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Invite a STEM Professional to the SME Mixer!

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Invite a STEM Professional to the SME Mixer!

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We’re excited to connect educators and industry professionals at our Summer Institute SME Mixer on Tuesday, July 22 from 2:30 – 4:00pm, and we need your help to bring in amazing guests!

If you know someone who works in a STEM-related field and would be a great fit, please invite them to join us and have them fill our this registration form: https://bit.ly/SME_Mixer

This short form helps us keep track of who’s attending and ensures a smooth experience for everyone. Your invitees will get to:

Share their career journey with Fellows

Help build real-world STEM connections for students

Optionally visit a classroom or join The Tech’s STEMbassador program

Let’s bring in voices that reflect the diversity, creativity, and possibilities in STEM!

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Summer Institute 2025 – SME Mixer Registration

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Welcome to the Tech Academies SME Mixer Registration! We’re excited to invite you to our upcoming Subject Matter Expert (SME) Mixer, where you’ll have the opportunity to connect with K–12 educators who are passionate about bringing real-world STEM experiences to their students.
During this event, you’ll get to:
Share your professional journey and insights
Meet educators looking to bring authentic career connections to their classrooms
Optionally express interest in visiting a classroom or joining The Tech’s virtual STEMbassador program
Please complete the form below so we can prepare for your attendance and provide a welcoming experience.
We look forward to connecting with you!

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Tiffany Sartor
Coach, Administrative Coordinator, Tech Academies

As a coach, I’m focused on supporting fellows in designing meaningful and sustainable STEM experiences. I’m especially interested in exploring ways to celebrate educator growth and identity throughout the program.

Fun Fact:
I have two very opinionated cats, Wall-E and Piccolo, who fully believe they run the house (and honestly, they kind of do). I’m also a big fan of mythological creatures and love discovering quirky roadside attractions.

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Hi Fellows!

As you continue developing your individual focus projects, here’s a quick reference to guide your planning and reflection. This checklist will help ensure you’re on track for the Graduation Showcase in December!

Need help brainstorming or planning?
Drop your thoughts here or reach out, we’re excited to see your creativity shine!

-Tiffany

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Classroom discussion introducing Computational Thinking using Slow Reveal Graph made by Jenna Laib, published on August 21, 2024 

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Classroom discussion introducing Computational Thinking using Slow Reveal Graph made by Jenna Laib, published on August 21, 2024 

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During our discussion on Nutrition, I thought of letting my students practice computational thinking. I started by asking them about their favorite fast food chains. Then I made use of the slow reveal data on "Inflation Across Fast Food Chains from 2014 to 2024" by Jenna Laib published on August 21, 2024 (https://slowrevealgraphs.com/?s=fast+food+inflation) where students were asked to make their hypotheses, then identify patterns they noticed as new data points appeared. After revealing all data points, we had a discussion on how to counter inflation and whether the food in fast food chains is really worth it or if we are just risking our health. We ended the activity by providing a case analysis on the composition of everyday food they eat, wherein aside from comparing them, they were also required to interpret data and provide quantitative reasoning making them more conscious with their food choices.

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My takeaway from CoP2 was the potential of AI integration in Language Arts to enhance student engagement and personalize support. In my class, I’ve begun using AI tools to help generate sentence starters, which scaffold writing tasks for students at different proficiency levels. This approach supports CT, particularly in the areas of decomposition (breaking down writing prompts) and pattern recognition (identifying sentence structures). With this, students are not only improving their writing fluency but also developing a deeper understanding of how writing can be manageable and accessible. I'm excited to explore further ways AI can enhance creative and academic writing while maintaining their critical thinking.

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X and Y coordinates: a visual representation

The x and y coordinates using visual representation or graphic organizer is a great opportunity to try a new teaching strategy and see how it helped our students, especially English Language Learners.

Doing this project was a great experience, especially for helping our English Language Learners (ELLs). Using color-coded visuals to teach x and y coordinates made it easier for students to understand the lesson. Many students who were confused at first started to learn better because they could see the difference between x and y clearly. I worked with Ms. Chavez and Ms. Limpag to use this strategy in both Calaveras Elementary and AAA Middle School for 6th and 8th grade students. We are very thankful for the support from our principal, Mr. Ken Woods, and vice principal, Mr. Jesus Godoy. Their support helped us feel confident and motivated to create lessons that help all students succeed.

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I am working on the Coordinate Grid Project: X and Y axis Using the 4 Quadrants. This project will help my 6th Grade students by understanding the x and y axis using the color coded printed materials first, introduction of concepts for coding activity in preparation for their own game using the coordinate grid concepts. I am already done with the introduction of concepts and visual support strategies implementation in my school and now on the process of preparing resources for the concepts and important details of their coding activity. Today's activity really help me enhance my project plan especially with the feedback I have gathered from my fellow participants. I am really excited to work on this project and have a full completion of it.

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Inspired by the orange peel candle, our prototype “Citrus Glide” is a gravity-powered transport system designed to help an 87-year-old woman move small items like glasses or a remote across 1 meter. It uses only Knex, string, and 10g masses, staying within the project’s constraints. The system converts gravitational potential energy into kinetic energy with at least 2% efficiency and is simple enough for elderly use. We built and tested 3 designs, then refined the best one based on data and user needs. The final design is sustainable, easy to use, and meets all criteria.

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🔧 Prototype Concept_ _Citrus Glide_ – Gravity-Powered Item Mover Inspired by the Orange Peel Candle

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Fadwa (Fedwa) -

*Evergreen School District 6th-grade teacher and Design Engineering Club co-leader.

*Coaching to guide and motivate your summer projects through active listening and shared learning.

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Coaching support is important in developing and completing my SI project. I believe coaches play a vital role in providing guidance, giving feedback, and encouragement throughout the process. With a coach's help, I will be able to apply effective strategies, and stay focused on my learning goals. Lastly, coach support will enhance my confidence, deepen my understanding about my project and remain to be both meaningful and achievable.

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I’m Princess Bacani and I’m teaching 3rd grade at Calaveras Elementary School. My focus project idea is to develop a little scientist in the classroom. I want my students to learn how to plan, to be confident, to be creative, to be resourceful, be persistent (even they made mistakes, and try until they made their innovation).

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I introduced coding to a couple of students in the migrant program using Snap! I'm not yet sure how we will be able to continue, but we started with the basics, such as exploring block-based programming and games in Snap!. I plan to use this as a starting point for the project I will create in the Summer Institute. This gives them the opportunity to be creators, too!

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I continued my studies in CT online courses. I finished 4 lessons and finalized my project that I will be working on.

For my project I am working on a Hovering Design project where students will build, test, and modify hovering devices. Students will expand knowledge of design and aerodynamics.

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I would like help from my coach in getting ideas on how to set up a great Maker Space/STEAM Lab. What have I missed and not thought about. What are some challenges I have not considered. Do I need have a write up on the different labs and projects I intend for teachers to do in the lab? 

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I would like help from my coach in getting ideas on how to set up a great Maker Space/STEAM Lab. What have I missed and not thought about. What are some challenges I have not considered. Do I need have a write up on the different labs and projects I intend for teachers to do in the lab? 

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Ash Redhill, Coach, Math & Computer Science Teacher at Calero HS.

Project Idea: Create a portfolio of projects and encourage others to create brilliant real-life scenarios.

Fun Fact: Science Fiction, Video Games and Model Kit Nerd.

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SI prototyping for me definitely gives a sense of service, commitment and collaboration. It will be a day filled with excitement, fun and insights being gained that I can use in my teaching. Giving such enormous time of delivering the prototype ensures qualitative and quantitative observations which is truly significant in making projects.

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Different groupings will help me learn how to create better projects and collaborate more effectively with others.

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By working with a variety of groups whether they are teacher participants or coaches, I gain diverse perspectives that enrich my ideas in crafting my project-based learning. Collaborating with others allows me to learn new strategies, share resources, and reflect on what works best in different classroom settings. Working in mixed-ability or content-specific groups also pushes me to step outside of my comfort zone, develop flexibility, and strengthen my communication skills. These experiences support my growth as an educator and help me better meet the diverse needs of my students.

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During the first COP 1 and COP 2, things were still unclear to me about what we are going to do in Tech Academies. But after talking to do coaches, things are slowly becoming clearer because we have support from each other and support from the coach.

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Different groupings would serve my goals and development as a coach by having the opportunity to work on with many grade level educators, with all types of personalities, and thought processes to help me work on my collaboration, communication skills, reflective processes, and learn from other educators.

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SI prototyping day will be a run through of my project. This was a good training- helped us hone in our project.

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I would like to see kids interacting with with my prototype so see how it goes. Usually is really important to implement your project to see the real effect. You can predict, of course, but I am sure is more useful when you can put it in practice. My goal is looking for a meaningful project.

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"Maximizing Learning Through Strategic Student Groupings"

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"Maximizing Learning Through Strategic Student Groupings"

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Using different groupings after today's learning helps support my goals by promoting collaboration, differentiation, and equity. Flexible groupings allow students to take on meaningful roles, learn from each other, and engage in higher-order thinking. This approach supports inquiry-based learning, builds student voice, and aligns with NGSS and inclusive teaching practices.

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How could the coaching team best support you

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How could the coaching team best support you

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I'm hoping the coaches can help me find engaging activities for my idea as it is quite large and more brains collaborating could be helpful.

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Hi everyone! My name is Walter Boltron, and I'm a Middle School Science Teacher here at Hollister School District, currently teaching 7th grade. I also help support our Tech Academies, where we focus on hands-on, inquiry-based learning that connects science and technology to the real world.

One of the cool things we’ve explored is making an orange peel candle using just a citrus peel and some cooking oil—it's a simple but powerful way to teach chemistry and sustainability at the same time!

Fun fact about me: I'm all about bringing the energy—I’ve been told I make science fun, and honestly, I just love learning and laughing with my students!

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For this activity, I introduced my students to the concept of data analysis using a familiar and meaningful data set—their ISIP (Istation Indicators of Progress) reading test results. To make the experience more engaging and personally relevant, we focused on analyzing the class's collective progress from the beginning of the school year to the most recent assessment.

Students examined the data to identify trends, such as overall improvement or areas where scores had declined. This prompted several extended discussions in which students explored possible reasons for changes in performance. They considered factors such as increased reading practice, changes in classroom routines, or external influences that may have affected their focus or motivation.

The activity not only helped students develop analytical thinking skills but also fostered ownership over their learning and a deeper understanding of how data can reflect academic growth. It was especially rewarding to observe students engaging in thoughtful conversations and making connections between their efforts and outcomes.

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This week, we used technology to support our data talk on the planets in the solar system, focusing specifically on two main areas: the number of natural satellites (moons) each planet has, and which planets could possibly support human life in the future. Integrating technology into this discussion allowed students to explore real-time, reliable data from NASA and other scientific sources, which made the learning experience both current and engaging. Students used Chromebooks to access interactive websites, digital simulations, and updated planetary databases. Through this, they gathered accurate numbers of moons for each planet and discovered how these moons can vary widely in size, composition, and potential for exploration. This experience highlighted the importance of integrating digital tools in science lessons to enhance inquiry and data literacy.

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Click here for the battery check

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Welcome fellows!

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Hi! I am Audrey.

I am a coach.

I currently teach 7th grade Math & Science at Alum Rock School District, but I have taught 3rd-8th grade over the years .

I am a former Tech Academies Fellow.

I hope to support and guide Fellows in bringing their passion projects to fruition.

Fun Fact: I enjoy taking pics or screenshots of affirmations or positive statements.

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I recently completed the Computational Thinking (CT) online course, and it really deepened my understanding of the different strategies and benefits associated with CT. It helped me become more aware of how I can intentionally integrate computational thinking into my teaching practice.

This week, my student and I found ourselves unexpectedly obsessed with lawnmowers, which turned into a fun and meaningful learning opportunity. During our session, we decided to dive into comparing, contrasting, and computing the differences between his top three lawnmower choices: Craftsman, EGO, and Kobalt. Together, we identified key criteria to focus on, cost, power source (gas, electric, or manual), environmental impact, maintenance needs, cutting width and efficiency, ease of use, and safety features. Using these categories, we created a comparison table to analyze each brand side by side. While we haven’t settled on a final decision yet, the process sparked thoughtful discussions and helped my student practice critical thinking and organization. In our next session, we plan to create a decision-making flowchart based on the data we’ve gathered. Once we've completed that, we’ll wrap up the activity with a writing assignment, allowing him to reflect on his choice and explain his reasoning.

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Hi, I'm Roselyn I. Decatoria. I'm an itinerant RSP teacher serving grades 1–12 in rural areas and Alternative Education School with the San Benito County Office of Education. I support students in accessing the curriculum and reaching their goals to succeed in school.

I'm currently working on developing a goal-aligned activity for my students as part of my Teacher Academy project, still brainstorming the best fit!

Fun fact about me: I'm a huge horror fan,the gorier, the better! Believe it or not, it's actually something that comforts me.

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I am Walter Strach and I am honored to be one of the coaches for this cohort. I am a high school Math and Science teacher (SPED ED) at Oak Grove High School. Previously I taught in Southeast Asia for ten years. I am hoping to work with our fellows to redesign their classrooms implementing design challenges that focus on placing the students front and center in their learning process and solving problems collaboratively.

Fun Fact: in 2008, I ran an ultramarathon from the Pacific Ocean to the Indian Ocean in Southern Thailand.

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My name is Krysdyn Lei Cabillos, and I am currently teaching 7th and 8th grade Mathematics at Maze Middle School. Although I am no longer part of the Migrant Program, I had the opportunity to teach in it previously, and that experience inspired me to continue integrating technology into my instruction, particularly through the use of Snap!. I plan to have my students design a quiz game using Snap! with a focus on storing and manipulating data and using logic to determine outcomes. In this project, students will create a trivia game that utilizes lists and conditional statements. The game will include features such as scorekeeping, user feedback, and varying difficulty levels. Through this activity, students will be introduced to key computational thinking concepts such as data storage and branching logic, enhancing their understanding of how algorithms and decision-making processes work in coding.

A fun fact about me is that I absolutely love eating Korean BBQ. I could eat the exact same thing all day and never get tired of it!

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We've had an exciting week diving into the wonders of our planet! As part of our unit on "Changes in Earth's Surface," we've been learning about natural events like volcanoes and storms.

To bring our lessons to life, we conducted a fun experiment where students created their own mini volcanic eruptions using baking soda and vinegar. The classroom was filled with excitement as we watched the "lava" bubble over!

We also had the opportunity to examine real volcanic rocks, like obsidian. Students were fascinated by the textures and colors, making connections between our readings and these tangible examples.

Our week culminated in a field trip to Gilroy Gardens. There, students became young geologists, observing various rock formations and recording their observations. It was wonderful to see them apply their classroom knowledge in a real-world setting.

These hands-on experiences have made learning about volcanic eruptions and different rock types more meaningful for our students. By engaging directly with the materials and phenomena we've studied, they've developed a deeper understanding and appreciation for the dynamic nature of our Earth.

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This week in Science, we took a creative turn with our lesson on earthquakes. Instead of just reading about safety tips, I challenge the students to design their own digital posters using Canva-and wow, they really delivered!

Each group work together to create eye-catching and informative posters that showed what to do before, during, and after an earthquake. What made it even more exciting was that for many of them, it was their first time using Canva, and yet they jumped right in, explored, experimented, and figure things out.

This activity also gave them a little preview of what's coming next: our earthquake simulation project, which we're all looking forward to do before the school year ends.

I'm really proud of what they accomplished. They learned, created, and had fun. That's exactly the kind of learning that sticks!

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Hi, I'm Erika Pham, a afterschool program steam instructor. I teach all grade levels at different school sites. Fun fact about me I love spending my day relaxing with my pets.

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Hi there, it's just me Mr. GM, your friendly Tech Teacher!

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Hi, I’m Gary Mosquito, a 5th grade teacher at R.O. Hardin Elementary School in the Hollister School District. I am currently focused on developing science lessons that integrate digital tools through my project-based learning initiative titled Science in Focus: Creating PowerPoint Presentations with ELD Integration. In this project, students deepen their understanding of key science concepts by researching topics and creating informative PowerPoint presentations. While I do not consider myself an expert in creating technology-based lessons, I embrace the challenge of teaching in a country where technological advancement plays a vital role in education. I am committed to growing alongside my students, exploring new innovations, adapting to digital trends, and discovering fresh ways to make learning exciting.

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Hi there, I'm Adrian Doble. A 2nd Grade Teacher. One of the projects I'm enthusiastic about is implementing "Data Talks" in our classroom. By displaying Zearn Progress Data and pacing charts, I've noticed that students are more motivated to complete at least three lessons per week. It's rewarding to see them take ownership of their learning.

I'm also looking forward to integrating more science experiments into our curriculum, especially those that align with our English Language Arts (ELA) lessons. Combining hands-on experiments with reading and writing activities not only makes learning more engaging but also helps students make meaningful connections across subjects.

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I'm Joe.

I am a coach.

I teach a 4/5 combo class.

I am a former Tech Academies fellow.

Fun Fact: I coached high school basketball here in the bay area for a long time.

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Hi, I am Mary Lou Chavez, a 6th-grade teacher at Calaveras Elementary School. I am working on a project with Ms. Madayag, 8th Grade teacher at Calaveras, and Ms. Limpag, 8th Grade teacher at AAA Academy, with the support of our school's Assistant Principal, Mr. Jesus Godoy. Our collaborative cross-grade and cross-school project is designed to support English Language Learners (ELLs) in understanding and applying coordinate graphing concepts. Using visual strategies such as graphic organizers and color-coding, students will develop foundational skills in plotting x and y coordinates, beginning with the first quadrant and expanding to all four quadrants and their application to students' real-life experiences, like in Map Reading, designing their own Coordinate City, and other applications of the concepts. In addition to teaching, I have a passion for sketching and painting.

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Hello,everyone!I am Charity E.Limpag.I am an 8th grade classroom teacher handling the subjects:English and Science in Accelerated Achievement Academy. We were done with our project on the Visual Presentation of X and Y Coordinates together with my colleagues wherein it made a great difference to the performance of the students most specially the English Language Learners. I love cooking and singing.

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I've been working on making my engineering tasks more user focused. I'm piloting this with my last project making a Ug transporter for my 85 year mom. This week the students are writing questions for her and then I will interview her after our meeting to show them on Monday to help aide them in their design

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Hi, I’m Jen Madayag, a middle school teacher for 8th grade, teaching all subjects. I’m currently collaborating on a project for middle school students in 6th and 8th grade at Calaveras School and Accelerated Achievement Academy together with Ms. Chavez and Ms. Limpag. Our focus is on using visual supports to teach x and y coordinates. By incorporating color-coded visuals, we aim to help students better understand and differentiate between x and y values, making it easier for them to grasp coordinate graphing concepts. Outside of teaching, I love gardening and enjoy growing my own herbs at home.

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I’m Rei Marie Salilo-Amansec, a spirited RSP teacher at Maze Middle School, where I co-teach 6th grade Math and English Language Arts. In my classroom, creativity meets curiosity as I guide 6th grade students in the Migrant Intervention Program to code basic games. I am currently exploring a Coding Multiplication Practice Game with my class— turning math into a digital adventure. When I’m not sparking “aha!” moments, I’m exploring the highways and hidden trails of different states, collecting stories from bustling cities and quiet landscapes. My passion for adventure and discovery adds a spark of fun and fresh ideas to my teaching.

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Hi, I'm Shahanni Valiao, a 4th grade teacher at Sunnyslope elementary under San Benito County. Together with my 4th graders, I am focusing on creating a digital Earthquake Safety Poster project using Canva as part of our Science lesson. a fun fact is that I am not even in a year of staying here in the US but I attended and learned a lot of PD's which equal to many years stayed here.

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I'm Charles Oles, a teacher in San Benito County.

I teacher at the Alternative High School, San Andreas Continuation High School. The grade range is 10-12. I mostly teach English, but have taught computer applications during the Microsoft Era.

I am working on my Tech Focus Project- TBD currently.

One fun fact- I got really sick dance moves!

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This is Joan Coll Margarit. I teach 5th grade TWBI in Gardner Elementary. I would like to focus in engineer projects, I am not sure which project I would like to develop. As a fun fact, I have 4 kids (2 of them born in Spain, 1 in Massachusetts and 1 in California).

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I'm Debra Dimas. I'm a Physics Teacher at Santa Teresa HS in San Jose. My Focus Project idea is to develop engineering projects that are more end user focused like we learning in CoP1. A fun fact is my daughter is currently teaching science in my district.

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Local Districts & NMCUSD_2025 Cohort CoP Dates 2025-2026

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Make your own copy to continue editing the group notes.

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Spend at least 2-3 hours applying what you learned at CoP2 and post to our digital space.

Here are some ideas:

-Engage your learners with Computational Thinking (CT), calling out specific elements as they show up in their learning

-Refine your Data Journalist design challenge work. Build on what you started and think about how you can use it with students

-Do a Data Talk - unplugged, plugged, or both. Be ready to share your insights and reflections

-Take the CT Online Course

-Plan for the Tech Challenge. Start thinking about how you’ll support student participation.

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Answer the following:

Name

Role

Grade / Subject(s)

Tech Academies Focus Project Idea

Fun Fact

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TA Fellows Shared Resources - Lessons from Fellows

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Welcome to the Lessons from Fellows page! Here, you’ll find a curated collection of lesson plans and activities created by Tech Academies Fellows over the years. These resources are designed to inspire and enhance STEM education in classrooms and communities.
Use the click buttons or table below to

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As part of our benchmark lesson which is (Advancement Technology) I asked the students to make their own invention.

I came up with the idea where I sent out letters to families to announce the 2 week invention and I attached the procedure how we will do it and how it will be graded.

We spent 30 min per day to discuss the procedure of the invention.

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I find it interesting especially on my 4th grader students. We are currently learning all about California map with land forms and water forms found on it. Using Codap for data entry regarding this lesson can be interesting and challenging as well because my students will be able to create data on their own about our lesson.

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Learning all these fun resources you've shared with us was very fulfilling! It's like we're educators and students at the same time! I am looking forward to using, embracing, and getting to know more of the features of these resources! If I were to be honest, hearing about these kinds of resources was new to me. So I will use these opportunities to learn and utilize these in my classroom! I'm glad that we've already embraced AI as part of everybody's learning experience!

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At the very beginning, I was so hesitant with the CT because it definitely be tackling on numbers, charts,data and all but the moment that we're going on with the discussions I have found out a lot of stuff that I can eventually be sharing with my students wherein all of us will be learning. In deed, it will satiate the environment that I want my students to be into where ideas, opinions and outputs are of great significance and letting them do what they have thought once an impossible to be done. Amazing!!!

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I will be using CODAP in my classroom since it's more user friendly in collecting data not only for teacher but also for kids.

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National AI Literacy Day at The Tech Interactive

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National AI Literacy Day at The Tech Interactive

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Friday March 28, 2025

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Join us on Friday, March 28, 2025, for a nationwide day of action focused on exploring this fundamental question.

We invite students, educators, and community members from across Silicon Valley to join us in exploring the rapidly evolving technology that is shaping our world.

This event will provide valuable insights for classrooms and after-school programs, as well as professional development opportunities for educators. It will also offer a chance for our community to come together to share and discuss the impact of this emerging technology on both our youth and society as a whole.

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National AI Literacy Day Summit - The Tech Interactive

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Join us on Friday, March 28, 2025, for a nationwide day of action focused on exploring this fundamental question. We invite students, educators, and community members from across Silicon Valley to join us in exploring the rapidly evolving technology that is shaping our world.

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Artificial Intelligence | The Tech Interactive

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Browse our artificial intelligence resources and feel empowered to use and understand a new technology.

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Check Your Attendance and Independent Hours Here

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Check Your Attendance and Independent Hours Here

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This browser version is no longer supported. Please upgrade to a supported browser.

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CoP#2 Evaluation Complete Before Leaving 

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CoP#2 Evaluation Complete Before Leaving 

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2025 Tech Academies Cohort CoP #2 Evaluation

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Take this survey powered by surveymonkey.com. Create your own surveys for free.

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Get inspired by others' ideas!

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DCL with your students: Grade 9-12

Exploration of circuits

Students received 2 small cell batteries, a large cell battery, and 2 LEDs. Later they received copper tape.

They were given 10 tasks to complete.

The goal was to create Valentine's day cards, and launch their semester project of designing Music Boxes

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The Tower of Power Challenge!

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I am exited about CT and incorporating this within my class. I also like the real world experience it provides for my students.

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Between Cop1 and Cop2- I wanted to fully understand as much as I could about incorporating computational thinking into my class. I think I spent at least four hours of going through the training through the Tech Academies: My focal points were:

Plugged Activites

Role of Faciltator

Introduction to Framing CT Activities

Leading a Brainstorm for Plugged Activities

I am also having a completion in class which involves building a tower with Marshmallows and spaghetti. I was inspired to do this at COP1.

Charles Oles

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Implementing similar projects in my classroom can capitalize on my students' enthusiasm and curiosity, keeping them engaged and motivated to learn through hands-on experiences.

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I need to ensure that the instructions are clear and easy for students to follow by breaking them into manageable chunks and providing examples

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In the design activity focused on designing for dexterity, key takeaways included understanding the user's specific challenges, balancing functionality with accessibility, and collaborating with a team. Designing for someone else’s needs required empathy and perspective-taking, and it prompted creative problem-solving. The process could be both frustrating and rewarding, as initial ideas might not fully meet the user's needs, but refining the design felt impactful. The most empowering part was realizing how your adjustments could improve someone's experience, while the challenge was finding the right balance between accessibility and functionality for users with varying abilities.

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It is very exciting to create a design but somehow it needs more time to plan out what particular design would be more effective to achieve your goal. However, this activity provides me so much fun and enhance my creativity that helps our design more effective. It is also very important to collaborate, engage and consider other ideas to come up a doable design.

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This creative design project will really boost students curiosity, creativity and will give them a change to get engaged and collaborate with the team for to have a unique output. It will keep them motivated and excited for the upcoming related projects..

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One thing that stood out is how we have to use the available materials to make a device suitable for everyone and ensure that their constrictions should be considered. In every design that you will make, you have to be mindful of what their needs are and how they can access the device that is suitable for them. It felt empowering that we could brainstorm together and make sure that the material was accessible to the person for whom it was intended.

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I like how the imagination and creativity of the participants inspired others to come up with their own ideas. The collaboration of group members made the challenge a success. The curiosity, persistence, and perseverance in the creation of the trash grabber not only showcased their problem-solving skills but also demonstrated their commitment to sustainability and teamwork. Their ability to brainstorm innovative solutions, test different prototypes, and refine their designs through trial and error truly highlighted their dedication and determination to achieve their goal. Indeed, It was a great experience for everyone!

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I think that as a facilitator you need to be hands on when it comes to supervising and giving instructions to your students. This is fun but at the same time it can be stressful to the kids especially there is a specific time that they have to finish it.

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One of the difficult parts of user design challenges is the scenario and the user cards.

I would love to have more design challenges that have real-world scenarios and users cards.

Supporting students:

The main thing people do not do in general is test, test, test. People tend to build until it is evaluation time. It would be good to make every team the visit the testing site at least once at a specific time frame during the build time. Example: in a 15 minute building time, have ALL teams at least test by minute 10.

I would separate the design time and the build time. Have students draw and visualize the goal before building. If a team is building before time, they need to disassemble it.

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It is a great opportunity to collaborate with our group members and design amazing project out of the available resources we had. It gives us a time decide how the project benefit the target beneficiary, create the design, test and reflect on things we can improve with the project.

Designing for another person's needs is really a great privilege and remarkable experience.

We need more time to enhance the project for it to be completely done and ready to use.

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Students will surely have fun brainstorming, designing, constructing, testing and modifying/reinforcing their designs. Will explore this fun activity inside our classroom.

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I'm inspired to do this in our classroom because it will help the kids to think beyond their critical thinking and unleash their hidden potential as a little scientist and little engineer.

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The empowering part would be the designing and building process, it allowed me to apply creativity and problem-solving skills to create something really useful for Daiyu and Duy.

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The empowering part would be the designing and building process, it allowed me to apply creativity and problem-solving skills to create something really useful for Daiyu and Duy.

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I will absolutely be working with such an amazing activity wherein students' creativity, resourcefulness and perseverance will be tested as they embark into this kind of learning journey that will definitely give them a break of thinking things logically.

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As a participant, the most exciting part for me was when we got to pick the remote without the bending of the user but the struggle is the planning and modifying the project.

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I love that we get to collaborate with the teachers and brainstorm ideas on how to make a design work. My team was really pressured on how we were supposed to make our own design as we were only given 15 minutes to do it at first and half of the time basically went to brainstorming and grasping ideas on how we will start the device.

It was really challenging to build a device that should work for another person's needs knowing we only have a limited time to brainstorm and actually do it.

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It's fun but also challenging to design for someone who is physical challenged and also making it universally usable. I liked the part when we were already trying our output and hearing some feedback from our fellow designers.

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I am so empowered with this kind of designing stuff because it indeed widened my imagination and putting it into possibility of accommodating individual's needs

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I'm excited about doing new things that is accessible and functional for all which are not limited to children, adult, teenager and person with disabilities.

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Good activity that inspires out of the box thinking and testing ideas.