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Relating to the topic of Self-Management in SEL, spaces can be created to offer students a space where they can step away from a lesson or project to deal with heightened feelings of stress or anxiety or other emotions. Students can practice deep breathing, reading, drawing, reflect, or meditate to come to peace with and control their emotions.

Dearden, T., & Childers, L. (2021, March 3). Stem activities are ideal for social emotional learning. Medium. Retrieved October 17, 2021, from https://medium.com/the-foundry10-voice/stem-activities-are-ideal-for-social-emotional-learning-79b981946abf.

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In science, collaboration is key. We feed off of each others ideas and perspectives to develop and test new and existing concepts. For this type of collaboration to work amongst our young scientist, they need to know how to show respect for one another's differences in intellect, culture, and ideas. Student's will be encouraged to develop group norms guaranteeing that all voices and ideas are heard. They will also be challenged to reminded to reflect on how it may feel if their own ideas were never recognized.

Dearden, T., & Childers, L. (2021, March 3). Stem activities are ideal for social emotional learning. Medium. Retrieved October 17, 2021, from https://medium.com/the-foundry10-voice/stem-activities-are-ideal-for-social-emotional-learning-79b981946abf.

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When it comes to accessing funds of knowledge and bridging the gap between what has been learned and what is new, graphic organizers are great for listing the concepts and creating valuable learning. "They require minimal language and are therefore helpful tools when teaching science to English language learners. Conceptual grids (9.1), Venn diagrams (9.2), flow charts (9.3), mind maps (9.4), and concept maps (9.5) are some of the more common graphic organizers," Herr (2017).

Herr, N. (2007). Strategies for teaching science to English language learners. Strategies for English Language Learners. Retrieved October 17, 2021, from http://www.csun.edu/science/ref/language/teaching-ell.html.

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Student's will be provided with closed captioning on their science videos and other technology related digital media in order for them to see what is being narrated in their native language. Here is when our English language learners will be able to make that connection. With this strategy, student's are exposed to the written and spoken form of English, they see how words are spelled, and sentence structure.

Herr, N. (2007). Strategies for teaching science to English language learners. Strategies for English Language Learners. Retrieved October 17, 2021, from http://www.csun.edu/science/ref/language/teaching-ell.html.

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In my class I will be joining English learners with strong English speakers. Both will greatly benefit as my bilingual/strong English speakers translate and teach laboratory and activity procedures, lessons, and projects to their partners.

Herr, N. (2007). Strategies for teaching science to English language learners. Strategies for English Language Learners. Retrieved October 17, 2021, from http://www.csun.edu/science/ref/language/teaching-ell.html.

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"One of the best ways to learn the vocabulary of a new language is with pictorial flash cards" Herr, (2007). I will provide my ELL students with pictures and diagrams that make connection to their associated terms. My students can use these to benefit their vocabulary learning by correlating concepts with words. Translation needs will decrease with this method. Root words can also be added to the flash cards for greater understanding of scientific terms.

Herr, N. (2007). Strategies for teaching science to English language learners. Strategies for English Language Learners. Retrieved October 17, 2021, from http://www.csun.edu/science/ref/language/teaching-ell.html.

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Technology will be utilized as a tool to balance out effective teaching as a supplement to those who may require it. Digital literacy will be applied to my science curriculum to enhance the overall literacy of printed material through their experiences with navigation of digital media. Through technology, students can access simulations and labs, exposure to digital texts of written, video, and pictures to assist in their learning needs. "When used strategically, technology can provide students with opportunities to develop speaking, listening, reading, and writing skills and to access a variety of texts in a variety of mediums," Pauley (2017), p.23.

Pauley, G. (2017). Www.ncesd.org. Retrieved October 17, 2021, from https://www.ncesd.org/wp-content/uploads/2017/03/ELA-Menu-of-Best-Practices.pdf.

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I myself will become educated on systemic racism and inequities in public education to have an open mind and have culturally competent skills. Being culturally competent and creating an environment of community and understanding will provide better equitable opportunities and student achievement. "Professional learning opportunities aimed at increasing cultural competencies are focused on increasing educators’ knowledge of student cultural histories and context (as well as family norms and values in different cultures), abilities to access community resources for community and family outreach, and skills in adapting instruction to align to students’ experiences and identifying cultural contexts for individual students," Pauley (2017), p.22.

Pauley, G. (2017). Www.ncesd.org. Retrieved October 17, 2021, from https://www.ncesd.org/wp-content/uploads/2017/03/ELA-Menu-of-Best-Practices.pdf.

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In our classrooms, we will be presented with the difficult challenge of encouraging and coaching those positive growth mindsets. I think taking what we have learned about social-emotional learning and developing further on those strategies will help to increase the overall mindset of positive and structured growth. Implementation of SEL and teachings that provoke positive mindset are necessary in the classroom and should always be presented early on. I will discuss and ask questions that provoke my students to think about the mindsets of others, such as those who have reached great success. I will build an environment where students understand that mistakes and feedback are a normal part of the process.

Stern, J., Ferraro, K., & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding, Secondary, 30. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506355719

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In conceptual learning it not linear, but rather it is iterative. Learning happens through repetitions. I will give students many opportunities and chances to develop ideas and a rich understanding of the learning goal. Students will broaden their depth of knowledge through testing and evaluating an array of problems and examples. "Students will investigate several contexts, but this learning is far from episodic or disconnected. The concepts and iterative cycle of inquiry lend coherence and purpose to the learning" Stern et. al. (2017).

Stern, J., Ferraro, K., & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding, Secondary, 40. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506355719

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Students will also be challenged with the concept of critical thinking. After students are given time to think and answer a question, they will then share with a partner who will listen and then challenge those partners ideas with questions that will make them think to greater lengths about their original answer. The benefit of this practice, as explained by Stern et al. (2017), moves beyond simple idea exchange, putting each student in the position to help his or her partner grow as a thinker. This concept of Partner Coaching will be implemented to provoke higher level thinking and take their foundational knowledge of multicellular organisms to now explore new capabilities of multicellularity and the evolution of cells as they became more complex giving way to the amazing diversity in life as we see it.

Stern, J., Ferraro, K., & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding, Secondary, 31. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506355719

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A strategy that I will implement and would benefit my students in developing greater learning and understanding is through the use of Intellectual Journals. Students will journal their ideas and according to Stern et al. (2017), as their ideas evolve, their journal entries should become clearer, more precise, and more complex. Allowing students to journal at the start of the days lesson and end of the days lesson on the same topic will allow them to view the shift in their thinking in reference to what they have learned.

Stern, J., Ferraro, K., & Mohnkern, J. (2017). Tools for Teaching Conceptual Understanding, Secondary, 31. SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506355719