middle line:84% and communication, and language, and what is neurodiversity 00:02:29.220 --> 00:02:30.910 align:middle line:90% meaning, and all of that. 00:02:30.910 --> 00:02:35.400 align:middle line:84% So that's great so I am not going to go into it again. 00:02:35.400 --> 00:02:41.220 align:middle line:84% I totally concur and I think this is ongoing communication 00:02:41.220 --> 00:02:44.200 align:middle line:90% that I think is super helpful. 00:02:44.200 --> 00:02:45.790 align:middle line:90% I think it's necessary. 00:02:45.790 --> 00:02:48.760 align:middle line:84% And I think it sends a message of valuing all students. 00:02:48.760 --> 00:02:51.690 align:middle line:90% So we'll continue to do that. 00:02:51.690 --> 00:02:55.200 align:middle line:84% And the data I'm going to talk to you about I 00:02:55.200 --> 00:02:58.740 align:middle line:84% was going to focus on the student perspectives. 00:02:58.740 --> 00:03:04.050 align:middle line:84% So we worked with Auburn University, University 00:03:04.050 --> 00:03:09.990 align:middle line:84% of Missouri Kansas City, University of Hawaii, 00:03:09.990 --> 00:03:13.380 align:middle line:84% Ohio State University, and all these partners 00:03:13.380 --> 00:03:15.930 align:middle line:84% and we gathered qualitative data. 00:03:15.930 --> 00:03:22.260 align:middle line:84% We talked to students about neurodiversity, 00:03:22.260 --> 00:03:25.150 align:middle line:84% what that means and doesn't mean to them, 00:03:25.150 --> 00:03:28.770 align:middle line:84% what does it mean in their STEM education, 00:03:28.770 --> 00:03:33.610 align:middle line:84% perceptions, what works, what doesn't work. 00:03:33.610 --> 00:03:35.710 align:middle line:90% We talked to faculty. 00:03:35.710 --> 00:03:38.550 align:middle line:84% We've talked to higher education leaders. 00:03:38.550 --> 00:03:40.410 align:middle line:84% We talked to professional leaders 00:03:40.410 --> 00:03:42.912 align:middle line:84% and professional organizations, like AHEAD, 00:03:42.912 --> 00:03:45.120 align:middle line:84% I'm sure many of you are familiar with the AHEAD part 00:03:45.120 --> 00:03:46.350 align:middle line:90% of AHEAD. 00:03:46.350 --> 00:03:49.650 align:middle line:84% We've talked to other support faculty 00:03:49.650 --> 00:03:53.880 align:middle line:84% on campuses like research librarians, disability support 00:03:53.880 --> 00:03:59.040 align:middle line:84% resources, other academic supports that 00:03:59.040 --> 00:04:00.935 align:middle line:90% exist on campuses. 00:04:00.935 --> 00:04:02.310 align:middle line:84% And what I'm going to focus today 00:04:02.310 --> 00:04:07.660 align:middle line:84% though is predominantly on what students told us 00:04:07.660 --> 00:04:13.230 align:middle line:84% and what that means for conceptualizing what inclusive 00:04:13.230 --> 00:04:17.850 align:middle line:84% STEM teaching, and learning, and environments, and instruction, 00:04:17.850 --> 00:04:18.975 align:middle line:90% what that all means. 00:04:18.975 --> 00:04:22.280 align:middle line:90% 00:04:22.280 --> 00:04:24.193 align:middle line:90% So there's a general outline. 00:04:24.193 --> 00:04:26.110 align:middle line:84% I'm going to give you a little more background 00:04:26.110 --> 00:04:27.430 align:middle line:90% on the research. 00:04:27.430 --> 00:04:30.040 align:middle line:84% Our guiding perspectives and assumptions 00:04:30.040 --> 00:04:33.850 align:middle line:84% behind how we've interpreted the results. 00:04:33.850 --> 00:04:37.090 align:middle line:84% List out some of the summary statements 00:04:37.090 --> 00:04:39.730 align:middle line:90% of what students told us. 00:04:39.730 --> 00:04:44.680 align:middle line:84% I want to introduce this idea of next level inclusive STEM 00:04:44.680 --> 00:04:47.860 align:middle line:84% teaching and learning that kind of pulls together 00:04:47.860 --> 00:04:50.470 align:middle line:84% some wisdom, what came out of the data, 00:04:50.470 --> 00:04:54.730 align:middle line:84% but then also what we know about high quality inclusive learning 00:04:54.730 --> 00:04:57.050 align:middle line:90% environments and instruction. 00:04:57.050 --> 00:05:00.370 align:middle line:84% Including some recommendations and some reflection for you 00:05:00.370 --> 00:05:02.110 align:middle line:84% all who work directly with students. 00:05:02.110 --> 00:05:04.570 align:middle line:84% And then we have the discussion questions 00:05:04.570 --> 00:05:07.870 align:middle line:90% much like the prior session. 00:05:07.870 --> 00:05:10.120 align:middle line:84% So the major objectives is for you 00:05:10.120 --> 00:05:13.480 align:middle line:84% all in increasing your knowledge about how 00:05:13.480 --> 00:05:16.960 align:middle line:84% neurodiverse students perceive their learning, what 00:05:16.960 --> 00:05:18.160 align:middle line:90% they shared with us. 00:05:18.160 --> 00:05:21.670 align:middle line:84% And then take away with some strategies 00:05:21.670 --> 00:05:24.427 align:middle line:84% for supporting the success in STEM learning 00:05:24.427 --> 00:05:25.510 align:middle line:90% for neurodiverse students. 00:05:25.510 --> 00:05:30.470 align:middle line:90% 00:05:30.470 --> 00:05:34.550 align:middle line:84% So like I mentioned, we had a lot of interviews. 00:05:34.550 --> 00:05:36.650 align:middle line:84% And in total we had about 45 interviews. 00:05:36.650 --> 00:05:41.120 align:middle line:84% But again, I'm focusing on what the neurodiverse students told 00:05:41.120 --> 00:05:42.260 align:middle line:90% us. 00:05:42.260 --> 00:05:44.270 align:middle line:84% As far as neurodiversity and definition, 00:05:44.270 --> 00:05:46.730 align:middle line:90% we took the broadest sense. 00:05:46.730 --> 00:05:49.220 align:middle line:84% Our recruitment materials did use words 00:05:49.220 --> 00:05:53.130 align:middle line:84% like neurodiversity and a variety of other conditions. 00:05:53.130 --> 00:05:56.630 align:middle line:84% So it was a self-report that, yes, they 00:05:56.630 --> 00:05:58.380 align:middle line:84% experience some of these conditions, 00:05:58.380 --> 00:06:01.220 align:middle line:84% and they do have a perspectives that they 00:06:01.220 --> 00:06:03.680 align:middle line:90% would like to share with us. 00:06:03.680 --> 00:06:07.520 align:middle line:84% And so underlying that, we did give some parameters 00:06:07.520 --> 00:06:09.620 align:middle line:84% to neurodiversity for recruitment purposes, 00:06:09.620 --> 00:06:15.660 align:middle line:84% for IOB purposes, but ultimately it was defined by the students, 00:06:15.660 --> 00:06:18.730 align:middle line:90% not by us. 00:06:18.730 --> 00:06:22.550 align:middle line:84% So here's some things on what they told us. 00:06:22.550 --> 00:06:28.400 align:middle line:84% Really needing specific and clear instructions, 00:06:28.400 --> 00:06:33.170 align:middle line:90% vagueness, and applied steps. 00:06:33.170 --> 00:06:36.050 align:middle line:84% Steps well you were supposed to take it away 00:06:36.050 --> 00:06:39.440 align:middle line:84% from the prep course and added to this course. 00:06:39.440 --> 00:06:41.360 align:middle line:90% Skipping over, not doing those. 00:06:41.360 --> 00:06:45.380 align:middle line:84% It's not skipping steps, being very specific and clear what 00:06:45.380 --> 00:06:48.050 align:middle line:84% the expectations are, and maybe even 00:06:48.050 --> 00:06:53.660 align:middle line:84% erring on the side of being overly clear and specific. 00:06:53.660 --> 00:06:56.360 align:middle line:84% Not making assumptions that students will be insulted 00:06:56.360 --> 00:06:58.220 align:middle line:90% because you told them too much. 00:06:58.220 --> 00:07:02.800 align:middle line:84% Really be clear and specific in your instructions. 00:07:02.800 --> 00:07:05.445 align:middle line:84% Flexibility for self-guided learning. 00:07:05.445 --> 00:07:06.820 align:middle line:84% Now keep in mind these interviews 00:07:06.820 --> 00:07:11.620 align:middle line:84% occurred over the most recent year with the COVID impact 00:07:11.620 --> 00:07:14.860 align:middle line:84% on instruction a lot of move to online 00:07:14.860 --> 00:07:19.010 align:middle line:84% learning where things may have not been in an online world. 00:07:19.010 --> 00:07:21.820 align:middle line:84% So in balancing all of that there 00:07:21.820 --> 00:07:24.190 align:middle line:84% was a lot of self-guided learning, 00:07:24.190 --> 00:07:28.090 align:middle line:84% some happening intentional and some just kind of 00:07:28.090 --> 00:07:31.330 align:middle line:84% became the reaction to the COVID experience, 00:07:31.330 --> 00:07:33.310 align:middle line:90% maybe not as intentional. 00:07:33.310 --> 00:07:36.850 align:middle line:84% But in thinking about how can there be more 00:07:36.850 --> 00:07:39.400 align:middle line:84% flexibility built into everything 00:07:39.400 --> 00:07:41.120 align:middle line:90% for the self-guided learner. 00:07:41.120 --> 00:07:43.540 align:middle line:84% So we go back to that DYNA STEM mindset-- 00:07:43.540 --> 00:07:47.440 align:middle line:84% discover your neurodiverse advantage in STEM. 00:07:47.440 --> 00:07:50.890 align:middle line:84% In believing that students who are neurodiverse 00:07:50.890 --> 00:07:54.250 align:middle line:84% bring a different way of looking at things, 00:07:54.250 --> 00:07:57.730 align:middle line:84% a different approach to problem-solving, 00:07:57.730 --> 00:08:00.610 align:middle line:84% a different lens, seeing something 00:08:00.610 --> 00:08:03.910 align:middle line:84% that others may not even see being there. 00:08:03.910 --> 00:08:07.630 align:middle line:84% If you provide that flexibility for self-guided learning, 00:08:07.630 --> 00:08:11.530 align:middle line:84% it allows a more constructivist approach for the students 00:08:11.530 --> 00:08:14.590 align:middle line:84% to guide their own learning processes 00:08:14.590 --> 00:08:19.720 align:middle line:84% rather than being locked in to a preset structure that 00:08:19.720 --> 00:08:21.880 align:middle line:84% runs the risk of not being a match 00:08:21.880 --> 00:08:25.540 align:middle line:84% and not letting that neurodiverse advantage really 00:08:25.540 --> 00:08:26.125 align:middle line:90% come through. 00:08:26.125 --> 00:08:28.820 align:middle line:90% 00:08:28.820 --> 00:08:33.919 align:middle line:84% A balance of the modalities of instruction from peer 00:08:33.919 --> 00:08:38.039 align:middle line:84% learning to hands-on to direct instruction. 00:08:38.039 --> 00:08:40.909 align:middle line:84% And by direct instruction, that can be lecture. 00:08:40.909 --> 00:08:44.430 align:middle line:84% We didn't have students telling us lecture is always bad. 00:08:44.430 --> 00:08:45.050 align:middle line:90% Don't do that. 00:08:45.050 --> 00:08:47.660 align:middle line:84% Because there wasn't necessarily the case. 00:08:47.660 --> 00:08:51.050 align:middle line:84% Lecture as being the exclusive modality, 00:08:51.050 --> 00:08:53.990 align:middle line:84% though, was not welcome by the students. 00:08:53.990 --> 00:08:57.980 align:middle line:84% There needed to be something more applied and something more 00:08:57.980 --> 00:09:02.880 align:middle line:84% to learning from your peers, sharing with your peers. 00:09:02.880 --> 00:09:07.310 align:middle line:84% I think a lot of times in that neurodiversity umbrella, 00:09:07.310 --> 00:09:10.737 align:middle line:84% we make assumptions that the social interactions 00:09:10.737 --> 00:09:12.320 align:middle line:84% are going to be a barrier so we're not 00:09:12.320 --> 00:09:14.540 align:middle line:84% going to provide those types of things 00:09:14.540 --> 00:09:17.040 align:middle line:84% when that is not necessarily true. 00:09:17.040 --> 00:09:19.010 align:middle line:84% We may be misinterpreting some of that. 00:09:19.010 --> 00:09:22.250 align:middle line:84% And there is great value in the peer learning 00:09:22.250 --> 00:09:25.370 align:middle line:84% for the neurotypical peers who are learning 00:09:25.370 --> 00:09:27.800 align:middle line:84% a new way of perceiving the world, 00:09:27.800 --> 00:09:31.700 align:middle line:84% as well as neurodiverse students in getting the broadest 00:09:31.700 --> 00:09:35.450 align:middle line:84% scope of what interpretations could be. 00:09:35.450 --> 00:09:38.060 align:middle line:90% So basically helping each other. 00:09:38.060 --> 00:09:43.910 align:middle line:84% So not just a lecture, not just exclusively all group projects. 00:09:43.910 --> 00:09:46.490 align:middle line:90% Having a balance. 00:09:46.490 --> 00:09:48.050 align:middle line:90% Having choice. 00:09:48.050 --> 00:09:52.520 align:middle line:84% Options to choose and not choose activities or steps. 00:09:52.520 --> 00:09:56.780 align:middle line:84% I think most students would agree that steps in place, 00:09:56.780 --> 00:10:00.350 align:middle line:84% even though if you've mastered it and you can skip over 00:10:00.350 --> 00:10:05.870 align:middle line:84% that step, would be preferred in it not to take up 00:10:05.870 --> 00:10:09.050 align:middle line:90% your time in unnecessary steps. 00:10:09.050 --> 00:10:11.700 align:middle line:84% So kind of like showing your work. 00:10:11.700 --> 00:10:15.210 align:middle line:84% If you're doing a mathematical computation, 00:10:15.210 --> 00:10:18.950 align:middle line:84% there are some brains that can skip steps and still 00:10:18.950 --> 00:10:21.180 align:middle line:90% arrive at the right conclusion. 00:10:21.180 --> 00:10:23.210 align:middle line:84% But there are also those points of which 00:10:23.210 --> 00:10:28.250 align:middle line:84% you want to in a very visible metacognitive way see what 00:10:28.250 --> 00:10:32.070 align:middle line:84% those steps of learning are, but then get beyond it 00:10:32.070 --> 00:10:36.230 align:middle line:84% and allow students to choose their path to what they're 00:10:36.230 --> 00:10:40.190 align:middle line:84% learning, allow choice as much as possible. 00:10:40.190 --> 00:10:43.110 align:middle line:84% Visuals and graphics, not just text-based. 00:10:43.110 --> 00:10:46.700 align:middle line:84% And this can even be providing an opportunity for students 00:10:46.700 --> 00:10:52.340 align:middle line:84% to create their own visual and graphics that show what they've 00:10:52.340 --> 00:10:54.080 align:middle line:84% learned, demonstrate their learning, 00:10:54.080 --> 00:10:56.850 align:middle line:90% show gaps in their learning. 00:10:56.850 --> 00:10:59.300 align:middle line:84% Understanding that those multiple modalities, 00:10:59.300 --> 00:11:03.890 align:middle line:84% that text is not the only way, formulas are not the only way. 00:11:03.890 --> 00:11:06.260 align:middle line:84% That visuals and graphics can also 00:11:06.260 --> 00:11:10.550 align:middle line:84% be very effective for demonstrating learning 00:11:10.550 --> 00:11:14.270 align:middle line:84% and for asking questions about your learning. 00:11:14.270 --> 00:11:17.060 align:middle line:90% Opportunities to be creative. 00:11:17.060 --> 00:11:21.770 align:middle line:84% Providing opportunities to think outside the box. 00:11:21.770 --> 00:11:25.060 align:middle line:84% Allowing opportunities for students to propose, 00:11:25.060 --> 00:11:28.460 align:middle line:84% you know, I think I could really show you 00:11:28.460 --> 00:11:31.340 align:middle line:90% what I learned in this way. 00:11:31.340 --> 00:11:35.770 align:middle line:84% Being open to those types of conversations. 00:11:35.770 --> 00:11:41.300 align:middle line:84% Clear and logical applications to real world stem work. 00:11:41.300 --> 00:11:43.780 align:middle line:84% And I think this is true for a lot of our students. 00:11:43.780 --> 00:11:48.160 align:middle line:84% And you get that question, will I ever use this? 00:11:48.160 --> 00:11:49.840 align:middle line:90% Why does this matter? 00:11:49.840 --> 00:11:53.140 align:middle line:90% I'm going to do x, y, z job. 00:11:53.140 --> 00:11:55.990 align:middle line:90% Why do I need to know this? 00:11:55.990 --> 00:11:59.770 align:middle line:84% Having that grounding in why it is relevant 00:11:59.770 --> 00:12:03.460 align:middle line:84% and why it is important information and how it applies 00:12:03.460 --> 00:12:08.290 align:middle line:84% is actually essential to all learners of all age 00:12:08.290 --> 00:12:15.960 align:middle line:84% and all disability, abilities, all the above. 00:12:15.960 --> 00:12:19.380 align:middle line:84% Sensory stimuli focused on specific tasks. 00:12:19.380 --> 00:12:22.710 align:middle line:84% In the prior presentation, there was discussion, the chat, 00:12:22.710 --> 00:12:26.650 align:middle line:84% and also by the presenters on the sensory stimuli. 00:12:26.650 --> 00:12:28.680 align:middle line:84% So there's going to be stimuli that's very much 00:12:28.680 --> 00:12:30.930 align:middle line:84% embedded into the learning, but how can you 00:12:30.930 --> 00:12:34.050 align:middle line:90% reduce the extra noise? 00:12:34.050 --> 00:12:36.840 align:middle line:84% And I'm using that in the broadest terms on whether it 00:12:36.840 --> 00:12:44.220 align:middle line:84% be visual distractions, auditory, physical, 00:12:44.220 --> 00:12:47.010 align:middle line:84% all varieties of ways of distractions. 00:12:47.010 --> 00:12:49.620 align:middle line:90% Can they be minimized? 00:12:49.620 --> 00:12:54.660 align:middle line:84% And not just for instructors in the classroom who 00:12:54.660 --> 00:12:57.690 align:middle line:84% are leading that learning environment, but then 00:12:57.690 --> 00:13:01.500 align:middle line:84% also recognizing that students may 00:13:01.500 --> 00:13:07.540 align:middle line:84% be able to reduce their own stimuli and to let that happen. 00:13:07.540 --> 00:13:13.345 align:middle line:84% So for example, if there are windows in the classroom 00:13:13.345 --> 00:13:15.720 align:middle line:84% and there could be blinds or something that there's a way 00:13:15.720 --> 00:13:18.780 align:middle line:84% to shut the windows, and someone's 00:13:18.780 --> 00:13:21.930 align:middle line:84% in the middle of speaking, sharing information 00:13:21.930 --> 00:13:24.930 align:middle line:84% pertaining to the content, the student 00:13:24.930 --> 00:13:27.840 align:middle line:90% gets up to close the blinds. 00:13:27.840 --> 00:13:31.050 align:middle line:84% Not stopping that student from doing so and looking 00:13:31.050 --> 00:13:34.770 align:middle line:84% at it as an interruption to sharing the information-- 00:13:34.770 --> 00:13:36.900 align:middle line:84% not intended as an interruption, but it's 00:13:36.900 --> 00:13:39.730 align:middle line:84% reducing some of the extra stimuli 00:13:39.730 --> 00:13:42.630 align:middle line:84% so that student can pay better attention. 00:13:42.630 --> 00:13:45.690 align:middle line:84% And it actually could be beneficial for a lot 00:13:45.690 --> 00:13:48.855 align:middle line:84% of the other students in that learning environment as well. 00:13:48.855 --> 00:13:51.750 align:middle line:90% 00:13:51.750 --> 00:13:54.440 align:middle line:84% Physical space options for standing, or sitting, 00:13:54.440 --> 00:13:57.770 align:middle line:90% or reorientation in this space. 00:13:57.770 --> 00:14:02.690 align:middle line:84% That there is not one preset room arrangement. 00:14:02.690 --> 00:14:04.080 align:middle line:90% That there can be options. 00:14:04.080 --> 00:14:07.140 align:middle line:90% There could be flexibility. 00:14:07.140 --> 00:14:10.020 align:middle line:84% And again for where they are in this space, sitting, 00:14:10.020 --> 00:14:14.270 align:middle line:84% standing, on the floor, on the table. 00:14:14.270 --> 00:14:17.000 align:middle line:90% Does any of it really matter? 00:14:17.000 --> 00:14:19.730 align:middle line:84% Can it be a very open and welcoming environment 00:14:19.730 --> 00:14:23.420 align:middle line:84% for students to find space that is most 00:14:23.420 --> 00:14:26.920 align:middle line:90% conducive to their learning? 00:14:26.920 --> 00:14:29.950 align:middle line:90% And clear social expectations. 00:14:29.950 --> 00:14:32.980 align:middle line:84% I kind of do this as bookends, with the first one 00:14:32.980 --> 00:14:36.640 align:middle line:84% being specific and clear instructions. 00:14:36.640 --> 00:14:42.850 align:middle line:84% So teamwork, group project work is very common in STEM courses. 00:14:42.850 --> 00:14:46.120 align:middle line:84% And along with that, specific and clear instructions 00:14:46.120 --> 00:14:49.150 align:middle line:84% on what steps are, what choices are, 00:14:49.150 --> 00:14:51.490 align:middle line:84% what the expectations for learning are. 00:14:51.490 --> 00:14:56.560 align:middle line:84% But then also remembering to include the social instructions 00:14:56.560 --> 00:14:58.920 align:middle line:90% and the expectations. 00:14:58.920 --> 00:15:03.790 align:middle line:84% If you have group leaders, teach the leaders how to lead. 00:15:03.790 --> 00:15:06.730 align:middle line:84% It's a very important skill in their future of their STEM 00:15:06.730 --> 00:15:08.860 align:middle line:84% career, but also really important 00:15:08.860 --> 00:15:14.080 align:middle line:84% to showcasing successful learning within that teamwork 00:15:14.080 --> 00:15:15.470 align:middle line:90% or group assignment. 00:15:15.470 --> 00:15:17.350 align:middle line:84% So laying all of those out on what's 00:15:17.350 --> 00:15:21.235 align:middle line:84% expected socially, as well as demonstrating learning 00:15:21.235 --> 00:15:22.360 align:middle line:90% through that group project. 00:15:22.360 --> 00:15:29.120 align:middle line:90% 00:15:29.120 --> 00:15:30.600 align:middle line:90% OK, so what I'm proposing. 00:15:30.600 --> 00:15:33.710 align:middle line:84% So keeping in mind that list of what students 00:15:33.710 --> 00:15:40.070 align:middle line:84% told us about their style of learning, 00:15:40.070 --> 00:15:43.370 align:middle line:84% about where it matches, when instruction in the learning 00:15:43.370 --> 00:15:46.430 align:middle line:84% environment matches, and where it doesn't match. 00:15:46.430 --> 00:15:48.620 align:middle line:84% And then also they shared some perspectives 00:15:48.620 --> 00:15:50.810 align:middle line:84% of other students, other observations 00:15:50.810 --> 00:15:52.500 align:middle line:90% as they've made along the way. 00:15:52.500 --> 00:15:54.650 align:middle line:84% So what I'm proposing-- and I'm calling this 00:15:54.650 --> 00:15:58.220 align:middle line:84% the next level inclusive STEM learning. 00:15:58.220 --> 00:16:01.220 align:middle line:84% Because in my experience, you don't always 00:16:01.220 --> 00:16:06.080 align:middle line:84% see these three pieces in the same conversation. 00:16:06.080 --> 00:16:07.670 align:middle line:84% However, I think as we go through it, 00:16:07.670 --> 00:16:11.780 align:middle line:84% you're going to see a lot of overlap and a lot of logic 00:16:11.780 --> 00:16:14.820 align:middle line:84% on how these pieces all fit together. 00:16:14.820 --> 00:16:18.590 align:middle line:84% So one, this is a pie chart and it's divided 00:16:18.590 --> 00:16:22.170 align:middle line:90% into three equal sections. 00:16:22.170 --> 00:16:25.760 align:middle line:84% One section being universal design for learning. 00:16:25.760 --> 00:16:30.170 align:middle line:84% And in the prior presentation they talked about that. 00:16:30.170 --> 00:16:33.933 align:middle line:84% I think there was some mention of going more in-depth. 00:16:33.933 --> 00:16:36.350 align:middle line:84% And I don't know if they're referring to this presentation 00:16:36.350 --> 00:16:37.730 align:middle line:90% or another one. 00:16:37.730 --> 00:16:42.530 align:middle line:84% My plan is not to go as much into in-depth about this one, 00:16:42.530 --> 00:16:44.570 align:middle line:84% but to give an overall summary so you 00:16:44.570 --> 00:16:46.970 align:middle line:84% can see how the pieces all fit together. 00:16:46.970 --> 00:16:50.930 align:middle line:84% Increasingly, there are a lot of professional learning 00:16:50.930 --> 00:16:55.618 align:middle line:84% opportunities on campuses around universal design for learning. 00:16:55.618 --> 00:16:57.410 align:middle line:84% So I wasn't going to go as in-depth to here 00:16:57.410 --> 00:16:59.840 align:middle line:84% because I think faculty have a lot of access 00:16:59.840 --> 00:17:01.260 align:middle line:90% to that information. 00:17:01.260 --> 00:17:05.089 align:middle line:84% But in summary, looking at multiple methods 00:17:05.089 --> 00:17:06.560 align:middle line:90% of representation. 00:17:06.560 --> 00:17:09.829 align:middle line:84% So how you're getting the information, action 00:17:09.829 --> 00:17:13.190 align:middle line:84% and expression, how you're demonstrating and showing 00:17:13.190 --> 00:17:14.400 align:middle line:90% your learning. 00:17:14.400 --> 00:17:18.619 align:middle line:84% And then engagement, being able to interact 00:17:18.619 --> 00:17:21.680 align:middle line:84% and for it to be a very interactive process 00:17:21.680 --> 00:17:23.910 align:middle line:90% of learning. 00:17:23.910 --> 00:17:26.930 align:middle line:84% So then I do a little bit about that, but not as much. 00:17:26.930 --> 00:17:33.200 align:middle line:84% I want to point out the other two pieces in this pie. 00:17:33.200 --> 00:17:36.830 align:middle line:84% So one of the pieces you see there 00:17:36.830 --> 00:17:39.650 align:middle line:90% is the trauma-informed setting. 00:17:39.650 --> 00:17:44.660 align:middle line:84% And very nicely set the stage in the prior presentation 00:17:44.660 --> 00:17:49.370 align:middle line:84% in some of the conversation about how neurodiverse people 00:17:49.370 --> 00:17:54.620 align:middle line:84% do experience trauma due to a range of experiences 00:17:54.620 --> 00:17:57.290 align:middle line:84% and stigma, bias, those kinds of things, 00:17:57.290 --> 00:17:59.960 align:middle line:90% as well as other factors. 00:17:59.960 --> 00:18:03.800 align:middle line:84% And what I'm proposing is that taking 00:18:03.800 --> 00:18:06.440 align:middle line:84% a trauma-informed approach is very 00:18:06.440 --> 00:18:09.800 align:middle line:84% much like a universal design approach. 00:18:09.800 --> 00:18:13.370 align:middle line:84% That it's about for the greatest number of users, the greatest 00:18:13.370 --> 00:18:14.690 align:middle line:90% number of learners. 00:18:14.690 --> 00:18:18.140 align:middle line:84% It's not about knowing what someone's trauma history is. 00:18:18.140 --> 00:18:21.230 align:middle line:84% It's not about judging the severity of their trauma 00:18:21.230 --> 00:18:26.000 align:middle line:84% history, if they think something is worse or less worse 00:18:26.000 --> 00:18:27.650 align:middle line:90% than something else. 00:18:27.650 --> 00:18:29.330 align:middle line:84% It's about recognizing that trauma 00:18:29.330 --> 00:18:33.950 align:middle line:84% is part of the human experience and that there 00:18:33.950 --> 00:18:37.390 align:middle line:84% are triggers of trauma, meaning that there may be something 00:18:37.390 --> 00:18:39.140 align:middle line:84% in the environment, something that's said, 00:18:39.140 --> 00:18:42.140 align:middle line:84% something that happens that causes 00:18:42.140 --> 00:18:45.620 align:middle line:84% our brains and our bodies to recall 00:18:45.620 --> 00:18:48.380 align:middle line:84% the emotions of the trauma in that moment. 00:18:48.380 --> 00:18:51.950 align:middle line:84% And that can be a very unanticipated experience. 00:18:51.950 --> 00:18:53.900 align:middle line:90% It can surprise us. 00:18:53.900 --> 00:18:56.820 align:middle line:84% It can surprise our students when that happens. 00:18:56.820 --> 00:19:01.040 align:middle line:84% And so setting up the learning environment from the syllabi 00:19:01.040 --> 00:19:05.960 align:middle line:84% to the actual environment to the various forms of instruction 00:19:05.960 --> 00:19:07.160 align:middle line:90% and how students can engage. 00:19:07.160 --> 00:19:12.320 align:middle line:84% If they can have a trauma-informed perspective, 00:19:12.320 --> 00:19:15.920 align:middle line:84% it's really going to promote the engagement of students. 00:19:15.920 --> 00:19:18.560 align:middle line:84% And those components of being trauma-informed 00:19:18.560 --> 00:19:22.260 align:middle line:84% in a very general fashion is used across social services, 00:19:22.260 --> 00:19:25.100 align:middle line:84% as well as any sorts of learning environments 00:19:25.100 --> 00:19:29.810 align:middle line:84% are safety, trustworthiness, choice collaboration, 00:19:29.810 --> 00:19:31.160 align:middle line:90% and empowerment. 00:19:31.160 --> 00:19:34.320 align:middle line:84% And I'm going to unpack each one of those in just a bit. 00:19:34.320 --> 00:19:37.970 align:middle line:84% And then the last piece of this pie that I'm throwing out there 00:19:37.970 --> 00:19:40.700 align:middle line:90% are adult learning principles. 00:19:40.700 --> 00:19:42.920 align:middle line:84% And there's a variety of literature on this. 00:19:42.920 --> 00:19:45.440 align:middle line:84% And I've summarized it into three main parts 00:19:45.440 --> 00:19:49.700 align:middle line:84% of preparation, relevance, and reflection. 00:19:49.700 --> 00:19:52.340 align:middle line:84% And in some ways, this adult learning principle 00:19:52.340 --> 00:19:55.760 align:middle line:84% can be very logical to college faculty. 00:19:55.760 --> 00:19:59.390 align:middle line:84% And in some ways, for some, it can be a change in mindset. 00:19:59.390 --> 00:20:01.682 align:middle line:84% So you're looking on going onto college. 00:20:01.682 --> 00:20:03.140 align:middle line:84% So you have a traditional student-- 00:20:03.140 --> 00:20:07.070 align:middle line:84% 19, 20 21-years-old and all of this, that often it 00:20:07.070 --> 00:20:11.720 align:middle line:84% becomes a continuation of high school, of the way instruction 00:20:11.720 --> 00:20:15.590 align:middle line:84% happened in high school and less of the shift 00:20:15.590 --> 00:20:22.710 align:middle line:84% into the students owning their own learning as adult learners. 00:20:22.710 --> 00:20:24.905 align:middle line:84% And I think in general from what I hear from faculty 00:20:24.905 --> 00:20:30.530 align:middle line:84% and what I observed, we all need a little bit of this mind shift 00:20:30.530 --> 00:20:34.460 align:middle line:84% that a 19-year-old, 20-year-old, 21-year-old, 22-year-old can 00:20:34.460 --> 00:20:37.550 align:middle line:90% be owners of their learning. 00:20:37.550 --> 00:20:39.890 align:middle line:84% And putting that responsibility on them. 00:20:39.890 --> 00:20:43.700 align:middle line:84% And when you do, you've created a lot of those conditions 00:20:43.700 --> 00:20:46.520 align:middle line:84% that they told us were beneficial as far as choice, 00:20:46.520 --> 00:20:49.880 align:middle line:84% and self-guided, and multiple ways of telling you what 00:20:49.880 --> 00:20:52.440 align:middle line:90% they've learned, and so on. 00:20:52.440 --> 00:20:57.660 align:middle line:84% So before I unpack each one of those, 00:20:57.660 --> 00:21:02.040 align:middle line:84% I want you to think just a bit about a team or a group 00:21:02.040 --> 00:21:07.420 align:middle line:84% assignment that you often use, and of course, that you teach. 00:21:07.420 --> 00:21:10.560 align:middle line:84% And so refresh your memory and you could just jot these down 00:21:10.560 --> 00:21:13.740 align:middle line:84% on a Post-It note or maybe have them off the top of your head 00:21:13.740 --> 00:21:17.610 align:middle line:84% what are the steps to the assignment? 00:21:17.610 --> 00:21:19.950 align:middle line:84% What are the resources that are needed 00:21:19.950 --> 00:21:22.730 align:middle line:90% to complete the assignment? 00:21:22.730 --> 00:21:26.000 align:middle line:84% What are students expected to demonstrate 00:21:26.000 --> 00:21:27.920 align:middle line:84% in regard to the STEM content area, 00:21:27.920 --> 00:21:32.330 align:middle line:84% as well as the social aspects of teamwork? 00:21:32.330 --> 00:21:36.890 align:middle line:84% How is feedback provided and what format is it provided? 00:21:36.890 --> 00:21:39.030 align:middle line:90% Where does it come from? 00:21:39.030 --> 00:21:41.830 align:middle line:84% Is it part of the grading process? 00:21:41.830 --> 00:21:44.260 align:middle line:84% Is it part of the grading process exclusively? 00:21:44.260 --> 00:21:46.900 align:middle line:84% Or are there other pieces where feedback happens that are not 00:21:46.900 --> 00:21:48.760 align:middle line:90% part of the grading process? 00:21:48.760 --> 00:21:52.290 align:middle line:84% And then what is the measurement of learning? 00:21:52.290 --> 00:21:55.860 align:middle line:84% So I'm going to pause for maybe 30 seconds 00:21:55.860 --> 00:21:58.080 align:middle line:84% so you can jot those down if you'd like. 00:21:58.080 --> 00:22:20.520 align:middle line:90% 00:22:20.520 --> 00:22:23.107 align:middle line:84% OK, so I'm going to unpack each one of those. 00:22:23.107 --> 00:22:24.690 align:middle line:84% And as I mentioned, I'm going to spend 00:22:24.690 --> 00:22:29.070 align:middle line:84% the least amount of time on universal design for learning. 00:22:29.070 --> 00:22:33.270 align:middle line:84% And there are a variety of ways that universal design 00:22:33.270 --> 00:22:38.040 align:middle line:84% for learning is described from the summary, kind 00:22:38.040 --> 00:22:40.680 align:middle line:90% of three overarching umbrellas. 00:22:40.680 --> 00:22:44.130 align:middle line:84% And sometimes the terminology with those umbrellas 00:22:44.130 --> 00:22:46.410 align:middle line:84% can be a little different, but they kind of get 00:22:46.410 --> 00:22:50.670 align:middle line:84% at the same gist of it, to a point of really identifying 00:22:50.670 --> 00:22:55.500 align:middle line:84% of very specific steps, kind of taking the universal design 00:22:55.500 --> 00:22:58.590 align:middle line:84% as it was created for physical space 00:22:58.590 --> 00:23:02.880 align:middle line:84% and translating it into the learning space. 00:23:02.880 --> 00:23:04.740 align:middle line:84% So we're looking at representations. 00:23:04.740 --> 00:23:08.250 align:middle line:84% So information is shared in a variety of ways. 00:23:08.250 --> 00:23:11.330 align:middle line:84% And the common pieces across all of these elements, that they're 00:23:11.330 --> 00:23:16.920 align:middle line:84% a variety of modalities, that there is not one set of ways. 00:23:16.920 --> 00:23:20.220 align:middle line:84% And for a lot of folks, this can be challenging 00:23:20.220 --> 00:23:23.190 align:middle line:84% when they come to a particular content area 00:23:23.190 --> 00:23:25.080 align:middle line:90% or even to their discipline. 00:23:25.080 --> 00:23:29.200 align:middle line:84% When they think about this is how I learned this content, 00:23:29.200 --> 00:23:31.170 align:middle line:84% so this is the best way to learn. 00:23:31.170 --> 00:23:33.390 align:middle line:90% Kind of breaking down that myth. 00:23:33.390 --> 00:23:35.850 align:middle line:84% Breaking down that myth this is how the subject 00:23:35.850 --> 00:23:36.900 align:middle line:90% is traditionally taught. 00:23:36.900 --> 00:23:39.060 align:middle line:84% So that's why I'll continue in that vein, 00:23:39.060 --> 00:23:41.580 align:middle line:90% breaking down that myth. 00:23:41.580 --> 00:23:45.070 align:middle line:84% So information is shared in a variety of ways. 00:23:45.070 --> 00:23:47.670 align:middle line:84% The recognizing with our students that not just 00:23:47.670 --> 00:23:51.630 align:middle line:84% one way is going to resonate with them, whether it 00:23:51.630 --> 00:23:56.490 align:middle line:84% be text-based or graphic-based, whether it 00:23:56.490 --> 00:24:01.140 align:middle line:84% be something you listen to, something that you read. 00:24:01.140 --> 00:24:04.680 align:middle line:84% I think in our technology resources today, 00:24:04.680 --> 00:24:07.290 align:middle line:84% there are infinite possibilities for how 00:24:07.290 --> 00:24:09.120 align:middle line:90% information can be shared. 00:24:09.120 --> 00:24:12.360 align:middle line:84% The same way with action and expression options 00:24:12.360 --> 00:24:14.100 align:middle line:90% for demonstrating learning. 00:24:14.100 --> 00:24:16.200 align:middle line:84% So like in the example I used before, 00:24:16.200 --> 00:24:20.190 align:middle line:84% being opened to a students creative proposition on, 00:24:20.190 --> 00:24:22.950 align:middle line:84% hey, I could really demonstrate for you 00:24:22.950 --> 00:24:25.410 align:middle line:84% that I learned this content in this way. 00:24:25.410 --> 00:24:28.500 align:middle line:84% It may not be articulated in your syllabi 00:24:28.500 --> 00:24:30.570 align:middle line:84% as one of the key components, one 00:24:30.570 --> 00:24:35.340 align:middle line:84% of the key methods demonstrated in their learning. 00:24:35.340 --> 00:24:41.700 align:middle line:84% But partnering with the student to come up with creative ways, 00:24:41.700 --> 00:24:44.670 align:middle line:84% making that option to all students. 00:24:44.670 --> 00:24:48.630 align:middle line:84% And then engagement, how do you interact with the information? 00:24:48.630 --> 00:24:51.538 align:middle line:84% That direct instruction modality of lecturing-- you 00:24:51.538 --> 00:24:52.830 align:middle line:90% know, why putting it out there? 00:24:52.830 --> 00:24:54.930 align:middle line:84% And students then say all lecture is bad. 00:24:54.930 --> 00:24:58.320 align:middle line:84% But note that they also wanted different ways 00:24:58.320 --> 00:25:00.520 align:middle line:84% of interacting, whether it was with peers, 00:25:00.520 --> 00:25:02.280 align:middle line:90% whether it was hands-on. 00:25:02.280 --> 00:25:06.060 align:middle line:84% That you have multiple ways to interact with the information 00:25:06.060 --> 00:25:08.580 align:middle line:90% and have it make sense to you. 00:25:08.580 --> 00:25:10.560 align:middle line:84% So something for you all to think 00:25:10.560 --> 00:25:14.310 align:middle line:84% about is your reflecting on this application of universal design 00:25:14.310 --> 00:25:18.690 align:middle line:84% for learning, is do you provide varied ways for students 00:25:18.690 --> 00:25:20.940 align:middle line:90% to access the course content? 00:25:20.940 --> 00:25:24.090 align:middle line:84% And I'm talking about all of the course content, not varied ways 00:25:24.090 --> 00:25:26.040 align:middle line:84% for this piece, but all the rest of it 00:25:26.040 --> 00:25:27.660 align:middle line:90% is in a very structured way. 00:25:27.660 --> 00:25:30.480 align:middle line:84% Can you stretch yourself to provide variety 00:25:30.480 --> 00:25:33.510 align:middle line:90% of ways across your course? 00:25:33.510 --> 00:25:36.383 align:middle line:84% Are there a variety of ways of working with the content? 00:25:36.383 --> 00:25:37.800 align:middle line:84% Kind of that, roll up your sleeves 00:25:37.800 --> 00:25:40.990 align:middle line:84% and dig in and get more information. 00:25:40.990 --> 00:25:43.350 align:middle line:84% And again, our technology resources 00:25:43.350 --> 00:25:45.930 align:middle line:84% really provide an infinite number of ways. 00:25:45.930 --> 00:25:50.250 align:middle line:84% Varied ways for showing what they have learned, how can they 00:25:50.250 --> 00:25:51.330 align:middle line:90% best demonstrate that. 00:25:51.330 --> 00:25:54.690 align:middle line:84% It's something that helps some of our students 00:25:54.690 --> 00:25:57.642 align:middle line:84% who may feel like text is not their best way, 00:25:57.642 --> 00:25:59.850 align:middle line:84% but, hey, they could present what they were learning. 00:25:59.850 --> 00:26:00.892 align:middle line:90% They could talk about it. 00:26:00.892 --> 00:26:02.670 align:middle line:84% They could graphically represent it. 00:26:02.670 --> 00:26:04.550 align:middle line:84% Perhaps, they could do an illustration. 00:26:04.550 --> 00:26:08.550 align:middle line:84% It could be a multi-frame cartoon 00:26:08.550 --> 00:26:11.070 align:middle line:84% that's demonstrating their learning, keeping 00:26:11.070 --> 00:26:12.420 align:middle line:90% that varied way open. 00:26:12.420 --> 00:26:16.440 align:middle line:84% And then varied ways of practicing new skills. 00:26:16.440 --> 00:26:20.650 align:middle line:90% 00:26:20.650 --> 00:26:24.330 align:middle line:84% So with that, I'm going to segue into 00:26:24.330 --> 00:26:27.360 align:middle line:90% the trauma-informed setting. 00:26:27.360 --> 00:26:30.180 align:middle line:84% And because we've had this conversation this morning 00:26:30.180 --> 00:26:33.940 align:middle line:84% about this, I'm going to just a little more time here. 00:26:33.940 --> 00:26:37.440 align:middle line:84% So as we're talking about like in the universal design 00:26:37.440 --> 00:26:40.830 align:middle line:84% for learning the multiple modalities of things that 00:26:40.830 --> 00:26:45.330 align:middle line:84% fit how people learn, also with the multiple modalities 00:26:45.330 --> 00:26:49.590 align:middle line:84% allow options that students will feel is safe. 00:26:49.590 --> 00:26:53.250 align:middle line:84% So in STEM, in scientific discovery, 00:26:53.250 --> 00:26:58.920 align:middle line:84% we know that sometimes not every experiment works. 00:26:58.920 --> 00:27:03.000 align:middle line:84% Sometimes, it fails, and we learn from that, 00:27:03.000 --> 00:27:06.010 align:middle line:90% and we test our next hypothesis. 00:27:06.010 --> 00:27:10.740 align:middle line:84% So with all students, with neurodiverse students, 00:27:10.740 --> 00:27:16.980 align:middle line:84% being able to take the risks needs to be safe. 00:27:16.980 --> 00:27:24.000 align:middle line:84% So is risk-taking communicated, articulated to students 00:27:24.000 --> 00:27:28.180 align:middle line:84% as an acceptable form of STEM learning? 00:27:28.180 --> 00:27:31.440 align:middle line:84% When students are showing you and demonstrating to you what 00:27:31.440 --> 00:27:36.270 align:middle line:84% they've learned, when they don't have it quite right, 00:27:36.270 --> 00:27:40.230 align:middle line:84% is that part of the learning trajectory? 00:27:40.230 --> 00:27:43.040 align:middle line:90% And that is safe. 00:27:43.040 --> 00:27:45.800 align:middle line:84% Also with the whole safety aspect, 00:27:45.800 --> 00:27:52.760 align:middle line:84% like my example with the blinds and the sensory information-- 00:27:52.760 --> 00:27:54.290 align:middle line:84% we've done some work with veterans. 00:27:54.290 --> 00:27:58.700 align:middle line:84% So post-traumatic stress and those kinds of things-- 00:27:58.700 --> 00:28:02.210 align:middle line:84% allowing students choice on where they sit, 00:28:02.210 --> 00:28:06.300 align:middle line:84% how they're oriented to the other students, 00:28:06.300 --> 00:28:12.880 align:middle line:84% maybe ways of helping them stay in a safe space 00:28:12.880 --> 00:28:17.160 align:middle line:84% so that they can be readily able to engage 00:28:17.160 --> 00:28:19.830 align:middle line:84% in the learning that's happening and not 00:28:19.830 --> 00:28:25.200 align:middle line:84% be so focused on the protective factors that kick in. 00:28:25.200 --> 00:28:28.590 align:middle line:84% Trustworthiness, dependable follow-through. 00:28:28.590 --> 00:28:31.650 align:middle line:84% Do what you say you're going to do with your syllabus. 00:28:31.650 --> 00:28:34.410 align:middle line:84% We talk about clear and specific instructions 00:28:34.410 --> 00:28:38.430 align:middle line:84% that you adhere to the clear and specific constructions. 00:28:38.430 --> 00:28:41.168 align:middle line:84% But then I give the example of negotiating 00:28:41.168 --> 00:28:42.960 align:middle line:84% with students when they have a creative way 00:28:42.960 --> 00:28:44.460 align:middle line:90% to demonstrate their learning. 00:28:44.460 --> 00:28:46.350 align:middle line:84% Bring that to the forefront as part 00:28:46.350 --> 00:28:49.870 align:middle line:84% of the communication with all the students in that course. 00:28:49.870 --> 00:28:53.670 align:middle line:84% So adjustments to the syllabi, adjustments to expectation 00:28:53.670 --> 00:28:55.020 align:middle line:90% are made together. 00:28:55.020 --> 00:28:57.420 align:middle line:90% They are not surprises. 00:28:57.420 --> 00:28:59.850 align:middle line:90% So being trustworthy. 00:28:59.850 --> 00:29:00.630 align:middle line:90% Choice. 00:29:00.630 --> 00:29:02.550 align:middle line:90% Options for engagement. 00:29:02.550 --> 00:29:06.950 align:middle line:84% Not assuming that a student just wants to get out of something. 00:29:06.950 --> 00:29:09.990 align:middle line:84% That there may be other lying factors 00:29:09.990 --> 00:29:14.070 align:middle line:84% that are guiding that student to ask for not doing that step, 00:29:14.070 --> 00:29:16.050 align:middle line:90% not doing in that way. 00:29:16.050 --> 00:29:20.760 align:middle line:84% Or better yet, providing options for how it is done so students 00:29:20.760 --> 00:29:23.130 align:middle line:90% can choose the safe route. 00:29:23.130 --> 00:29:24.210 align:middle line:90% Collaboration. 00:29:24.210 --> 00:29:26.980 align:middle line:84% Students want to learn from each other, 00:29:26.980 --> 00:29:28.530 align:middle line:84% creating that safe space for that 00:29:28.530 --> 00:29:30.810 align:middle line:90% to happen without judgment. 00:29:30.810 --> 00:29:33.180 align:middle line:84% That they're learning as part of their teamwork. 00:29:33.180 --> 00:29:36.030 align:middle line:90% We give each other feedback. 00:29:36.030 --> 00:29:39.810 align:middle line:84% It's not about saying I did it right and you did it wrong. 00:29:39.810 --> 00:29:42.210 align:middle line:84% We're learning together and giving each other feedback. 00:29:42.210 --> 00:29:43.860 align:middle line:90% So that collaboration. 00:29:43.860 --> 00:29:46.110 align:middle line:84% And then this last one, empowerment. 00:29:46.110 --> 00:29:48.390 align:middle line:84% Leading with being strengths-based. 00:29:48.390 --> 00:29:51.630 align:middle line:84% And the example I was saying, echoing they together. 00:29:51.630 --> 00:29:57.420 align:middle line:84% You are learning together, you are teaching together 00:29:57.420 --> 00:30:00.160 align:middle line:84% with your students in that space. 00:30:00.160 --> 00:30:02.700 align:middle line:84% So providing opportunity for leadership. 00:30:02.700 --> 00:30:05.580 align:middle line:84% If there is that option to negotiate 00:30:05.580 --> 00:30:08.970 align:middle line:84% some of the methods of things, like in that universal design 00:30:08.970 --> 00:30:11.220 align:middle line:84% for learning space, you do it together 00:30:11.220 --> 00:30:14.250 align:middle line:84% empowering teachers, and empowering your students, 00:30:14.250 --> 00:30:18.190 align:middle line:84% and valuing their input into the learning process. 00:30:18.190 --> 00:30:21.636 align:middle line:84% So some reflection questions to think about opportunities 00:30:21.636 --> 00:30:24.810 align:middle line:84% you provide students to try out new ideas 00:30:24.810 --> 00:30:28.050 align:middle line:84% and hypotheses without risk of a low grade 00:30:28.050 --> 00:30:30.160 align:middle line:90% or scrutiny from their peers. 00:30:30.160 --> 00:30:32.880 align:middle line:84% Do you adhere to your course plans? 00:30:32.880 --> 00:30:35.640 align:middle line:84% Are necessary changes explained to the students, 00:30:35.640 --> 00:30:38.880 align:middle line:84% or better yet decided with the students? 00:30:38.880 --> 00:30:41.190 align:middle line:84% Offering opportunities for students 00:30:41.190 --> 00:30:43.260 align:middle line:84% to make choices about their learning, 00:30:43.260 --> 00:30:45.990 align:middle line:84% promoting peer-to-peer learning, and mutually 00:30:45.990 --> 00:30:47.310 align:middle line:90% reinforcing activities. 00:30:47.310 --> 00:30:50.130 align:middle line:84% It's a win-win for everyone when you engage in it. 00:30:50.130 --> 00:30:55.140 align:middle line:84% Advise students from a strength first perspective, right? 00:30:55.140 --> 00:30:56.670 align:middle line:90% So not leading with a deficit. 00:30:56.670 --> 00:30:58.350 align:middle line:84% Well, what you weren't able to do 00:30:58.350 --> 00:31:00.510 align:middle line:84% or what you aren't showing yet is this. 00:31:00.510 --> 00:31:03.210 align:middle line:84% But leading that conversation from 00:31:03.210 --> 00:31:05.280 align:middle line:90% a strengths-based perspective. 00:31:05.280 --> 00:31:08.850 align:middle line:84% And providing opportunities for all students 00:31:08.850 --> 00:31:12.090 align:middle line:84% to showcase that there are various forms of leadership 00:31:12.090 --> 00:31:15.615 align:middle line:84% and that all students can be a leader in that learning space. 00:31:15.615 --> 00:31:22.280 align:middle line:90% 00:31:22.280 --> 00:31:25.280 align:middle line:84% So the comment into the biggest barrier 00:31:25.280 --> 00:31:28.520 align:middle line:84% to implementing flexibility are the bureaucratic requirements 00:31:28.520 --> 00:31:30.560 align:middle line:90% imposed by my institution. 00:31:30.560 --> 00:31:35.390 align:middle line:84% And we find that sometimes with particular STEM fields, 00:31:35.390 --> 00:31:40.440 align:middle line:84% that there are imposed traditions. 00:31:40.440 --> 00:31:42.270 align:middle line:84% Imposed is this is how we always do this, 00:31:42.270 --> 00:31:44.400 align:middle line:84% or this has to be done in this certain way 00:31:44.400 --> 00:31:46.830 align:middle line:84% because it leads to this kind of licensure, 00:31:46.830 --> 00:31:48.930 align:middle line:84% or because this licensure exam won't 00:31:48.930 --> 00:31:51.540 align:middle line:84% allow you to have this resource available when you take it. 00:31:51.540 --> 00:31:56.620 align:middle line:84% So therefore, I can't allow those resources to be taken. 00:31:56.620 --> 00:31:59.670 align:middle line:84% I want to say, yes, that those things are 00:31:59.670 --> 00:32:01.440 align:middle line:90% very real in struggle. 00:32:01.440 --> 00:32:03.750 align:middle line:84% And I know our Disability Resource office works 00:32:03.750 --> 00:32:09.840 align:middle line:84% very closely with those disciplines to problem solve, 00:32:09.840 --> 00:32:13.770 align:middle line:84% not to necessarily accept that this is the only way that this 00:32:13.770 --> 00:32:14.740 align:middle line:90% could be done. 00:32:14.740 --> 00:32:17.460 align:middle line:84% But can we look at it other ways and maybe even 00:32:17.460 --> 00:32:21.120 align:middle line:84% perhaps try it in a very small pilot 00:32:21.120 --> 00:32:24.210 align:middle line:84% without in the same way not asking the institution 00:32:24.210 --> 00:32:25.950 align:middle line:84% to take a risk, being trauma-informed 00:32:25.950 --> 00:32:28.740 align:middle line:84% with your institution, to really show 00:32:28.740 --> 00:32:33.230 align:middle line:90% champions on how it can work. 00:32:33.230 --> 00:32:36.560 align:middle line:84% Yes, that's good advice speaking to how it ties to the learning 00:32:36.560 --> 00:32:37.820 align:middle line:90% objectives in the assessment. 00:32:37.820 --> 00:32:39.860 align:middle line:84% You just keep it coming back to there. 00:32:39.860 --> 00:32:45.140 align:middle line:84% And that's kind of your mutually decided upon goal for students 00:32:45.140 --> 00:32:47.180 align:middle line:90% to learn these things. 00:32:47.180 --> 00:32:50.540 align:middle line:84% But then while promoting, there can be different pathways 00:32:50.540 --> 00:32:54.090 align:middle line:90% to get to that point. 00:32:54.090 --> 00:32:56.440 align:middle line:84% Unpacking the adult learning principles. 00:32:56.440 --> 00:32:59.850 align:middle line:84% So as I said, there are a variety 00:32:59.850 --> 00:33:02.100 align:middle line:84% of ways that these are listed out. 00:33:02.100 --> 00:33:04.980 align:middle line:84% And I'm summarizing into the preparation 00:33:04.980 --> 00:33:08.610 align:middle line:84% piece, which is plan, introduce, and illustrate. 00:33:08.610 --> 00:33:09.990 align:middle line:90% The relevance piece. 00:33:09.990 --> 00:33:11.520 align:middle line:90% So why does this matter? 00:33:11.520 --> 00:33:14.310 align:middle line:84% So application of it and practice of it. 00:33:14.310 --> 00:33:18.360 align:middle line:84% And then reflection, self-assessment and goal 00:33:18.360 --> 00:33:19.300 align:middle line:90% setting. 00:33:19.300 --> 00:33:22.020 align:middle line:84% So in the plan, introduce, and illustrate 00:33:22.020 --> 00:33:25.180 align:middle line:84% is very much like at the beginning of this presentation, 00:33:25.180 --> 00:33:28.590 align:middle line:84% I told you what we were going to go through, 00:33:28.590 --> 00:33:31.170 align:middle line:84% I set out the objectives for our time 00:33:31.170 --> 00:33:33.810 align:middle line:84% together so you could kind of prepare your mind in this is 00:33:33.810 --> 00:33:35.440 align:middle line:90% what this is going to be about. 00:33:35.440 --> 00:33:40.230 align:middle line:84% And then before I was unpacking what these three components 00:33:40.230 --> 00:33:44.700 align:middle line:84% are, I asked you to think about in your real-world scenario, 00:33:44.700 --> 00:33:46.900 align:middle line:84% a team assignment, a group assignment 00:33:46.900 --> 00:33:49.080 align:middle line:84% so that you could start to think about how these 00:33:49.080 --> 00:33:52.870 align:middle line:90% plug-in to your instruction. 00:33:52.870 --> 00:33:56.490 align:middle line:84% So that was my preparation for you all. 00:33:56.490 --> 00:33:59.490 align:middle line:84% The relevance, the application and the practice providing 00:33:59.490 --> 00:34:01.530 align:middle line:90% examples of real-world-- 00:34:01.530 --> 00:34:02.590 align:middle line:90% how does this happen? 00:34:02.590 --> 00:34:05.080 align:middle line:90% Why does this matter? 00:34:05.080 --> 00:34:07.770 align:middle line:84% What will be the difference if I do this? 00:34:07.770 --> 00:34:09.389 align:middle line:90% Yes, it's a layer of convincing. 00:34:09.389 --> 00:34:11.190 align:middle line:84% But it's very important to adult learning 00:34:11.190 --> 00:34:12.600 align:middle line:90% to be able to ground it. 00:34:12.600 --> 00:34:16.290 align:middle line:84% And our experiences, because we definitely learn 00:34:16.290 --> 00:34:18.659 align:middle line:90% from our years of experiences. 00:34:18.659 --> 00:34:21.120 align:middle line:84% And then also those reflection questions 00:34:21.120 --> 00:34:23.460 align:middle line:84% that I've put along the way to think about how 00:34:23.460 --> 00:34:25.980 align:middle line:90% this applies to your context. 00:34:25.980 --> 00:34:28.230 align:middle line:84% Often, we can go to a webinar, a training, 00:34:28.230 --> 00:34:29.639 align:middle line:90% and it all sounds great. 00:34:29.639 --> 00:34:32.550 align:middle line:84% And then we come away and go wait, how is that 00:34:32.550 --> 00:34:34.199 align:middle line:90% going to apply in my world? 00:34:34.199 --> 00:34:38.969 align:middle line:84% If you can engage your audience, engage the students 00:34:38.969 --> 00:34:41.370 align:middle line:84% on how it's going to happen in the real-world 00:34:41.370 --> 00:34:45.000 align:middle line:84% while they're learning it, it locks in a little better. 00:34:45.000 --> 00:34:49.440 align:middle line:84% It gives it some glue, some stickiness to the learning. 00:34:49.440 --> 00:34:52.170 align:middle line:84% And then the self-assessment and goal setting. 00:34:52.170 --> 00:34:56.560 align:middle line:84% It's presuming that students can be assessment capable learners. 00:34:56.560 --> 00:34:59.970 align:middle line:84% And we talk about that in our K-12 education, 00:34:59.970 --> 00:35:02.550 align:middle line:84% but I think it applies in our adult learning too. 00:35:02.550 --> 00:35:04.710 align:middle line:90% I know whether or not I got it. 00:35:04.710 --> 00:35:06.240 align:middle line:90% I have a sense of that. 00:35:06.240 --> 00:35:08.790 align:middle line:84% I have a sense of what my gaps are. 00:35:08.790 --> 00:35:12.037 align:middle line:84% Engaging with students in that conversation. 00:35:12.037 --> 00:35:12.870 align:middle line:90% Where are your gaps? 00:35:12.870 --> 00:35:14.850 align:middle line:84% Now, what are you going to be your next steps? 00:35:14.850 --> 00:35:17.880 align:middle line:84% And you see how it circles back to the student request 00:35:17.880 --> 00:35:20.590 align:middle line:90% for that self-guided learning. 00:35:20.590 --> 00:35:22.480 align:middle line:84% And so in some cases with your students, 00:35:22.480 --> 00:35:25.060 align:middle line:84% you'll need to prepare them to be self-guided learners. 00:35:25.060 --> 00:35:26.100 align:middle line:90% It'll be novel. 00:35:26.100 --> 00:35:28.380 align:middle line:84% They come from a high school tradition, 00:35:28.380 --> 00:35:32.130 align:middle line:84% which may have been more so you get and learn it because you're 00:35:32.130 --> 00:35:38.790 align:middle line:84% supposed to and move on to there to them owning their learning 00:35:38.790 --> 00:35:39.310 align:middle line:90% paths. 00:35:39.310 --> 00:35:41.730 align:middle line:84% So what is it going to take for them to learn it 00:35:41.730 --> 00:35:43.050 align:middle line:90% and what are their next steps? 00:35:43.050 --> 00:35:45.450 align:middle line:84% What additional resources do you need? 00:35:45.450 --> 00:35:50.190 align:middle line:84% So thinking about do you provide clear introductions 00:35:50.190 --> 00:35:52.830 align:middle line:84% and illustrations of what is to be learned? 00:35:52.830 --> 00:35:57.420 align:middle line:84% Are you prepping their brains for the learning experience? 00:35:57.420 --> 00:36:00.780 align:middle line:84% Do you provide descriptions of why and how the content is 00:36:00.780 --> 00:36:04.480 align:middle line:84% relevant and how it is used in real-world settings? 00:36:04.480 --> 00:36:06.480 align:middle line:90% Why does it matter? 00:36:06.480 --> 00:36:08.700 align:middle line:90% How might they use this? 00:36:08.700 --> 00:36:10.980 align:middle line:84% Do you provide opportunities for students 00:36:10.980 --> 00:36:14.010 align:middle line:84% to self-assess the mastery of their content. 00:36:14.010 --> 00:36:16.350 align:middle line:84% I'm not just talking about a test and a grade, 00:36:16.350 --> 00:36:18.520 align:middle line:84% but providing those opportunities, 00:36:18.520 --> 00:36:23.010 align:middle line:84% whether they be within a session, after a session, 00:36:23.010 --> 00:36:24.420 align:middle line:90% after a unit? 00:36:24.420 --> 00:36:27.900 align:middle line:84% A self-checkout-- where are you in this? 00:36:27.900 --> 00:36:30.790 align:middle line:84% As the leader of this instruction, 00:36:30.790 --> 00:36:32.190 align:middle line:90% I like everyone to be here. 00:36:32.190 --> 00:36:33.510 align:middle line:90% But maybe we're not all here. 00:36:33.510 --> 00:36:35.295 align:middle line:90% Where are we with that. 00:36:35.295 --> 00:36:36.900 align:middle line:84% It's going to inform your instruction 00:36:36.900 --> 00:36:38.460 align:middle line:90% on what you need to review. 00:36:38.460 --> 00:36:42.420 align:middle line:84% But then also making that transparent to the student so 00:36:42.420 --> 00:36:45.360 align:middle line:84% they can start plotting what their next steps are. 00:36:45.360 --> 00:36:48.480 align:middle line:84% And then do you provide guidance for students regarding 00:36:48.480 --> 00:36:51.330 align:middle line:84% next steps in their learning based on their self-assessment? 00:36:51.330 --> 00:36:54.450 align:middle line:84% Additional resources, refresh, look back 00:36:54.450 --> 00:36:57.810 align:middle line:84% at this, some added technology that might support. 00:36:57.810 --> 00:36:59.950 align:middle line:90% There are a variety of ways. 00:36:59.950 --> 00:37:01.650 align:middle line:84% I'm going to show you the graphic again. 00:37:01.650 --> 00:37:05.900 align:middle line:84% So those three pieces of the pie-- 00:37:05.900 --> 00:37:08.760 align:middle line:84% the universal design for learning, 00:37:08.760 --> 00:37:13.900 align:middle line:84% the trauma-informed setting, and then adult learning principles. 00:37:13.900 --> 00:37:16.420 align:middle line:84% And I am hoping that you can see these connected 00:37:16.420 --> 00:37:19.425 align:middle line:84% and you can kind of throw in the chat on ways 00:37:19.425 --> 00:37:23.110 align:middle line:84% you see these are connected and move this 00:37:23.110 --> 00:37:26.560 align:middle line:84% to that next level of inclusive STEM learning. 00:37:26.560 --> 00:37:31.550 align:middle line:90% 00:37:31.550 --> 00:37:35.420 align:middle line:84% My next slide are the discussion questions. 00:37:35.420 --> 00:37:39.970 align:middle line:84% So as far as our timing, we have four minutes. 00:37:39.970 --> 00:37:42.340 align:middle line:84% If folks want to throw things in the chat 00:37:42.340 --> 00:37:45.280 align:middle line:84% to discuss with each other, questions for me, 00:37:45.280 --> 00:37:46.630 align:middle line:90% questions for each other. 00:37:46.630 --> 00:37:50.440 align:middle line:90% 00:37:50.440 --> 00:37:53.380 align:middle line:84% Regarding learning objectives, tying the varying modalities. 00:37:53.380 --> 00:37:54.940 align:middle line:90% That's a question. 00:37:54.940 --> 00:37:57.310 align:middle line:84% I'm not sure what the question is? 00:37:57.310 --> 00:37:59.200 align:middle line:84% Or maybe it's to everyone in the group. 00:37:59.200 --> 00:38:01.150 align:middle line:84% Choice and relevance are connected. 00:38:01.150 --> 00:38:05.050 align:middle line:90% 00:38:05.050 --> 00:38:07.420 align:middle line:84% Yeah, emphasizing why is this important to me. 00:38:07.420 --> 00:38:11.410 align:middle line:84% If the speakers don't do that, the audience will not engage. 00:38:11.410 --> 00:38:14.560 align:middle line:84% And often we'll go into a training session with adults 00:38:14.560 --> 00:38:16.580 align:middle line:90% and we know we need to do that. 00:38:16.580 --> 00:38:21.087 align:middle line:84% But we don't do that part when it comes to courses. 00:38:21.087 --> 00:38:21.670 align:middle line:90% We just don't. 00:38:21.670 --> 00:38:23.200 align:middle line:84% We look at the student is different. 00:38:23.200 --> 00:38:39.710 align:middle line:90% 00:38:39.710 --> 00:38:42.500 align:middle line:84% So does anybody have any comments 00:38:42.500 --> 00:38:46.220 align:middle line:84% regarding the trauma-informed practices 00:38:46.220 --> 00:38:47.840 align:middle line:90% as it applies in the courses? 00:38:47.840 --> 00:38:50.000 align:middle line:84% I know there was some discussion about that 00:38:50.000 --> 00:38:53.250 align:middle line:84% in the previous session, and even in our breakout 00:38:53.250 --> 00:38:54.320 align:middle line:90% a little bit about that. 00:38:54.320 --> 00:38:57.687 align:middle line:90% 00:38:57.687 --> 00:39:01.940 align:middle line:90% Ah, there's scrolls in the chat. 00:39:01.940 --> 00:39:03.400 align:middle line:90% Thank you for the reminder. 00:39:03.400 --> 00:39:05.920 align:middle line:84% SPEAKER: Yeah, I can read it because I wrote it out 00:39:05.920 --> 00:39:07.480 align:middle line:84% because I thought it was important. 00:39:07.480 --> 00:39:08.272 align:middle line:90% RONDA JENSON: Yeah. 00:39:08.272 --> 00:39:10.150 align:middle line:84% SPEAKER: When creating assignments in Canvas, 00:39:10.150 --> 00:39:12.490 align:middle line:84% it's good to check multiple boxes. 00:39:12.490 --> 00:39:14.770 align:middle line:84% The trauma-informed aspect is so important 00:39:14.770 --> 00:39:17.800 align:middle line:84% for neurodivergent students being programmed 00:39:17.800 --> 00:39:20.380 align:middle line:84% to master neurodivergent traits to fit 00:39:20.380 --> 00:39:24.490 align:middle line:84% into neurotypical society is a daily trauma. 00:39:24.490 --> 00:39:25.580 align:middle line:90% RONDA JENSON: Mm-hmm. 00:39:25.580 --> 00:39:26.080 align:middle line:90% Mm-hmm. 00:39:26.080 --> 00:39:34.190 align:middle line:90% 00:39:34.190 --> 00:39:45.970 align:middle line:84% ERIC TREKELL: Ronda, did you see the last comment in regards 00:39:45.970 --> 00:39:48.490 align:middle line:84% to number four, I'd like some more training 00:39:48.490 --> 00:39:49.615 align:middle line:90% in alternative methods? 00:39:49.615 --> 00:39:52.570 align:middle line:84% RONDA JENSON: Methods to asses student learning specifically 00:39:52.570 --> 00:39:53.500 align:middle line:90% in the math setting. 00:39:53.500 --> 00:39:56.780 align:middle line:90% 00:39:56.780 --> 00:39:59.120 align:middle line:84% Yes, and Natalya thank for that last question 00:39:59.120 --> 00:40:01.440 align:middle line:90% that popped right up there. 00:40:01.440 --> 00:40:03.660 align:middle line:84% Value our authentic selves and asking our students 00:40:03.660 --> 00:40:07.470 align:middle line:84% to become rather than themselves to be 00:40:07.470 --> 00:40:08.610 align:middle line:90% successful in their course. 00:40:08.610 --> 00:40:09.600 align:middle line:90% Very true. 00:40:09.600 --> 00:40:14.070 align:middle line:84% So assessment in the math setting? 00:40:14.070 --> 00:40:17.415 align:middle line:90% 00:40:17.415 --> 00:40:19.830 align:middle line:84% Do we have other math faculty here 00:40:19.830 --> 00:40:24.180 align:middle line:84% who could provide some other concrete as opposed to mine 00:40:24.180 --> 00:40:26.550 align:middle line:84% are going to be a little more hypothetical? 00:40:26.550 --> 00:40:30.720 align:middle line:90% 00:40:30.720 --> 00:40:31.800 align:middle line:90% Natalya, you're in math. 00:40:31.800 --> 00:40:35.250 align:middle line:84% Do you have a suggestion for alternative methods 00:40:35.250 --> 00:40:36.450 align:middle line:90% of assessment in math? 00:40:36.450 --> 00:40:47.390 align:middle line:90% 00:40:47.390 --> 00:40:48.530 align:middle line:90% MODERATOR: Oh. 00:40:48.530 --> 00:40:49.370 align:middle line:90% RONDA JENSON: OK. 00:40:49.370 --> 00:40:51.787 align:middle line:84% ERIC TREKELL: Sounds like we need to have another seminar. 00:40:51.787 --> 00:40:53.620 align:middle line:90% RONDA JENSON: It does. 00:40:53.620 --> 00:40:55.730 align:middle line:84% ERIC TREKELL: We'll take your name down, Natalya. 00:40:55.730 --> 00:40:56.647 align:middle line:90% RONDA JENSON: It does. 00:40:56.647 --> 00:40:59.270 align:middle line:84% I think that would be a discussion all to itself 00:40:59.270 --> 00:41:02.990 align:middle line:84% in thinking about the applied aspects in math settings 00:41:02.990 --> 00:41:05.180 align:middle line:84% and whether or not the math instruction 00:41:05.180 --> 00:41:08.240 align:middle line:90% is about mechanics-- 00:41:08.240 --> 00:41:10.070 align:middle line:90% mathematics mechanics. 00:41:10.070 --> 00:41:13.910 align:middle line:84% And then how you can tie that into real-world applications. 00:41:13.910 --> 00:41:17.690 align:middle line:84% Or if it's mathematics like building a bridge. 00:41:17.690 --> 00:41:21.440 align:middle line:84% That can very much have the visual and tangible kinds 00:41:21.440 --> 00:41:24.875 align:middle line:84% of experience when the math works and when it doesn't work. 00:41:24.875 --> 00:41:26.958 align:middle line:90% 00:41:26.958 --> 00:41:28.500 align:middle line:84% MODERATOR: And Natalya, if you'd like 00:41:28.500 --> 00:41:31.202 align:middle line:84% to send just some information we could pull that 00:41:31.202 --> 00:41:32.410 align:middle line:90% into the proceedings as well. 00:41:32.410 --> 00:41:34.327 align:middle line:84% And people might like to see it there as well. 00:41:34.327 --> 00:41:38.390 align:middle line:90% 00:41:38.390 --> 00:41:41.060 align:middle line:90% All right, we are at 11:05. 00:41:41.060 --> 00:41:43.330 align:middle line:90% Ronda, thank you so much. 00:41:43.330 --> 00:41:49.780 align:middle line:84% And thank you in particular for modeling your approach 00:41:49.780 --> 00:41:51.850 align:middle line:90% and your presentation. 00:41:51.850 --> 00:41:54.000 align:middle line:90% I think that's terrific.