#Module Plan

[junyi-edst3510]

Module Plan

Course description 

This course offers students an opportunity to consider and explore the nature and responsibilities of future professional practice. students will gain additional knowledge about professional knowledge/expertise, professional practice and professional responsibility from a range of readings. As an online learning course, it will combine four weeks of synchronous and asynchronous approaches and consist of four modules learning. 

Learning Objectives and Outcomes 

Demonstrate an understanding of professionalism.

Demonstrate a deeper  understanding of  professional ethics, professional ethical codes, and professional regulations in society, who makes them and their purpose. 

Understand contemporary challenges to professional practice.

Reflectively on their own professional practices.

Module 1: What is a “professional?”

In the first module students will discuss various definitions of professions. Students will consider the differences between occupations and professions. Later on, students will also identify the different categories of professions. 

Learning outcomes

Define the term “profession”

Comprehend the meaning of professionalism and its requirements

Articulate the factors that make a professional

Readings

Callaghan, J. (2014). Professions and Professionalization. Springer EBooks, 1509–1515. https://doi.org/10.1007/978-1-4614-5583-7_239

Saks, M. (2012b). Defining a Profession: The Role of Knowledge and Expertise. Professions and Professionalism, 2(1). https://journals.oslomet.no/index.php/pp/article/view/151

Module 2: Professional Regulation of Teacher

In the second module students will discuss governance and regulation of professionals.

Learning outcomes

Identify the relationship between the public and professions

Describe the regulation of professional associate with educational

Describe the standards for the teaching profession

Analyse the role of practice standards

Readings and Video

Ornstein, A. C. (1977). Teachers as Professionals. Social Science, 52(3), 139–144.   http://www.jstor.org/stable/41886173

Objects of the College. Ontario College of Teachers. (n.d.). https://www.oct.ca/about-the-college/~/link.aspx?_id=4C10CD4372774064B7F606EC83196275&_z=z

Mission, Vision, Values and Strategic Priorities. Ontario College of Teachers. (n.d.). https://www.oct.ca/about-the-college/mission-vision-values

Ontario College of Teachers. (2016, March 10). Video tour of Ontario College of Teachers [Video]. YouTube. https://www.youtube.com/watch?v=gV8a269JRs8

Louden, W. (2000b). Standards for Standards: The Development of Australian Professional Standards for Teaching. Australian Journal of Education, 44(2), 118–134. https://doi.org/10.1177/000494410004400203

Walker, J., & Bergmann, H. von. (2013). Teacher Education Policy in Canada: Beyond Professionalization and Deregulation. Canadian Journal of Education / Revue Canadienne de l’éducation, 36(4), 65–92. https://www.jstor.org/stable/canajeducrevucan.36.4.65

Module 3:  Professional Responsibility and Ethics in Practices

In this module students will discuss the place of ethics in notions of professionalism.

Learning outcomes

Describe the code of ethics

Explain the role of ethics in a educational setting

Discuss whether ethics can be learned

Identify the gaps in ethical principles and practices

Examine the associations between educators’ ethics position and ethical judgement

Comprehend the relation between teacher educators’ positioning and their practices 

Readings 

Warnick, B. R., & Silverman, S. J. (2011). A Framework for Professional Ethics Courses in Teacher Education. Journal of Teacher Education, 62(3), 273–285. https://doi.org/10.1177/0022487110398002

Harðarson, A., & Magos, K. (2021). Learning through life and the ethics of teaching: a story told in fifteen voices. Journal of Education for Teaching, 1–13. https://doi.org/10.1080/02607476.2021.2007035

Maxwell, B., & Schwimmer, M. (2016). Professional ethics education for future teachers: A narrative review of the scholarly writings. Journal of Moral Education, 45(3), 354–371. https://doi.org/10.1080/03057240.2016.1204271

Nolen, A. L., & Putten, J. V. (2007b). Action Research in Education: Addressing Gaps in Ethical Principles and Practices. Educational Researcher, 36(7), 401–407. https://doi.org/10.3102/0013189x07309629

Felzmann, H. (2009). Ethical Issues in School-Based Research. Research Ethics Review, 5(3), 104–109. https://doi.org/10.1177/174701610900500304

Liu, J., Gao, R., Guo, S., Haynes, A., Ni, S., & Tang, H. (2021). Examining the associations between educators’ ethics position and ethical judgement in student assessment practices. Studies in Educational Evaluation, 70, 101024. https://doi.org/10.1016/j.stueduc.2021.101024

Vanassche, E., & Kelchtermans, G. (2014). Teacher educators’ professionalism in practice: Positioning theory and personal interpretative framework. Teaching and Teacher Education, 44, 117–127. https://doi.org/10.1016/j.tate.2014.08.006

Module 4: Professional Identity as Educator

This is the last session of the course. In this final module students will consider the connection between education and the teacher's professional identity. Students will also consider some of the factors and influences that shape teacher's identity in modern societies.

Learning outcomes

Explain the ways in which a teacher's professional identity is established

Describe the social practices/behaviour/conduct associated with educational identity

Define limitations and perspectives of professional responsibility in educational 

Articulate the influence of cognitive psychology on teacher's identity

Readings

Brooks, C. (2016). Teacher Subject Identity in Professional Practice: Teaching with a professional compass (1st ed.). Routledge. https://doi-org.ezproxy.library.yorku.ca/10.4324/9781315774770

Haslam, S. A. (2017). The social identity approach to education and learning: Identification, ideation, interaction, influence and ideology. Self and social identity in educational contexts (pp. 19–51). Routledge/Taylor & Francis Group. https://doi.org/10.4324/9781315746913-ch2

Mockler, N. (2011). Becoming and ‘Being’ a Teacher: Understanding Teacher Professional Identity. Springer EBooks, 123–138. https://doi.org/10.1007/978-94-007-0805-1_9

Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers’ professional identity. Teaching and Teacher Education, 52, 1–10. https://doi.org/10.1016/j.tate.2015.08.003

Fatkullina, F., Morozkina, E., & Suleimanova, A. K. (2015). Modern Higher Education: Problems and Perspectives. Procedia - Social and Behavioral Sciences, 214, 571–577. https://doi.org/10.1016/j.sbspro.2015.11.762

Van Veen, K., Sleegers, P., & Van De Ven, P. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive–affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917–934. https://doi.org/10.1016/j.tate.2005.06.004

Assignments:

Participation and Attendance                       20% (5 x 4)

Weekly journals                                        20% (5 x 4)

Individual Reflection Assignment                 30%

Group Analysis Assignment                          30%

[edst3510]

Module Plan

Module Plan

Critical Thinking and Learning

Course Description:

This course will cover the topic of critical thinking, including how it is an integral part of a broad liberal studies education, as well as why it is an important part of the curriculum in educational settings that should be taught at different grade levels and subject areas. As an online learning course, it will combine synchronous and asynchronous approaches and consist of six two-week learning modules. Each module will include course materials, ongoing readings and interactions, while focusing on six specific areas of inquiry and learning through:

What is critical thinking?

2. How the critical thinking works?

3. Critical thinking and online learning

4. Critical thinking and popular culture

5. Critical thinking and controversial issues

6. Critical thinking and teaching

Course Outcomes:

Distinguish effectively between judging ideas and arguments with critical thinking that has resulted in fair and equitable opinions.

Think critically based on research and analysis of data related to issues from a variety of media.

Obtain and incorporate controversial issues in society and popular culture into the design of the course to guide students to think critically.

Students will be critically guided and encouraged to make connections between course content and real life through online learning.

Be able to introduce and apply different ways to engage critical thinking practices during the process of teaching for multiple courses.

Six Learning Modules:

What is critical thinking?

Use the course materials in this module to learn what critical thinking is and why it is important. Discuss the implications of critical thinking and different perspectives in the synchronous class.

Learning Outcomes:

Define critical thinking and its motivation.

Understand the importance of critical thinking.

Demonstrate the importance of critical thinking in education.

Course Materials:

        Videos:

GCFLearnFree. (2019, April 30). “What is Critical Thinking?” YouTube. https://www.youtube.com/watch?v=-eEBuqwY-nE

Macat. (2016, February 2). “What is Critical Thinking?” YouTube. https://www.youtube.com/watch?v=HnJ1bqXUnIM

Readings:

The Foundation for Critical Thinking. (n.d.). “Defining Critical Thinking.” The Foundation for Critical Thinking. https://www.criticalthinking.org/pages/defining-critical-thinking/766

Singh, M. (2022, June 13). “THE IMPORTANCE OF CRITICAL THINKING IN EDUCATION.”Rahul Education. https://rahuleducation.org/our-scribes/the-importance-of-critical-thinking-in-education/

Jacob, C. (2023, March 25). “Why is Critical Thinking Important?” UpJourney. https://upjourney.com/why-is-critical-thinking-important

Woollett, K. (2023, March 13). “5 reasons why critical thinking is THE most important skill for students.” DIGITAL THEATRE+. https://www.digitaltheatreplus.com/blog/5-reasons-why-critical-thinking-is-the-most-important-skill-for-students

How the critical thinking works?

Use the course materials in this module to learn how critical thinking apply. Choose some of the barriers and discuss the skills and the way of critical thinking that can be improve in the synchronous class.

Learning Outcomes:

Demonstrate how critical thinking works.

Define the strengths and weaknesses of critical thinking.

Learn about how to improve critical thinking.

Course Materials:

        Videos:

TED-Ed. (2016, March 15). “5 tips to improve your critical thinking - Samantha Agoos.” YouTube. https://www.youtube.com/watch?v=dItUGF8GdTw

Readings:

Fran. (2021, July 9). “How to think critically – a guide to creative and critical thinking.” Future Learn. https://www.futurelearn.com/info/blog/how-to-think-critically

Lumen Learning. (n.d.). “Understanding How Critical Thinking Works.”Lumen Learning FASTrack WRIT 102 Writing Guide. https://courses.lumenlearning.com/olemiss-readinganthology/chapter/understanding-how-critical-thinking-works/

Open Learn. (n.d.). “Barriers to critical thinking.” Open Learn | The Open University. https://www.open.edu/openlearn/mod/oucontent/view.php?id=64740&section=1

SKILLSYOUNEED. (n.d.). “Critical Thinking Skills.” SKILLSYOUNEED. https://www.skillsyouneed.com/learn/critical-thinking.html

University of Galway. (n.d.). “How to develop your critical thinking skills.” University of Galway. https://www.universityofgalway.ie/academic-skills/criticalthinking/howtodevelopyourcriticalthinkingskills/#

Critical thinking and online learning.

Use the course materials in this module to learn critical thinking and online learning. Discuss its changes and impact on online education in a critical thinking way in the synchronous class.

Learning Outcomes:

Consider the impact of online education on critical thinking.

How critical thinking can be introduced into online course design.

Contrasting online and face-to-face teaching through critical thinking.

Course Materials:

Readings:

McDonald, D. (2020, January 31). “Critical Thinking in the Online Classrooms.” Center for Teaching and Learning | Wiley Education Services. https://ctl.wiley.com/critical-thinking-online-classroom/

Larbi-Apau, A. J. (2021, May 27). “E-learning could develop students’ critical thinking skills.” University World News. https://www.universityworldnews.com/post.php?story=20210525120017579

Study International Staff. (2020, April 6). “It's true, online learning courses can improve your critical thinking skills.” Study International. https://www.studyinternational.com/news/critical-thinking-online-learning/

Derwin, E. (2009) Critical Thinking in Online Vs. Face-to-Face Higher Education. Media Psychology Review. Vol. 2(1) https://mprcenter.org/review/derwin-criticalthinkingonlineed/

Tathahira, T. (2020, November 7). “Promoting students’ critical thinking through online learning in higher education: Challenges and strategies.” Englisia: Journal of Language, Education, and Humanities. https://jurnal.ar-raniry.ac.id/index.php/englisia/article/view/6636/4776

Bullen, M. (n.d.). “Participation and Critical Thinking in Online University Distance Education.” VOL. 13, No. 2, 1-32 https://www.ijede.ca/index.php/jde/article/download/140/394?inline=1

Critical thinking and popular culture.

Use the course materials in this module to learn how critical thinking apply. Define popular culture, including but not limited to cultural expressions such as music, film, television and digital media, which can also be linked to literary works in the course. Explore how popular culture products foster critical thinking to understand the world in the synchronous class.

Learning Outcomes:

Define critical thinking and popular culture.

Guides students to think critically about popular culture.

Connection between popular cultural representations and education.

Course Materials:

Videos:

Big Think. (2019, December 9). “How does criticism affect popular culture? | A.O. Scott | Big Think.” YouTube. https://www.youtube.com/watch?v=s2vozzMrTCw

Readings:

Sfeir, G. (2014, January 1). “Critical Pedagogy Through Popular Culture.” ResearchGate. https://www.researchgate.net/publication/327653794_Critical_Pedagogy_Through_Popular_Culture

Washington, C. (2022, June 17). Adding Pop Culture to Your Lessons isn’t Hard- Here’s Why. The Educators Room. https://theeducatorsroom.com/adding-pop-culture-to-your-lessons/

Santovec, L. M. (2017, May 1). “Using Pop Culture to Teach Critical Thinking.” WOMEN IN HIGHRT EDUCATION. https://www.wihe.com/article-details/32/using-pop-culture-to-teach-critical-thinking/

TeachThought Staff. (2013, March 10). “8 Tips For Integrating Pop Culture In The Classroom.” TeachThought. https://www.teachthought.com/pedagogy/8-tips-for-integrating-pop-culture-in-the-classroom/

Aslan, E. U., & Baş, B. (2022). “Popular culture texts in education: The effect of tales transformed into children’s media on critical thinking and media literacy skills.” Thinking Skills and Creativity, 47, 101202. https://doi.org/10.1016/j.tsc.2022.101202

Critical thinking and controversial issues.

Use the course materials in this module to learn the critical thinking and controversial issues in society and education. Play a debate game on the difference between "cultural appropriation" and "cultural appreciation," discussing why this is an important and useful question for developing students' critical thinking in the synchronous class.

Learning Outcomes:

Think critically about socially controversial issues.

Demonstrate why critical thinking for controversial issues important.

Introduce and deal with controversial issues in the teaching process.

Course Materials:

        Videos:

TEDx Talks. (2022, June 15). “Controversy and Controversial issues in Education | Sean Lennon | TEDxValdostaState.” YouTube. https://www.youtube.com/watch?v=X4Y54wTRtA0

CBC. (2016, October 27). “Cultural Appropriation vs. Appreciation | CBC Radio | CBC.” YouTube. https://www.youtube.com/watch?v=vfAp_G735r0

Readings:

Johnson, D. W.& Johnson, R. T. (1993, September 1). Creative and Critical Thinking Through Academic Controversy. The American Behavioral Scientist (Beverly Hills), 37(1), 40–53. https://doi.org/10.1177/0002764293037001005

ProCon.org. (2022, February 9). “Teaching Controversial Issues and Critical Thinking: Evidence of Importance and Outcomes.” ProCon.org. https://web.archive.org/web/20220409073214/https://www.procon.org/background-resources/teaching-controversial-issues-and-critical-thinking-evidence-of-importance-and-outcomes/

Sudha, M. (2018, August). “Incorporating Controversial Issues in Critical Thinking Lesson: A Case Study of EFL Classroom.” ResearchGate. https://www.researchgate.net/publication/326948962_Incorporating_Controversial_Issues_in_Critical_Thinking_Lesson_A_Case_Study_of_EFL_Classroom

Yanklowitz, R. D. S. (2013, October 15). “A Society with Poor Critical Thinking Skills: The Case for “Argument” in Education.” HuffPost. https://www.huffpost.com/entry/a-society-with-poor-criti_b_3754401

Critical thinking and teaching.

Use the course materials in this module to learn how to integrate critical thinking into teaching and curriculum design. Explores different teaching way for the critical thinking skills across grades and disciplines ranging from k-12 to adult curriculum in the synchronous class.

Learning Outcomes:

Define why critical thinking in teaching is important.

Understand the breadth of critical thinking across grades and disciplines.

Describe how to incorporate critical thinking into curriculum design.

Course Materials:

        Videos:

Etacude English Teachers. (2022, February 8). “How to teach Critical Thinking in the Classroom.” YouTube. https://www.youtube.com/watch?v=suI67lKRlfo

Readings:

Mississippi College. (2019, October 21). “Importance of Critical Thinking in Curriculum Development.” Mississippi College Online. https://online.mc.edu/degrees/education/eds/leadership-curriculum-instruction/critical-thinking-curriculum-development/

Flicker, J. (2023, February 23). "How to Teach Critical Thinking: 11 Steps." wikiHow. https://www.wikihow.com/Teach-Critical-Thinking

Mangion, R. (2020, October 2). “Fostering Critical Thinking in Adult Learning.” EPALE - European Commission. https://epale.ec.europa.eu/en/blog/fostering-critical-thinking-adult-learning

Hamilton, S. (n.d.). "How to Teach Critical Thinking Skills to Adults." Classroom. Synonym. https://classroom.synonym.com/teach-critical-thinking-skills-adults-6636907.html

Joseph, M. (2019, November 19). "Strategies to Increase Critical Thinking Skills in students." Teach Better. https://teachbetter.com/blog/strategies-to-increase-critical-thinking-skills-in-students/

Activities:

Attend online synchronous classes for each module and participate in group activities, try to use variety of different platforms to demonstrate learning and activity outcomes. Each module will have different activities, such as debates on controversial issues, Kahoot games about learning content review, and critical thinking learning outcomes poster presentations.

Completion of a bi-weekly journal based on course material and synchronous online class discussions in 250- 500 words.

Individual Assignment: Critical Thinking and Reflection on Online Learning (no more than 1500 words).

Group Assignment (no more than four people): Critical Thinking Analysis of Controversial Issue in the society.

Office Hour: online learning needs to provide convenience and support for students, which students can book tutoring and extra help when needed (Martin, et al., 2019).

Assessment:

Participation and Attendance 12% (6 x 2%)

Bi-weekly journals 48% (6 x 8%)

Individual Reflection Assignment 15%

Group Analysis Assignment 25%

Synchronous Online Class Participation and Attendance ---- 12% (2% for each)

Complete each module with participation and attendance in online synchronous lessons. Groups of students in breakout room are free to choose from Jamboard, Google doc or Canva posters to present the results of their group discussion activities during the class. The diverse platforms students choose themselves can also demonstrate how students connect theory to practice (Martin, et al., 2019).

Play a game of Kahoot in the synchronous lesson of the final module, reflecting on what has been learned through game interaction. The use of diverse platforms and software in the online learning environment helps to improve students' learning interest and interactivity. For example, Kahoot helps students consolidate and review knowledge points in games (Eckert, 2021).

Weekly online synchronous courses will have different activities based on different modules, such as social and controversial topics will be introduced into debate games. Introducing gamification elements into teaching methods can also help students stimulate and strengthen learning enthusiasm and interactivity while bringing positive results (Sailer & Homner, 2020).

Bi-weekly journal of six modules ---- 48% (8% for each)

Each module has a different area of study on critical thinking, based on each topic can help to guide and follow up students' learning progress step by step and get regular feedback to complete their own learning goals, which also reflect on students' mastery and application of critical thinking from bi-weekly journals for each module.

Individual Reflection Assignment:

Critical Thinking and Reflection on Online Learning ---- 15%

Select the most engaging one of the six modules, based on personal online learning experience and synchronous course group activities, complete reflection with critical thinking and references to course materials. Students can present what they have learned, remaining problems and future study plans to complete a reflection of about 600 words.

Group Analysis Assignment:

Critical Thinking Analysis of Controversial Issue in the society ---- 25%

Introducing controversial issues into the curriculum can help students develop critical thinking, which through exploration and discussion enables students to master how to face different controversial social issues more fairly and equitably.

Each group chooses their own theme related learning modules, combined with the course content of critical thinking and the analysis of recent real social controversy issues, discuss and reflect from multiple dimensions and aspects.

For example:

Government banning social media platform TikTok

Dior accused of 'culturally appropriating' from China

References

Eckert, J. (2021, February 5). 10 Teacher Picks for Best Tech Tools. Edutopia. https://www.edutopia.org/article/10-teacher-picks-best-tech-tools/

Sailer, M. and Homner, L. (2020) Gamification of Learning: A Meta-analysis, Educational Psychology Review, 32, 77 -112.  https://link.springer.com/article/10.1007/s10648-019-09498-w

Martin, F., Ritzhaupt, A., Kumar, S. and Budhrani, K. (2019) Award-winning faculty online teaching practices: Course, design, assessment and evaluation and facilitation. The Internet and higher education, 2019, Vol. 42, p. 34-43 https://ocul-yor.primo.exlibrisgroup.com/permalink/01OCUL_YOR/j50f41/cdi_gale_infotracacademiconefile_A587139123

[omaano]

🌊 Surfing 🌊

Obi-wan pretended to have no idea how one goes about surfing just so that Rex could launch into lecture mode on all the things he'd read about it on the way to their latest road trip spot.

Fashionably late but still within the grace peiod for @rexobiweek. Let them work a bit more on their sunburns

[hella1975]

just had this exact thought process: ‘okay i said i want the next taob chapter out between the 10th and 20th and it’s already the 11th and i haven’t even started on tams which is supposed to come immediately after and on top of all that there’s another deadline i know i have that for the life of me I can’t remember…’ it was my dissertation. i was thinking of my dissertation

[curse-of-dming-strahd]

OKAY... Okay... I finally finished reading through the Castle Ravenloft chapter... and honestly I don't think I need to change too many things to make it PG-13 for my players!

I have to reskin the rats and spiders, adjust the tub ghost, make Pidlwick II a robotic stand-up comedian instead of a scary doll clown, but otherwise Strahd's house is pretty funny already! it's got haunted house traps! it's got the cake room! honestly I don't know why everyone was so worried, this isn't that bad!

hey what about the basement

The what?

the basement. with the uh, the torture... and all the crypts... and Cyrus—

WOW HUH weird my book says all the entrances to the basement are closed! Every single door. See? It says right here. "Every single door to the basement is closed and players probably won't want to go down there anyway". WELL GEE, GUESS WE'LL JUST SKIP THAT PART, OH WELL!!

[becca-e-barnes]

Don't tell anyone but I love the thought of pornstar Bucky's girl asking to do livestreams with him. The thought of him taking the chat's lead?? Or reading the filthy things they're saying?? 🤤

"They're making fun of you, sweetheart." Bucky teases between chaste kisses placed to the soft inside of your spread thighs.

'Is she wet already?' The most recent message in the chat makes you squirm in your seat. Not that you're getting very far. Bucky is quite well known for his skills with a rope but he's left you just enough wiggle room that you can still grind your cunt desperately against the chair beneath you. It's not much relief but it's something.

"Of course she's wet already. Aren't you, baby? It doesn't take our girl long to get herself all worked up when she knows she's being watched." Bucky smirks up at you, his fingers trailing over the slick lace of your panties, gathering just enough of your arousal on his fingertips to show the camera.

'Our girl' doesn't sit right with you but you know it's all for show. You're his girl. Only his. Those people watching on the stream, whoever they are, mean nothing to you. You know he'll remind you of that later too. Reminding you that you're 'his girl', holding your chin so he can look into your eyes while he slides every inch of his length home over and over.

You whimper at the flood of messages into the chat as your viewers respond to the crystal clear evidence of your arousal on your partner's fingers.

'Fuck, she's making a mess.' 'Always such a good girl.' 'What I'd give to be able to taste her.'

The comments run up the screen so quickly you don't have time to read them all.

'She's so desperate, what a good little slut.' 'You've hardly even touched her and I'm already hard.'

"You're right, I haven't really touched her much, have I?" Bucky asks while reaching over for the wand vibrator he'd picked out for this stream. He clicks it on and the toy buzzes to life.

He seems satisfied with the lowest setting for now. Not that you are. That setting is almost always just for warm-up and that's not what you need in that moment.

"Please." You whine, tugging against the restraints, only feeling satisfied when your partner presses the soft, silicone tip to your clit, over your panties.

Everything feels heightened despite the low setting. You've been so turned on for so long that anything at all is welcome.

'Such a pretty little thing.' 'She sounds so hot when she whines like that.'

You hadn't even noticed yourself whining, much less the way you tried to grind yourself pathetically on the toy, trying to feel more than the featherlight touch Bucky was offering you.

You felt Bucky flicking the toy up a speed, startled by the groan that left your own throat. It sounded desperate. It was filthy and unrestrained and totally shameless.

"You like that?" Bucky's voice was all that could tear you out of your own head. He rolled the head of the toy in vertical motions, laughing quietly to himself when the sensation made you gasp.

'She's so loud tonight.'

The commenter wasn't wrong. You knew you were louder than usual, a testament to just how much you found yourself enjoying this.

"Sit still, sweetheart." You hadn't really registered what was happening until after it was done, although you'd agreed it beforehand anyway. Bucky carefully tugged the side of your underwear away from your skin, cutting the lace and then mirrored his actions on the other side. With the pretty blue lace in tatters, your sex was fully on display.

Bucky pulled the fabric free from underneath you, balling it up in his hand before pressing it to your lips.

"Good girl. Take it." You hadn't expected this. Automatically, brattiness takes over, your defiant natures tells you not to do as you're told. You hold out for a second, up until the toy clicks up one more speed and when you gasp in surprise, the panties are pushed past your lips, resting heavily on your tongue and you get to enjoy the taste of your own arousal.

[pinayelf]

i'm 100% doing too much with the oc pages, idt anyone will read them, but if anyone will feed my oc brainrot it will be me lmao

[godblooded]

sometimes it’s just… ‘oh had so much fun on vacation!’ ‘went to a cool concert!’ ‘had a fun day out with my friends!’ cool??? don’t remember what the fuck that’s like since i’m constantly the one forced to be in charge of everything ever.

[bathroomtomb]

teeny tiny animation i made in a day for paul's birthday : )

[clarabowmp3]

.

[bloomingbluebell]

yeah, there should be a course in high school on how to do taxes, apply to jobs and all that, etc. but you know what else there should be? a crash course on accessing healthcare

[nolanhattrick]

i don't want x ray vision where i can see bones i want red light vision where i can see where all my fucking blood vessels are because if i stab myself in a major vessel one more time i think i might just to switch back to androgel i'm so over it

[smute]

guess who doesnt have to go on a weeklong trip that they cant afford just to get credit for a class that they didnt even know they needed!!!!!

[lab-gr0wn-lambs]

writing a self evaluation for an assignment and I got distracted and incredibly sidetracked in the middle of writing a sentence about how I CANNOT FOCUS EVER I'm gonna cry

[elektroblues]

btw classes r gonna start tmrw so ofc i won't be online much again. not that i haven't alr been disappearing spontaneously lol but yeknow just to let u know it's not bc of something bad <3

[dutyworn]

on that note, if anyone remembers my Big Plans to do a renegade shepard kaidan/thane/kaidan romance run (since i've never done ME3 kaidanromance before)

about that

so

ME2 turned from thaneromance to "flirt with everyone and string everyone along as far as possible and the last minute let thane down and romance jack instead on a whim"

so there is that