16:11:04	 From  Vitaly Ganusov : Please share this rubric for reflective learning if possible.
16:14:26	 From  Vitaly Ganusov : I feel that it is important to understand why students want but I don’t think it is always what students want has to be done. Sometimes they may not know what they want (I think Steve Jobs said that about consumers).
16:15:56	 From  Molly Phillips (she/her) : menti.com
16:16:04	 From  Molly Phillips (she/her) : 584663
16:16:55	 From  Adania Flemming : yes please
16:18:12	 From  Vitaly Ganusov : This is may be a biased group of extraverts
16:18:59	 From  Vitaly Ganusov : Extraverts prefer “interactions, etc”. Some people may be introverts.
16:32:56	 From  Spencer Bagley : Students and teachers are collaborators, not adversaries. 
16:33:12	 From  Caroline DeVan (she/her) : do you share these principles with your students directly?
16:34:02	 From  Adania Flemming : on that same vein the aspect of students having agency.
16:34:11	 From  Clarissa Sawyer (she/her) : Help students to discover the relevance of the course topic to their own lives.
16:34:28	 From  Vitaly Ganusov : I don’t think I know what my guiding principles are. One has to sit down and think.
16:35:00	 From  gerardo : be transparent & forthcoming with every you teach.. always explain the why you are doing something... another thing is maintaining intellectual integrity... so many profs are dumbing down material to be 'more inclusive'
16:36:22	 From  Adania Flemming : can I say something
16:37:42	 From  Clarissa Sawyer (she/her) : Adania - thank you for building on what I said - YES! 
16:38:23	 From  Clarissa Sawyer (she/her) : Gerardo, could you give an example of dumbing down material to be more inclusive???
16:38:40	 From  Vitaly Ganusov : Is the principle “show me the data” a guiding principle in teaching? The idea is that we should be making arguments with data, and not just statements. Not sure it is inclusive, though, because it may exclude many of people who make statements without data
16:40:24	 From  Clarissa Sawyer (she/her) : Vitaly, depending on how data is defined. For me student perspectives and opinions are data, too. Though it is also important to define what is meant by evidence, proof, facts versus interpretation. 
16:41:04	 From  Christy Clay (she/her/hers) : I agree, Clarissa.
16:43:52	 From  Spencer Bagley : Or, to discuss, rather than unilaterally define!
16:43:55	 From  Vitaly Ganusov : I guess the point is when we teach particular subject (e.g., cell) one approach is to say “ cell does this or that”. How do we know? Show me the data showing this? That’s what I meant.
16:44:04	 From  Clarissa Sawyer (she/her) : I LOVE these assignments!
16:47:08	 From  Adania Flemming : very powerful email.
16:47:24	 From  Christy Clay (she/her/hers) : We can only hope that all of our students feel safe enough to share such feedback.
16:47:37	 From  Jonas D'Andrea (he/him) : yes, thank you for sharing this from student Tim.
16:47:40	 From  Clarissa Sawyer (she/her) : Vitaly, got it!  I teach the history of psychology, so part of what we look at is how the subject of inquiry changes over time, how methods used to investigate change, how theories explaining a phenomenon change.   
16:47:49	 From  Spencer Bagley : Good point Christy. What do we do to create the environment in which all of our students feel so safe?
16:48:05	 From  gerardo : many weaker students at my university complain about volume of work that each prof demands & indicate that they are being left behind .. thus, many profs relent & reduce volume of material &/or provide avenues for weaker students to prop up marks (e.g., extra assignments not available to all students). This happens over time - so that what one teaches today is about 50% (in terms of material quantity &/or depth) of what one would have taught 5 years ago..  My fear is that we're reducing many of the more challenging components in courses that would help push stronger students & are catering to the lowest common denominator   
16:48:30	 From  Spencer Bagley : Gerardo, what does "weaker" mean to you?
16:49:17	 From  Christy Clay (she/her/hers) : Classroom advocate is a brilliant idea!
16:50:31	 From  Clarissa Sawyer (she/her) : Gerardo, this is definitely a topic of discussion now. At the same time, student backgrounds are more diverse than in the past - more diagnosed learning disabilities and mental health issues, more diverse culturally and socio-economic backgrounds also.  
16:51:30	 From  Christy Clay (she/her/hers) : I think it’s worth adding that a more diverse  or inclusive classroom does not equate to having more “weak” students.
16:51:51	 From  Adania Flemming : that is very interesting and a good way to build community
16:51:57	 From  Carrie Diaz Eaton : I think that there are ways to allow students to fully participate that aren't "doing less" or "easier." Sometimes it is streamlining expectations, or other kids of ways about changing practice that just allows someone to bring their full potential to the class.
16:52:21	 From  Carrie Diaz Eaton : *other ways of changing practice
16:55:23	 From  Clarissa Sawyer (she/her) : Beautiful metaphors!
16:55:29	 From  Carrie Diaz Eaton : <3 agreed
16:55:35	 From  Vitaly Ganusov : What about classes with 200+ students?
16:55:52	 From  Caroline DeVan (she/her) : do you have a process for reflection that you use?  Thanks for a great talk.
16:59:02	 From  cao37792 : A different way of looking at teaching! Truth is -I teach hard sciences and we are always out of time! But I can see how we can incorporate some of these principles
16:59:35	 From  Lori Driscoll (she/her/hers) : Mays, thank you for sharing your reflections with us! This was very helpful.
16:59:49	 From  cao37792 : Thank you!
17:00:17	 From  Clarissa Sawyer (she/her) : RE: classes with many students or teaching multiple courses with many students, a challenge for me is how to reduce the time needed to grade assessments. I'm experimenting with interteaching, peer review. I'm intrigued to learn about  ungrading???  
17:00:51	 From  Adania Flemming : thank you
17:01:02	 From  Caroline DeVan (she/her) : yes yours, thanks
17:01:51	 From  Jonas D'Andrea (he/him) : Thank you so much!
17:01:54	 From  Molly Phillips (she/her) : survey: https://bit.ly/3hNfkfL
17:02:05	 From  Quinetta Shelby : Thanks!
17:02:10	 From  Linda Hyde : Thank you.
17:02:12	 From  Carrie Diaz Eaton : Ohh - yes - I had a great brownbag lunch group I used to share teaching ideas and reflections with
17:02:16	 From  Carrie Diaz Eaton : I recommend the same!
17:02:29	 From  Carrie Diaz Eaton : Thank you!!!! 
17:02:41	 From  Clarissa Sawyer (she/her) : terrific! Thanks!
17:02:52	 From  Vitaly Ganusov : This was very useful, thank you very much!