Alright, let’s dive in and talk about some of the core outcomes for this course. By the end of it, you’re gonna understand how the course is structured—basically breaking down what to expect and how everything fits together. You’ll also feel comfortable navigating WebCampus. And I know, I know—online platforms can sometimes feel a little overwhelming at first, but we’ll make sure you’ve got all the tools and guidance you need. Speaking of tools, we’ll explore some key technology components that’ll help streamline your experience. Things like, well, the systems and software you’ll use—not just for assignments but collaboration, too. And then we’ll focus on connection. Whether it’s with me, your colleagues in the course, or the actual components of the curriculum itself, you’ll leave knowing how to engage meaningfully at every level. Now that you have a sense of the outcomes we’re focusing on, let’s talk through how the course is actually structured—you know, the week-to-week rhythm and what your time commitment will look like. We’ll be working with a flipped classroom model, which, essentially, flips the traditional setup on its head. Instead of spending class time lecturing, you’ll go through the core content—like readings or videos—beforehand. Then, in class, we’ll dive into discussions and hands-on activities to really solidify your understanding. So, picture this: from around 4:30 to 5:45 or 6:00 pm, we’ll be collaborating together. This is the part where you can unpack ideas, ask questions, and connect the dots in real time with both myself and your peers. Then, from 5:45 to 6:45, you’ll branch out for some independent work. It’s a chance to apply what you’ve learned so far and really reflect on the material, which might mean working on activities or deepening your grasp of the concepts before coming back to the group. And finally, for the last portion—from 6:45 to 7:15—you’ll individually analyze what you’ve done. This is more introspective; you’ll focus on what stood out for you, where you think you nailed it, and what maybe needs a bit more attention. But the work doesn’t stop there. Throughout the week, from Saturday to Thursday, you’ll have time to prepare and apply outside of class. This could mean completing assignments, reviewing any supplemental materials, or even prepping for upcoming topics so you feel ready to jump in when we meet again. Alright, so, let's look at what’s happening outside of our live Zoom time, because that’s, you know, where a lot of your learning really gets cemented. First up—reading and reflecting. Now, this might feel like the basics, but it’s such a cornerstone of the course. You’ll engage with articles, book chapters, or other handpicked resources designed to give you, like, a solid foundation in the topics we’re exploring each week. And it’s not just about getting those words in front of you—it’s about taking a moment to actually consider how they connect to what we’ve already talked about or what’s coming up next. Next, lesson plans. This is where you’ll channel all that reflection into some serious application. Creating lesson plans is kinda like peeling apart the layers of what we’re learning so you can see how things fit together—and, more importantly, how you’d make them work in a classroom. It’s a mix of creativity and strategy, and it’s gonna prepare you for the deeper teaching discussions we’ll have later. Then, every week, you’ll have what I like to call your “task of the week.” This could really range—it might be something hands-on, like developing a family engagement strategy, or it might be more analytical, like evaluating a new teaching tool against what you know about trauma-responsive education. Whatever it is, it’s always tied directly to the bigger picture of where we’re going in the course. And finally, we have reading activities. Think of these as an extension of your reflective reading, but much more interactive. You’ll be asked to go beyond just understanding the material and to really, like, unpack it. This might mean annotating texts, crafting questions for your peers, or even relating what you're reading back to real-life classroom scenarios. All of this—reading, planning, tasks, and activities—these are the building blocks that’ll have you ready to jump into our sessions with confidence. It’s, you know, the behind-the-scenes work that makes the live discussions so much richer and, honestly, so much more meaningful. During our in-class time, collaboration is gonna be absolutely central to what we do. This is where the magic of learning with and from each other really happens—but in an intentional, structured way. We’ll kick off a lot of sessions with small group discussions—think two to four people tops. This keeps it intimate, you know, where everyone has a chance to actually share their thoughts. It’s not just about chatting, though—these conversations are meant to help you pull apart the ideas we’ve been learning about and, kind of, see them from different perspectives. And honestly, it’s in those moments when someone else’s perspective surprises you that your own understanding gets deeper. From there, we’ll often shift into collaborative tasks. These could be anything from designing a mock scenario together to collectively troubleshooting a challenge that one of you brings to the table. It’s all about applying the theories we’ve covered and making them real, in ways that you’re gonna, like, feel equipped to use later in your own practice. And then presentations—now, don’t worry, I’m not talking about formal, stand-at-the-podium kinda stuff. The presentations we do are way more about sharing your work or insights with your peers in a way that builds the group’s collective knowledge. You might, for example, highlight how you approached a problem or present a quick summary of, say, a lesson plan you’ve developed. The goal here is to spark meaningful dialogue, not just deliver information. Through all of this, the thread tying these activities together is application—taking what we’ve learned and, like, running it through the lens of your own experience, directly in the moment. This is how theory starts to feel less abstract and more like a tool you’re actually ready to use. So, when we’re not meeting on Zoom, you’ll have some independent learning opportunities that are really designed to reinforce what we’ve been working on together. First, there’s a recorded podcast episode—it’s about 20 minutes long. This isn’t just a passive listen; it’s curated to build on the ideas we’ve discussed in class. And, you know, it’s a great way to hear how these concepts show up in real-world teaching scenarios. Kinda like zooming out for a broader perspective. Then, we have Cornell Notes. If you’re not super familiar, they’re this structured way of taking notes that makes it easier to track key ideas and, honestly, to study later. It’s split into three parts: your main notes, a space to jot down questions or connections in the margins, and a section at the bottom for summarizing what you’ve learned. This method really helps you process the material in a deeper way as you’re engaging with it. And finally, there’s the evaluation piece, where you’ll create questions for the final. Now, this might sound a little different, but the idea is to really put yourself in the mindset of, like, an evaluator. It’s a chance to reflect on what you’ve learned and to identify the concepts you see as most critical. Plus, creating these questions kinda challenges you to think analytically—and, let’s be real, that’s a skill you’re gonna use a lot as an educator. Let’s talk about the weekly reflection journal. This is, honestly, one of the most powerful tools you’ll have in this course—because it’s all about making sense of what you’re learning in real time. After each class session, you’ll answer three simple but important questions. First, what new insights, if any, did you gain during class? Sometimes the answers will feel big, like a shift in how you see a teaching strategy, and other times it might be smaller, like a little tweak to how you approach a challenge. Next, how will these insights impact or assist you as a classroom teacher? This part is where you make those meaningful connections—like translating an idea into action or even just figuring out where it fits into your practice. And finally, what questions do you still have? Because, let’s be real, learning is never tied up in a neat little bow. Reflecting on your lingering questions helps you identify the next steps for your growth and gives me insight into how to support you moving forward. Now, each week, you’ll add a new slide to your journal deck. I’ll provide the live class topic so you can include it at the top of your slide—this keeps everything organized and makes it easier to, like, see how your thinking evolves over time. But what’s really exciting here is watching these entries build. By the end of the course, you’ll have this incredible resource that not only tracks your learning journey but also becomes a tool you can revisit when you face similar challenges in your classroom later on. Now, before we wrap up, let’s take a moment to talk about some of the technology tools that’ll be used throughout this course. These are, essentially, your go-to resources for documenting and showcasing learning, and they’re designed to make your journey as seamless as possible. First up, we’ve got Google Docs and Google Slides—tools I’m sure many of you are already familiar with. These are going to be staples for everything from collaborative brainstorming sessions to creating polished presentations that can highlight your innovative ideas. Then there’s Padlet, which is this fantastic, interactive tool. Think of it as a digital bulletin board where we can share everything from lesson plans to quick reflections. What’s great about it is that it makes collaboration feel, like, really dynamic and visual in a way that a text document just, you know, can’t always capture. Another one I’m really excited for you to dive into is Flipgrid. It’s a video discussion platform, and it offers a space where you can respond to prompts with short video clips. It’s kinda perfect for fostering that sense of community, even outside of live class time. Plus, seeing each other’s faces, voices—it just adds a layer of, well, connection that’s so valuable. And finally, there’s Canva. Now, I like to call Canva a bit of a game-changer for educators. Whether you’re creating visuals for a presentation, designing parent resources, or making an infographic to distill complex ideas, Canva will help you get there with style. It’s intuitive and, more importantly, fun to use. So, as we move forward, the goal with these tools isn’t to overwhelm you but to empower you. Think of them as extensions of your creativity and your ability to communicate—ways to bring your ideas to life and make your work even more impactful. And on that note, that’s all for today! I hope you’re as excited as I am to get started. Thanks for sharing this time with me, and I’ll see you next time. Take care!

Episodes

Introduction-Class Session 1