Before leaving the course, review the planning work you've already done, and consider how you can transfer that back to your own classrooms. It is important when we consider implementing new practices to start slowly. Reflect on where your current practice is and pick one thing to change. This process allows you as the instructor to become familiar with the necessary tools (tech and other), processes, and outcomes as you move your students into more rigorous practice-based work. Also, having small discrete goals toward change increases motivation as you have more frequent success. We have laid out the opportunities for change and growth in implementation below from least complex to most complex:

In Module 3, you were introduced to a rubric to use to analyze video. Consider how you might develop additional rubrics or use this one to incorporate more video analysis assignments across your current coursework. What do you need to take this step?

In Module 4, you designed a multipart applied practice-based assignment. What further work does it need? What would be necessary to implement that assignment in one of your courses? Could you include more than one? What would you need to do in that class to scaffold the necessary student skills to complete?

In Module 2, you created a draft of a module/course using the Intentional Teaching Framework. Review that now, and ask if this is something you can incorporate into your class in the near future. What additional work does it need? What would be the necessary next step toward implementation?

In addition to the resources you've already been provided with, find below the template that aligns Bloom's Taxonomy with the implementation of the Intentional Teaching Framework across an entire course. There is a blank template for your use, and an example of how it could be used.

Handouts: Download these resources