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Emily Style

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Hi, I'm Janelle, I'm the principal investigator for MULTI.  I'm looking forward to the institute!

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Hi, I'm Janelle, I'm the principal investigator for MULTI.  I'm looking forward to the institute!

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I am a middle school science teacher who is looking forward to the MULTI STEM Institute.  I teach in rural Colorado, and this institute will help me to expand the possibilities for my students' success. 

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I am a middle school science teacher who is looking forward to the MULTI STEM Institute.  I teach in rural Colorado, and this institute will help me to expand the possibilities for my students' success. 

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Hi!  I'm Katie and I'm looking forward to learning more about STEM so that I can increase student engagement and interest in STEM careers!

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Hi everyone! I'm a former middle school science/GLOBE teacher and look forward to supporting the workshop in my current role with CIRES Education Outreach (we're based at CU Boulder and are a GLOBE Partner, too).

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Hi everyone! I'm a former middle school science/GLOBE teacher and look forward to supporting the workshop in my current role with CIRES Education Outreach (we're based at CU Boulder and are a GLOBE Partner, too).

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and I teach Science at Mescalero Apache School. I love teaching science and robotic.

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Hi I'm Gianna, with the Mobile Earth+Space Observatory (MESO).  

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Hi I'm Gianna, with the Mobile Earth+Space Observatory (MESO).  

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I worked at the Denver Museum of Nature & Science for 20 years connecting students directly with scientists. I'm excited to be a part of this amazing professional development to learn, experience, support and stretch - both myself and others.

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Reading:
Writing:
Speaking:
Listening:
Scaffolding:

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6 Scaffolding Strategies to Use With Your Students | Edutopia.pdf

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I am the assistant principal at Ortega Middle School and I am excited to be able to support my STEM and Science departments with implementation of what we will learn at the Summer Institute and be able to support bringing the MESO Lab to our school.

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Hi! I'm Sheryl. I am a 7th and 8th grade science teacher at Ortega Middle School. Water conservation has been a very important issue for me and I look forward to incorporating it more into the curriculum. I am looking forward to the institute!

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Good day!  I am Lisa Baer and I am an educator at Cortez Middle School

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Good day!  I am Lisa Baer and I am an educator at Cortez Middle School

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Hello everyone!  I will begin teaching math in the Fall right here in DPS.  I am always looking for ways to make math fun and interactive for my students.

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Hello from San Antonio, Texas! Looking forward to our time in Denver. I coordinate an environmental education program in our ISD, Project A.C.O.R.N. (area children organized to replant natives). Many of our schools are involved in GLOBE. See you soon.

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It seems there are a lot of different acronyms to know for this conference: MESO, MULTI, GLOBE... METRO. :) Did I miss any. I'm assuming we'll go over all the affiliations and how they are connected. 

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It seems there are a lot of different acronyms to know for this conference: MESO, MULTI, GLOBE... METRO. :) Did I miss any. I'm assuming we'll go over all the affiliations and how they are connected. 

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New science teacher this year and introducing water week next year and excited to learn about MESO and how to the use of GLOBE with our 6th graders.

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Hi! I'm Catalina Vizueth. I'm a Middle school Science teacher from Tulsa OK. I'm looking forward to meet everyone on Monday, and learn more about the MULTI STEM Institute so I can better serve my students this coming year.

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Hi all, I'm looking forward to meeting you all and the institute on Monday!

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Hi all, I'm looking forward to meeting you all and the institute on Monday!

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Hello everyone!  I am looking forward to meeting you all!

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Hello everyone!  I am looking forward to meeting you all!

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My name is Dawn Cummings.  I teach environmental science, zoology and field ecology at the Community College of Denver.  I also help teach sessions for the MULTI workshops.

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I am a 6th grade middle school teacher from Colorado Springs. I look forward to learning creative ways to teach science in the classroom as well as exploring interdisciplinary learning.

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Hello Everyone!  My name is Tyler Croan and am a pre-service secondary mathematics teacher as well as an Research Assistant on the MULTI Grant.

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Hello Everyone!  My name is Tyler Croan and am a pre-service secondary mathematics teacher as well as an Research Assistant on the MULTI Grant.

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My background is in applied mathematics and meteorology and have used skills from both fields in prior work experiences as well as in some tornado research that I work on as well. I will helping out and teaching a few of the session at the Institute. Looking forward to working with everyone.

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Hello Everyone! Below are some of the relative mathematics standards for the engagements we will be working with this week.  By no means a comprehensive list but a good place to get started.

Listed below are the Colorado State Standards (CAS). For people using the Common Core Standards, have no fear, each standard below has its corresponding Common Core standard tagged to it.

CAS Mathematics Standards: Grade 8

Standard: 3. Data Analysis, Statistics, and Probability:

1. Visual displays and summary statistics of two-variable data condense the information in data sets into usable knowledge

a)     Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. (CCSS: 8.SP.1)

b)     Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association. (CCSS: 8.SP.1)

c)     For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.1 (CCSS: 8.SP.2)

CAS Mathematics Standards: Grade 7

Standard: 2. Equations and expressions model quantitative relationships and phenomenon:

a)     Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form,2 using tools strategically. (CCSS: 7.EE.3)

b)     Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental computation and estimation strategies.3 (CCSS: 7.EE.3)

c)     Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. (CCSS: 7.EE.4)

Standard: 3. Data Analysis, Statistics, and Probability:

a)     Draw informal comparative inferences about two populations. (CCSS:7.SP)

CAS Mathematics Standards: Grade 6

Standard: 3. Data Analysis, Statistics, and Probability:

1. Visual displays and summary statistics of one-variable data condense the information in data sets into usable knowledge

a)     Identify a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. (CCSS: 6.SP.1) {Tangential, but relevant}

b)     Demonstrate that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. (CCSS: 6.SP.2)

c)     Summarize and describe distributions. (CCSS: 6.SP)

I.          Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (CCSS: 6.SP.4)

II.          Summarize numerical data sets in relation to their context. (CCSS: 6.SP.5)

CAS Mathematics Standards: Grade 5 – Grade 1

Standard: 3. Data Analysis, Statistics, and Probability:

1. Visual Displays are used to interpret Data

a)     Summarize numerical data sets in relation to their context. (CCSS: 6.SP.5)

b)     Represent and interpret data. (CCSS: 2.MD) {Grades 1, 2, 3, & 4}

(Note: Grades 1 - 5 are grouped together because the vocabulary does not change much from grade to grade

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ETS1.B:  Developing Possible Solutions

ETS1.C:  Optimizing the Design Solution

ETS2: Links Among Engineering, Technology, Science, and Society

ETS2.A:  Interdependence of Science, Engineering, and Technology

ETS2.B:  Influence of Engineering, Technology, and Science on Society and the Natural World

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I'm Jennifer Hammonds  with the National Wildlife Federation, supporting Janelle's work with the Multi teachers. Look forward to meeting everyone and working to support your learning and practice.

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Hi everyone! I'm Veronica Corral, research associate at BioFrontiers, UCCS. I'm supporting MESO and other local organizations in the field of education. Super excited to be part of the MULTI STEM Community

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Welcome powerpoint

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1. Oral Expression and Listening 1. Oral presentations require effective preparation strategies RWC10-GR.9-S.1-GLE.1
2. Listening critically to comprehend a speaker’s message requires mental and physical strategies to direct and maintain attention RWC10-GR.9-S.1-GLE.2

2. Reading for All Purposes
1. Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison  RWC10-GR.9-S.2-GLE.1
2. Increasingly complex informational texts require mature interpretation and study RWC10-GR.9-S.2-GLE.2

3. Writing and Composition
1. Literary and narrative texts develop a controlling idea or theme with descriptive and expressive language  | RWC10-GR.9-S.3-GLE.1
2. Informational and persuasive texts develop a topic and establish a controlling idea or thesis with relevant support  | RWC10-GR.9-S.3-GLE.2
3. Writing for grammar, usage, mechanics, and clarity requires ongoing refinements and revisions  | RWC10-GR.9-S.3-GLE.3

4. Research and Reasoning
1. Informational materials, including electronic sources, need to be collected, evaluated, and analyzed for accuracy, relevance, and effectiveness for answering research questions  | RWC10-GR.9-S.4-GLE.1
2. Effective problem-solving strategies require high-quality reasoning  | RWC10-GR.9-S.4-GLE.2

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Posing Questions & Solving Problems

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Posing Questions & Solving Problems

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Wait Time Can Make or Break Your Lesson.docx

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38 Question Starters based on Bloom's Taxonomy

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38 Question Starters based on Bloom's Taxonomy

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38 Question Starters based on Bloom’s Taxonomy - Curriculet.pdf

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I am a new 3rd grade teacher at Cole Arts Science Academy in Denver.  I am excited to learn new techniques to keep my students engaged.

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I am Emily Heinrich. A sixth grade science teacher from Discovery Canyon Campus in Colorado Springs. I have a background in STEM education and work with the Pikes Peak Coalition for STEM education to provide STEM workshops for teachers. I'm excited about this week and can't wait to bring even more STEM back to DCC and the Pikes Peak region.

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Teacher in Lamar, CO.  6th grade

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Hi!I am from DCC I teach 6th grade science. 

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Hi!I am from DCC I teach 6th grade science. 

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Hi, my name is Katya and I just finished my teaching licensure program in Secondary Science, and taught 8th grade Earth Science at Gunnison Middle School this past year. I'll be teaching in the same classroom this fall. I studied hydrology for my Masters at CU Boulder, and worked at CU in climate change and environmental science education and outreach, with short stint at DMNS, before moving to Gunnison to teach.

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Hello! I have been teaching 6-8 science for the past 13 years. I am transitioning to 5th, self contained this fall. I love to collaborate! Thank you!

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I'm Christopher Dahle. I teach STEM for 6-8th graders at Ortega Middle School in Alamosa Colorado. I'm a Metro grad, and became a teacher 17 years ago after several other careers.

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I'm Christopher Dahle. I teach STEM for 6-8th graders at Ortega Middle School in Alamosa Colorado. I'm a Metro grad, and became a teacher 17 years ago after several other careers.

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I'm Amanda Rivera. I teach Kindergarten and am looking forward to how I can incorporate these activities with the little ones. 

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I'm Amanda Rivera. I teach Kindergarten and am looking forward to how I can incorporate these activities with the little ones. 

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Hola,

I am a pre-service teacher at Bryant Webster. I teach math and science en Español. I am looking forward to connecting with you’all

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I am Niki Calmeyn a Kindergarten teacher at Charles Hay World School in Englewood.

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Hi! I'm Grace and I am currently a student at UNC Center for Urban Education! I am a senior and will be student teaching in spring 2019!! Yay!! So excited to be here and meet you all!

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Middle school Science teacher at Dove Science Academy in Tulsa, OK. I'm also implementing GLOBE, and I'm very excited to be a part of MULTI. I've been teaching for the happiest 28+ years of my life!

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Middle school Science teacher at Dove Science Academy in Tulsa, OK. I'm also implementing GLOBE, and I'm very excited to be a part of MULTI. I've been teaching for the happiest 28+ years of my life!

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I am a 2nd year teacher. My first year I taught physics, physical science, anatomy, pre-algebra, and algebra II. I currently teach 8th grade science at Lamar Middle School.

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I'm Ryan Kelley a 5th Grade teacher at Charles Hay World School in Englewood.

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One of my focal students is an active boy that is on an IEP. He is very active and it can be hard for him to just focus on one thing. He loses his attention fast and I have to get the information at a fast and simple way for him to get it. Many times he tells me that he cannot do it because he is not smart, I try and encourage him as much as I can.He is very smart but it can be hard to reach him at his level. My other student is completely different she is very smart and gets bored easily, I try to get more stuff for her but I feel like I am one step behind.

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ELL tough guy - A student that stands out to me is a kid who struggles in all academics, because he is too afraid to take risks and appear to be stupid. While he projects a disengaged persona- talking with him one on one he wants to be an architect and really enjoys Science when it is hands on.

Entitled question asker - A young student who thinks they know everything, and zooms through homework and tasks but balks whenever they are asked to do some critical thinking. Not willing to thinking outside of the box- just wants the A.

Quiet struggler - Has difficulty with academic language and does not speak up for themself when they need help. Good at being invisible in the classroom and  scooting by.

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Often these kiddos have a lot of anxiety about how they perform compared to their peers.  They sometimes have a low self efficacy and lack the ability to persevere.  They require more support and positive feedback.

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My 6th grade science class is the first time many of my students have encountered science as an academic subject. The elementary teachers in our district are under a lot of pressure to implement time consuming RWC and Mathematics curriculum and have very little time for science or social studies. One of my biggest challenges is teaching kids to think scientifically.

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Student V is very intelligent but has major behavior problems. He is defiant and very apathetic towards anything academic unless it involves technology. He struggles to work in groups. Student G is an English Language Learner who works very hard but struggles with academic vocabulary.

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E = language barrier, late diagnosed SPED, behaviors
M = buy in, pleaser, but low confidence and low comprehension. Reading level is low
B = likes science BUT attendance and confidence
JEE= loves to learn but over confident and lacks teamwork skills

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One of my students I have in mind is an ELL student who I feel has less connect with science because of the academic language used in science. A couple other focal students I have in mind have very little exposure to science experiences or people involved in science due to low socioeconomic status. They are living in a homeless shelter and their home lives are focused on survival rather than academic experiences.

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My focal students are the ones who think they have to be smart to work with robots. 

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My focal students are the ones who think they have to be smart to work with robots. 

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My focal students for this week will be english language learners (E) and special education(S) students.   I would also like to focus on students who struggle working with groups because they feel like they know everything that they are doing and are always correct (K).

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I have a student who is just not interested in school. She wants to play and enjoys the social aspect. I need to find ways to engage her with the curriculum. 

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I have a student who is just not interested in school. She wants to play and enjoys the social aspect. I need to find ways to engage her with the curriculum. 

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Another student struggles with the social piece, so she often misses out on learning opportunities because she is unaware of different social cues.

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My focal students are students with limited experience with problem solving,  They are learners who memorize the answers but need to be developed into thinking.  They state the obvious or don't know how to think outside the box or differently.  Many of these students are good at fluency, math facts, spelling.  Areas where there is one answer.

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Student J who feels like learning math is pointless. He is  the when-am-I-going-to-use-this-in-real-life student who is often disengaged by hiding in the corner with headphones in.

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I have one student who is in the AN program and performing significantly below grade level, one who isn't afraid of challenges and performing significantly above  grade level.

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I’m Rich Wagner, a climatologist who teaches in the Meteorology Program at MSU Denver. I also work with water curriculum in many contexts.  It has been many years since I was a secondary science teacher, but I have taught middle school students about weather for the past 20 summers.

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Low reading level student with challenges with vocabulary. This students does not have support at home for projects or homework completion. This students does not see the relation of science to everyday life. This students does not have access to enrichment activities outside of the classroom.

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Teachers are learners, too, so I hope to engage and support teachers in incorporating PBL within their STEM curricula via GLOBE. Sometimes it is a challenge to have the time, knowledge, and support to "make the leap" with one's students to change up instructional practices and learning experiences.

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Working in the younger grades, my focus is on the students who haven't had a lot of experience with hands-on projects, who have a hard time working in groups due to behavioral issues, and students who are easily distracted or unmotivated.

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-Students that lack self confidence
-Students that fear being "wrong"
-Students that are not practiced in using relational language structures
-Students that work to try to please the teacher rather than learn
-Students that are not practiced in questioning

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Those students who are outcast either by their peers or other teachers. Those who don't engage or "perform" in a traditional or old ]way of teaching and require experiential learning experiences.

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I had a group of 3 kids that were too cool for school. The majority of the rest of the kids in the class were followers. This made my class extremely difficult to manage.

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A student who tends to be a bully, is hostile to school, classmates and the instructor.

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A student who tends to be a bully, is hostile to school, classmates and the instructor.

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A student who is disinterested in school in general, is an outcast and has low self esteem.
A student who is more interested in the social aspect of school than in engagement with the curriculum and cannot be away from their phone.

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Student A is a cool guy that is afraid to fail. It is easier to not take a chance than try.
Student B is a low reader very nervous to begin without an okay from teacher.
Student C is a speed racer. Wants to be the first finished (right or wrong)

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My student lacks family support and focus in class.

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Students who don't have parent guidance/support/involvement. They are often raising themselves and also helping raise siblings. They are not able to focus on school and the activities surrounding school.

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My student lacks family support and motivation.

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Students who are easily distracted and distract others.  Engaging them to help others and find relevance.  

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Students who are easily distracted and distract others.  Engaging them to help others and find relevance.  

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Students who have low self-esteem and wrestling with his/her identit

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My students come from a very low socio-economical group. They suffer from many problems that challenge their concentration span. They are not motivated to learn and I have to work very hard at getting and keeping them engaged.

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My students come from a very low socio-economical group. They suffer from many problems that challenge their concentration span. They are not motivated to learn and I have to work very hard at getting and keeping them engaged.

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Hi,

I am Nancy, I just graduated from UNC in May. I am waiting to hear back from schools that I have applied. I love kindergarten and science.

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I have taught 3rd grade for 5 years, I am in transit now, probably teaching 4th or possibly becoming our STEM teacher.  I look forward to our collaboration.

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My focal student will be one that has difficulties staying engaged and focused on any activity.  

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My focal student will be one that has difficulties staying engaged and focused on any activity.  

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I am a Level 4/5 teacher at Colorado STEM Academy in Westminster. My school is a Kagan and PBL school so we do a lot of hands-on cooperative learning.

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A few of my focal students lack the drive to learn certain topics, either because they think it is boring or they simply can't stay focused with the rest of the class.

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I am with the MESO team. Though I still maintain a research career my passion is education and outreach. I am excited to work with all of you this week.

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I'm on the MESO project team.  Specialized in informal science communication.  Formerly of Denver Museum of Nature and Science.  Also professional performer.

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I am starting my 34th year at Lamar Middle School as a science teacher this August. I also act as a science fair sponsor for our middle school and high school.

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My focal students are:

Student X: Natural Leader with low reading skills and vocabulary.
Student Y: Shy female with average skills and no parental support.
Student Z: highly skilled student who rushes through activities with no buy-in.

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Hi my name is Ashley Glenn and I teach 3rd grade at Charles Hay World School in Englewood.

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Using the environment as the lens for instruction in STEM disciplines.

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Hi my name is Silvia. I am a student at UNCO Center for Urban Education. I am really excited to learn more about STEM education.

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Hi,
My name is Alyssa Casillas. I am currently a paraprofessional at Gust Elementary, which is part of Denver Public Schools. I have worked in 3rd grade and 1st grade. I am also in my senior year at UNC Center For Urban Education, which I am studying elementary education.

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I am proud to say that I have been a teacher for many years; mostly middle school. The only way I still am sane is I have that kid in me as well.

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The ones I struggle with typically are worried about the image of being a "school boy or girl". Peer pressure constantly rivals the coolness of science.

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Citizen science

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Great PBL from Buck Institute

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By Maria Cleveland

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This padlet of links and notes are resources from GLOBE that may be helpful to your overall GLOBE work. I will add to this throughout the week.

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2018 MULTI Summer Institute Participant agenda.pdf

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Here is the link for the lead testing in schools:
https://www.colorado.gov/pacific/cdphe/lead-school-testing-grants