I learned it's better to provide positive feedback first, then constructive criticism, with a one on one help to engage the student positively. 

I learned that UDL assessments help remove barriers and provide various ways for students to show their learning. I have started offering students the opportunity to choice one of the "I CAN" statements from the day and answer it as an exit slip. This provides student autonomy and allows them to pick what they are comfortable in. 

I really like the weekly check in form that the CTE instructor uses both in person and remote. It may seem like it is redundant but it may just reach the right person at the right time. 

This topic taught me to be more flexible when assessing students due to multiple barriers.

I learned in this lesson to be more intentional with my feedback but also allow time in the lesson for one on one discussion to understand a students learning and provide individualized feedback.

From this module, I learned that learning becomes more powerful when students see the meaning and value behind what they are learning. When lessons connect to real-world situations, student interests, or future careers, students are more engaged and motivated to put effort into their work. Meaningful learning helps students see that what they are doing in the classroom has a purpose beyond simply completing an assignment.

In my biomedical science courses, I plan to continue connecting lessons to real-world medical scenarios and career pathways. Using case studies, patient scenarios, and hands-on investigations allows students to apply what they are learning… >>>

From this module, I learned the importance of student voice and choice in supporting engagement, confidence, and deeper learning. Giving students options in how they participate, create, and demonstrate their understanding allows them to use their strengths and feel more comfortable sharing their ideas. It also aligns with the UDL principle of action and expression, which encourages providing multiple ways for students to show what they know.

One key idea I plan to apply is offering two or three structured choices for how students complete an assignment or assessment, such as creating a short video explanation, developing a digital slideshow,… >>>

One idea I learned and plan to use in my classroom is providing students with multiple ways to present and demonstrate their learning. Robert Wheatley’s suggestion of offering different modes of presentation—such as sharing in front of the class, during office hours, in breakout rooms, or through screen sharing—highlights the importance of considering students’ comfort levels when asking them to share their work. Allowing these options can reduce anxiety and help students feel more protected and empowered when participating.

This connects to the UDL (Universal Design for Learning) principle of action and expression, which encourages teachers to provide students with… >>>

I see strong value in the “connect before content” approach and plan to apply this concept in my classroom. Before introducing new material, I want to intentionally help students connect the content to their prior experiences, knowledge, or interests. When students can relate new concepts to something they already understand, the learning becomes more meaningful and easier to grasp.

Activating prior knowledge also encourages students to participate and share their ideas. It helps them recognize that they already bring valuable experiences and perspectives to the learning process.

By applying this approach, I hope to create a more engaging and student-centered… >>>

Most definitely, and excited about being more intentional in using formative assessment strategies, and not just quizzing strategies