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I'm feeling pretty overwhelmed right now by the amount of information being presented. We are supposed to finish Module 2 by 10:30?

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Activity 2: I think of my EL students and many of their families have backgrounds in farming or gardening and cooking the foods they have grown/raised. This is a cultural asset that should be honored in the classroom.

Activity 3: The teacher has a responsibility to question George in this situation and the entire class. What does it mean to have American values? Where does freedom of religion play a role here? It was a mistake for the teacher to open this up to large-group discussion in my opinion. It's too sensitive a topic and the Muslim students will not feel comfortable in that space going forward.

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I chose woman/female as my identity piece, though Hispanic was a close second, and it's hard for me to separate these things. I have felt respected and included when marching with my friends and son in the Women's March. I felt disrespected by Trump's comments about women. I feel disrespected when adults call women "girls" while also saying "her man" about their partner.

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Activity 1: It is important that students can be themselves in our classrooms. We want students to feel like they belong in our classroom and are loved and valued. This can only happen if students are honest about their identity.

Activity 2: When I think about doing STEM projects in the classroom, I think about letting students really explore. Making sure that they know there is no right or wrong answers to anything that we are doing. It is important to name and identify the different ways that students are completing an activity. By giving them an opportunity to explore early on, we can give them tools that they will need later on. When we create a safe and inclusive environment for our students, then they can continue to grow in all areas of their academics but specifically in STEM.

Activity 3: I think this is a hard line to balance of making sure that students are free to speak their truths. We would want students to feel like they can say what they think and believe. In this scenario though, that students opinion is directly attacking another student in the classroom. The teacher needs to find a way to help her students value each other and the differences in their identify. This would be an extremely hard situation to be in as a teacher but is something that I'm sure happens often. The teacher should pull that student aside after class and talk with them about the implications of the statements that that student said. Hopefully she can help him understand it better. I don't believe that you can completely shut down a student but I do believe that you can make them more knowledgable to help them think in a different way.

Activity 4: As a learner, I enjoyed using this format so that I could process and explain my thinking. In my classroom, this could be a great way of processing more complex ways of thinking. I need to help students to explain their thinking with myself and with their peers.

Activity 5: When I was thinking through this activity and learning experiences that I have had, I found myself thinking about places that I've traveled to and things that I've seen. I stopped myself when I realized that a lot of my students haven't been where I've been or seen many places at all. If I was using this with my students, I would want them to think of something or SOMEONE who has taught them something. I would encourage them to think about someone at home who has taught them how to do something around the house an important life skill. This way I can make sure that each student has something important to share.

Activity 6: In the future I need to be better about asking students to explain their thinking. I want to make sure that I am understanding their thinking and that they are helping their peers also understand their thinking.

Module Takeaway: This will be important to keep in mind when asking students to reflect on their learning. I want to allow for a space where students can ask questions and be active participants in their learning journey. Allowing for a space where students feel heard will help them in all aspects of their learning.

Activity 7: I think the biggest shift is that science is connected throughout all different subjects. Right now I tend to teach science alone. I sometimes connect science with math but it is usually just the science units taught alone. It will be challenging to shift my thinking to ways that I can incorporate science throughout the entire school year. I am excited to see the differences in teaching and learning though.

Observations - Green swirls in the sky, changing throughout the night. My Questions: Why do the colors change and move the way that they do?

Activity 8:

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Activity 1:
I noticed that my identity as a woman helps me feel more included in the other identities I wrote down. (teacher, mom)  Leaving that part of my identity at the door would make it hard to feel comfortable learning.  I think when you are worried about being included, you spend more time worrying about fitting in, than on what you are actually supposed to be doing (learning, for example.)

Activity 2: It's important to build relationships with students and families so they feel comfortable sharing about their homes and communities. Hands on experiences in school, with lots of opportunities for discussion can help students and teacher make those connections between school learning and how the students experience STEM in their everyday lives.

Activity 3:  I think the teacher needs to set up an activity like this by first saying that there are different viewpoints and making students aware that one viewpoint might be hurtful to someone else.  She should talk through how to state your opinion without causing harm to someone else.  I think the teacher has a responsibility in this case to challenge that first student by pointing out how his statements would feel harmful to someone else. Especially since now her Muslim students might feel hesitant to speak up - she should be their voice.

Acitivity 4:  As a learner, it was extremely overwhelming to go through all of those charts and data, especially when I felt I was up against the clock.  I can see many students shutting down in an activity like this, unless they were doing it in a social context - i.e. as a group talking through the data and sharing their own personal experiences with the data points.  As an academic exercise, it helped me back up an idea I already had (that non-white students show lower levels of achievement in science) with evidence.

Activity 5:  Activities where I have learned the most have included visits to actual site, like historical sites, movement, multimedia presentations, and people - including guides and friends or family members so I can have conversations about what I'm learning.

Activity 6:  In Reading we have research units on animals where we read and learn to present the information we learn in an organized way.

Activity 7: Explaining phenomena and making connections with ELA will have a great impact.  Hands on learning and connecting learning across disciplines is important for student learning.

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Activity 1: Leaving my identity at the door would make it hard to feel fully present, valued, and included. Students need to be able to celebrate the parts of their authemtic selves that make them unqiue and also connected together.

Activity 2: It starts with building relationships and trust in the classroom. Students need to feel like valued members of the classroom and that their thinking and ideas matter. I also think sometimes it is hard for students to recognize the knowledge and connections they already have to STEM. It’s not just the first few careers that might come to mind. Students need to see that they and their family members already have valuable experience in the STEM world and that they already possess the ability to explore science and technology. And it’s also important to acknowledge that there isn’t just one type of person that’s good at science - they don’t have to look or act a certain way.

Activity 3: While it is important that students feel their voices are heard and matter, they also need to know their voice and words have the ability to affect others and they have a responsibility to think about the impact of their words and actions. George spoke first and expressed an opinion that is deeply hurtful to students in his class. I imagine that it may be difficult for Essam and Hassina to want to share or respond in front of the whole class after hearing from George and they should not be responsible for responding or calling out the problems in George’s writing. I think the teacher does have a responsibility to address this. A classroom community cannot be safe when the teacher does not respond to something like this. I also think the teacher needs additional ground rules to what you share out loud in your free write to the class. There should be some reflection about how what you are about to share may impact others.

Activity 4: Using the data to draw my own claim makes the information more meaningful and "stick" more than if someone had just told me this information.

Activity 5: Some of the characteristics that came to mind when thinking of this learning experience were hands on, active role, and conversation.

Activity 6: We have work to do conntecting science, math, and ELA. We have a reading unit on natural disaters so this provides and opportunity and starting point to do better intergrating.

Activity 7: I think three dimensional learning will have an impact on students. They always get more excited and engaged when they get to do something and try something for themselves. I also think this one is going to be challenging especially given our current situation.

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Activity 1: The identity I sometimes feel pride about and sometimes try to hide is my Christianity.  Depending on who I am with and my perceived expected response from the group of people I am with.  -It doesn't feel good to have to hide something that is important to you.  I think of our students who try to "hide" their REAL selves.
Activity 2:  In distant learning, Thinking about how we make materials available to students or leaving the materials open-ended for students to have many ways to create/complete work. Important to value all different modes of representing work.

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OActivity 1: Having to leave my identity at the door would be extremely difficult, as it is a huge part of who I am and what I believe in. It also plays a large role in my every day choices and values. It is important to ensure that students feel comfortable, safe, and included within the community of the classroom.
Activity 2: It is vital to make sure students have the platform to discuss, learn, and collaborate with their classmates of all different backgrounds; whether it be their race, religion, or gender. Consistently pushing within the classroom that we celebrate differences and that we encourage learning about different practices from our own. Making sure that students have the time to do this in the classroom to explore other practices, learn from each other, and see themselves represented (artwork, literature) is a few ways to do this. This an be done through projects as well that reflect their current community and what ethnic groups and practices are being reflected in their own backyards.
Activity 3: I found this case to be extremely difficult. George was the first and last person who was able to talk, without any type of discussion that had been had. However, I don't know how you would be able to warrant a discussion or conversation to be had. While it was the teacher's role to ensure that they were to be listened to carefully and mindfully, a conversation needs to be had about the assumptions that were made in his statements. There is no way that those two students would feel comfortable sticking up or having a conversation around that statement. There needs to be a shift in the conversation where students feel comfortable to have their opinions.
Activity 4: Going through the data and finding evidence really helped me dive deeper into the facts of the statement, rather than just reading over it like I would in an article. It helps make the information stick, which can be used in student work as well. We need to do better about providing teachings and work towards students of all backgrounds.
Activity 5: It was a learning experience being a PCA for a boy with autism for several years. My experience constantly was having interactions with other people, whether it be the boy himself or others in public when we would go out. I need to understand that my students do not have as many experiences outside of the classroom that I did growing up (I learned this this past year where some have not even left the city). I need to be mindful of that and ensure I give ample amount of opportunities and exploration within the classroom.
Activity 6: Students need to use evidence to make their claim and also give reasoning (explanation) behind their statement. I need to work more on giving opportunities and guidance to have constructed arguments and presentation skills.
Activity 7: I am very excited to have students become more active learners in determining different phenomenas and ideas. I think having that gradual progression and interconnectedness will have the greatest impact on on students, as well as having specific interdisciplinary connections between ELA and science.
Two-Takeaways Own Learning:
1. How strong of a gap there was between students interested in STEM and who are "able".
2. How strongly interconnected science and ELA are.
Two-Takeaways Teaching/Culturally Responsive Teaching:
1. Create more interdisciplinary, explicit connections within science.
2. Ensure that I am fostering different learning styles through all students and incorporating different opportunities and experiences to allow everyone success.
Observations:
Light has different intensities, different colors, the light swirls. Almost travels in groups. Stars in a circle pattern towards the center. Rainbow colors.

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Activity 1: I have a very hard time even thinking about leaving my beliefs at the door. I'm so open about who I am and what I believe it. I would rather walk away from the door than hide who I am.
I have always felt like I have an extremely open classroom. I allow students to truly show their uniqueness and their background. Within different activities and creating a space they feel comfortable in.

Activity 2: Again we need to make sure we have a classroom environment that students first feel safe in to discuss their beliefs and their culture. Once you have that the conversations and collaboration will start to flow. In my old district 5th and 6th graders were all responsible for creating a STEM or science project. What I noticed was that some teachers gave just options to our EL students instead of trying to come up with a science project that their families could do together. We need to tap into students backgrounds to help bridge that gap! Learning our students backgrounds and beliefs is so important up front in order to have a successful year where all students can be involved.
Activity 3:  This was so very shocking to me to read. It would be an extremely difficult situation to navigate through. The way I see it is yes you made those ground rules but there are always times and circumstances that cause us to change those rules. In my opinion she should have interrupted and explained why she did. What the student said in his writing was a direct comment towards a student in class. That is not creating a safe and comfortable environment. Yes that student would then feel uncomfortable possibly but that would be the time to have a discussion about 9/11 and what transpired post 9/11.

Activity 4:
This data shows me that our district needs to work together to help reach our students of color more. Clearly many non whites are interested in STEM and we are failing them. We need to find a way to meet EVERY students need and desire to learn.

Activity 5:
This last spring I went to a students apartment and worked with him outside on a park bench. I loved the learning experience so much. He knew by me coming to HIM how much I cared about him and how much I wanted him to learn. He's a very intelligent student but his mother has 5 kids that she was trying to help with distance learning, and she kicked butt. She would reach out to me anytime she needed anything. I took it upon myself to meet with him to help him and her navigate this crazy time. The short time we had together was my favorite part of distance learning. I got work with him one-on-one and find out what he needs from me during this time.

Activity 6: Students need to write their reasoning for their claims. They need to be able to explain it using their words (in writing.

Activity 7: I'm looking forward to 3 dimensional learning. I find it's always the best way to learn when you are DOING and asking questions. This will be one that I find possibly the most challenging but the one I'm most excited for. As well as making sure we reach ALL students.

Activity 8: Each on they are actually doing something and then making observations. When students get to be the ones that add the water, coloring etc. it makes their observations even greater.
One module I think kids would love to do and observe would be the alka seltzer. This one in particular because many may not be familiar. So watching water go from one state to another will generate many questions for them where they'd all be engaged within the group. This experiment shows students a chemical reaction.

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GrActivity 1: We need to create an environment where everyone feels respected and proud of his/her identity.
Activity 3: The teacher needed to address the issue immediately about the generalization the student made. It should have been discussed at the forefront (before the free write), also knowing the students in class would have created a better outcome. The teacher was hesitant about having that student share, so she should have read the writing first before allowing him to read it aloud in class. That student was able to speak and the muslim students felt disrespected and not valued.
Activity 5: Traveling to other countries - learn language and culture by being immersed in it
Activity 7: Greatest impact: Designing solutions. Greatest challenge & most excited: cross-curricular with ELA and Math

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Activity 1: I chose being a mother as the final one I would keep because as I reflected, I realized it incorporates 2/3 things I chose to get rid of. I am a mother and part of that for me is being a wife too; I am a teacher in what my husband and I choose to teach to our daughters. I think that our identities are so much engrained into our thoughts and actions that’s sometimes our actions/thoughts are hard to change because we are afraid they will somehow change who we are and our integral identity-which can be scary. Our students are going through the same things in their homes and trying to figure out who they are. My daughter is trying to figure that out now and the only thing I can do as her mother (and teacher) it to guide her and support her on her journey just like we are doing with all of our students. We need to help them, be there for them in every way possible and love them for who they are and the many pieces that identity may include.
Activity 2: I think its important to take the time to listen to our students and find their interests. We need to work with students to show them the many different parts or elements of science/STEM and invite them to see what they can do if they jump into science with their whole self-bringing their experiences from home, and their community to find themselves. For example, my daughter (sorry I will connect this to my kids a lot) decided she wanted my husband to build a stage for her to have puppet shows on. Being that my husband is in construction she already knew that she had to make blueprints for him in order for him to understand her idea/plan. So before he came home she put together a plan and a mini presentation to pitch it to him. She was taking her experiences with her father and what she knew about construction in order to get her what she wanted. She knew that she would be supported by both of us if she could lay it out so we could understand her. Her experiences before had taught her that she would get frustrated if we didn’t automatically understand her “perfect stage” so she used those experiences in order to inform her actions. We want our students to feel the same level of comfortability with science. It is our job as educators to build that sense of community comfortability.
Activity 3 :Students should be able to be who they want to be and be proud of who they are and feel comfortable in class; we need to be able to keep our personal opinions personal but we also need to be ready and proactive in a way that protects all of our students. In the case study example, there should have been such a feeling of community among the students that he wouldn’t have even considered reading his piece out loud knowing there were other students/community members he might offend. I think the teacher should have also foreseen the possibility of something like the students writing coming up and instead of asking for someone to read aloud she should have collected them.
Activity 4

Claim- Asian and White students are more likely to be successful in STEM and science activities.

Evidence- according to recent data 48% of Asian high school students said they were interested in STEM and 42% of white students said the same.

Evidence- The other racial/ ethnic groups were not as interested in science/STEM

Evidence- both graphs support this information

I noticed that even before I read the data I had already made assumptions. I had assumed Black students to be at the bottom and Asian students to be at the top. I wonder if our teachings of science to our students doesn’t sometimes get subconsciously pushed towards these ideas and pushed onto our Asian students. For example, given the same task are we more likely to challenge our Asian students then our black or native American students? This model of this activity was actually fun I thought- I liked the challenge of making a claim and then finding data to support my thinking and connecting it back to school. I think my daughter would like this model of instruction as well.
Activity 5- memorable learning experience

The girls and I made cookies, we forgot the flour- cookies did not turn out – we have never forgotten the flour since- they don’t let me forget it either.

It was meaningful because it engaged all of our senses and our emotions. It was also meaningful because we were all equally responsible and engaged in the process of making and then hoping to eat the cookies.

Our students are going to have these kinds of memorable experiences and either build connections from them or have strong feelings against them depending on the memories the activities trigger. For me when I think about making cookies I think happy thoughts because of all of the other times but I still smell the stench of flourless burned cookies. We need to be ready to accommodate students who have negative connotations with the lessons or ideas we are teaching-we need to be thoughtful of all of our learners as we are putting our lesson plans together. For example Mothers day, I had a student a few years ago who lived with Dad and Mothers day was not something that brought up good feelings for him; I had to find a way to connect with him and make him comfortable with a different *yet related* activity in order to build him up and support him where he was.
Activity 6 Confluence

I am working to connect our nonfiction units with science activities and lessons. My team and I have switched around our pacing guide bits and pieces to make them connect. For example, when we are reading nonfiction -writing about nonfiction. I am connecting it by the types of tools we are using in class. Instead of using counters we are using pinecones or rocks etc… I also try to use science ideas for our math story problems.I think the biggest challenges are time and resources. I feel like we have to combine the elements so often in order to really teach the core reading/writing so they aren’t given the full time commitment/energy commitment that they deserve.

I think there are ways to really connect math/science and ELA together it just takes a lot of time energy, commitment and support from our administration. I feel like it could or should be project based in order to really be meaningful. Like the question about engineering said,” How are you going to solve the problem”- just like my daughter and her stage- her problem was that she wanted a stage so she had to draw her pictures, get her tools, write her words and then read her words and show the different parts in order to solver her problem/get her what she needed. My biggest take away from this is a reminder of the possible connection pieces between the curriculum areas. I also am taking away the reminder of loving our students for who they are and being cognizant of what they might have gone through/be going through and the schemas they have.
Activity 7:Personally I believe shift 2 would have the greatest impact on my students. Thinking of my little girls I know that if I tell them to do something/lecture them – they probably aren’t going to learn anything -BUT if I give them a problem and challenge them to find a solution they are going to own that challenge and really work hard to solve it, they are going to learn more and it will stick with them longer. It also helps if it is a hands on problem/activity. “Girls you need to get your shoes on” “ Girls we are trying to leave- I have to be to school in 20 minutes”- or “ Who can make a prediction for how quickly we can all get in the car and get to school?” “I am wondering how to put this shoe on? Who can show me how?” the second set of questions is much more likely to get the job done without yelling at the girls- they also begin to challenge themselves to work harder and faster the next time. I think the same can hold true in the classroom. I think the trickiest shift for me is building across years and schemas (shift 3) because as a kindergarten teacher I have no idea where my students are or the experiences they have had in their lives – going back to my previous example if I talk about making cookies -there are going to be some students who have made them with their families and others who frankly have only had store bought or box cookies so this is a completely foreign concept for them. It is a matter of getting to know your students and your classroom community while bringing in tangible pieces to really connect your lesson concepts to everyone.

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Activity 1: Identities are labels attached to very real and material experiences and also histories of discrimination. I think socioeconomic level is also a barrier of identity for many in today's communities/society.
3) I would need more info about what this teacher said or did with the class after the student read his writing.  What is she doing to promote student voices.  The Muslim student voices were left out here. Perhaps she could have phrased her initial question or prompt differently.  More voices need to be heard in the classroom so they are equally valued.

5) My family and I went to Hawaii which is a beautiful state geographically.  Our last evening we walked out to a large sandbar extending from the beach.  We watched the sunset and then with wonderment in our eyes we watched the stars come out.  Since we were not near a big city like Waikiki, but rather near a small town on a smaller island, the stars were in the millions! It was as if we were sitting in the middle of the Pacific Ocean alone with the stars. I thought I was going to be able to point out some constellations for my sons, but I was overwhelmed with the emotion of seeing so many stars.   It is an experience everyone should have.

6)My team and I have been focusing more on nonfiction in our reading the past two years.
This has allowed us to bring in more topics with science.
We definitely  need to focus more on explaining reasoning vs. fill in the blank, etc. This can be done with writing and making a video of themselves taking about their answer.
7) I LOVE the idea of teaching phenomena.
I think that 3D teaching helps us think more conscientiously about all of our students and what they bring to the table, and how we can reach them better. Connecting things/information is how information is best learned.

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Prompt 1: writing your ideas
Prompt 2:
Prompt 3:
Prompt 4:

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my observable and conceptual model

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The chickens in my yard make loud noises.

Some of the chickens are throwing up dust.

I hear the wind in the trees.

Grass is growing up through our sidewalk.

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Activity 1: Reflection

Activity 2: Reflection

Activity 3: Reflection
All the way through Activity 9

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Write down responses from you and your group mates during small groups.

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Click on the "Plus" sign below and open up a padlet. Click on the bottom right hand corner (there are three dots) and select the "draw" feature. Draw a conceptual model using this tool. You will discuss your model during the small group discussion sections.

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Directions: add your observations/questions from the Wonder Wander here. An example: Why is grass wet in the morning?

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These are for you and your learning. You may want to keep a notebook as you work through activities to document your learning. Please do! You will be asked to recall and discuss your reflections during our large group discussions.

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Directions
This will be our virtual documentation of our learning. Each teacher is assigned a number. You are the only person in the training that knows your number. Use your padlet to answer reflection questions as you work through the training. You may also choose to use a piece of paper at home for your own documentation. You will use these answers during our large group discussion at the end of the training.

Legend
Yellow: Instructions and Directions from Megan
Purple: Participants put reflections, ideas, answers here