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Activity #1 Reflection
dad, teacher, friend, white. I chose to keep Dad because of how it informs my decisions in many different situations. However i am more aware lately of being white and how I am perceived by others, particularly students.

Activity #2 Reflection
visible: music
surface: ideals of raising kids
deeper: problem solving roles
Activity#3: I taught math and I was always interested to connect with students around music. It is a safe way see something that many of them are passionate aout.
Activity #4: In a math classroom I was well aware of the narrative that math may seem to not be be for everyone. To challenge this idea I needed to bring in many examples to show relevance in my lessons.
Activity #5: I believe the teachers role in this situation is help her students hear all perspectives. She may need to be the voice if one perspective is silent at that time. Science is about gathering information and in this context that may incclude clarifying questions.
Activity #6 The data presented clearly illuminated the opportunity gap in STEM fields. As a STEM teacher it really will take a change in individual and group thought to make the difference that is needed.
Activity #7: I math 8 we analyze scatterplots and this is a great fit with sci8.
Activity #8: STEM is for all learners and involves phenomena that sparks their interest.

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1. Honor and welcome students' whole selves - think about what I'm asking students to leave at the door each day and then change my habits so that students don't have to make that choice.
2. Develop enjoyable and authentic learning experiences rather than step by step instruction.

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Activity 1:  mother, Christian, wife, teacher
Christian - It is who I am mostly.  I need to remember that not everyone has this as their most important.  This is a dominant culture value.
Activity 2:  Visible - clothing
Surface - non verbal
deep - problem solving
Activity 3-  Students lives need to be more visible in the classroom.  Connecting to their home lives with home experiences allows them more buy in and richer learning experiences.
Activity 4 - We need to build and bridge students with restorative justice, CLR strategies, a diverse library where students can see themselves, and a classroom  community that supports learners emotional health too.

Activity 5

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Click here to view your student number, look at  column H. 

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Click here to view your student number, look at  column H. 

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Earnest Copy of ISD 622 Summer K-5 Science June Attendees

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Activity 1 Reflection
Female, Croatian, Mother, Wife
I kept mother because I have a responsibility to and love for my children that is everlasting.
Activity 2 Reflection
Visible - food
Surface - expectations/rules of conduct
deeper - insecurities/ love of nature brings comfort.
Activity 3 Reflection
This is a great visual activity for students to connect their personal experiences to learning content.  It will confirm their understanding of the
content.
Activity 4 Reflection
It is important to connect learning to student home connections or community.  The younger grades may connect more to experiences from home and how that can relate to the content being taught.  Talking about cultural and home connections are encouraged during morning meetings and other times of the day.  Those discussions are relevant during certain lessons, such as Reading, Social Studies.
Activity 5 Reflection
The topic the students were writing about was an emotional topic that would have different viewpoints.  This could have been a writing assignment for students to put their thoughts on paper, but not read aloud.  I don't know the actual age group of these students, High School?  A discussion of facts could have taken place first.  In this situation, the teacher should have spoke last to again state facts and be clear to not generalize an entire race or religion.  If this teacher is teaching journalism, I believe it is important for her to recognize that to be a good journalist it is important to write without biases.  This student was biased about another religion.
Activity 6 Reflection
Allowing students of color to see examples of themselves in math and science could keep them engaged and motivated to be successful.  Also, making home and community connections would be valuable.
Two Key Takeaways
1.  Welcome students whole authentic self to engage and feel comfortable in class.
2.  Use engaging, visual, learning strategies that will allow students to connect their learning to with home connections.

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Activity 1 reflection:
ASIAN, MOTHER, WIFE, SISTER

I chose mother as my identity, and a time I felt proud or included to be a mother is when I’m able to share my experiences via social media, or in mom groups, or with a stranger on the street who is holding her child’s hand while I hold my own. I feel like these moments create a connection between us even when we don’t know each other.  I think a way for students to be their authentic selves in class is to create a strong classroom community where students are not afraid to ask questions, and state opinions.

Activity 2 reflection:
Visible: Asian

Surface: sister

Deeper: mother

Some challenges I might face in trying to ensure all voices and identities are validated in the classroom is time and knowledge.Some opportunities to reinforce identities would be in morning meetings, read alouds, modeling of my own culture and others, ensuring there are visuals that match my students.

Activity 3 reflection:
Self documentation is a great way for students to analyze more about themselves. Building prior knowledge and prioritizing student interests can help students feel more confident in sharing. Utilizing circle meetings and restorative justice circles can also be a place to build a stronger community, enabling students to share more openly in other parts of their school day.

Activity 4 reflection:

I think building bridges and connections between home/ family life and content will be the main way to encourage students to be their authentic selves and to stay engaged in STEM activities. We need to make our teaching meaningful for our students. Some ways to do this could include consistent morning meetings and circles so our class community remains strong. Other ways could include utilizing a variety of culturally responsive discussion activities so students can share their ideas and thoughts.

Activity 5 reflection:

I think it’s important for teachers to be prepared, especially during hot topic discussions; this means knowing your students, and brainstorming possible answers and different directions the discussion can take. Then formulating a plan of action for each. The goal is to grow students’ thinking through discussion, therefore hot topic discussions need to be strategic and deliberate. Some possible ways to have discussions are to do it smaller groups so students feel more comfortable, maybe assign roles and/ or sides so students are growing their thinking, pre- reading the free writes and being deliberate in who begins, who ends etc.

Activity 6 reflection:

This process was helpful because all of our claims were based on factual data. From the presented data, we were asked to think through causes and reform. This same process can be used with students. I teach younger students so we could work as a class on this, using prompts from me and sentence stems to keep our work on track. This sort of process can be used for many subjects.

Activity 7 reflection:

Some challenges in connecting science and ELA is that sometimes we need to use specific curriculum or books that don’t always align with the other content area. Time can also be a factor because sometimes teachers are not given enough time to connect academic areas.

Activity 8 reflection:

So many of my meaningful learning happened with another person(s) around. Very few happened on my own. This reinforces that students need to be talking to each other. Their learning can be more meaningful that way. Because of this I need to ensure I incorporate culturally competent discussion activities and tasks.

Activity 9 reflection:
This activity was challenging because I had to be confined to a small space (just because of situation). Getting to 20 was harder with just me.

Activity 10 reflection:
The inventor wants to design a bird feeder to deter squirrels. This video really reinforces that a phenomena can be anything small or large. This video could be inspiring to students because it highlights that no question/ wondering is too small or "wrong'.

Activity 11 reflection:
This was a fun activity because it allows for students to brainstorm at no pressure because absolutely everything they say is right! Visuals are appealing so it is also a way for students to stay engaged.

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Activity 1 Reflection
White, woman, mother, teacher.
I chose to keep mother. I twas easy for me to eliminate my race because it is not something I'm used to focusing on in everyday life. I could not eliminate my mothering self prior to entering a classroom. I would not be able to do it. It is who I am and it is what makes me the teacher I am. I need to be cognizant of that feeling when determining classroom norms and expectations so that my students never have to feel that way. I need to remember that as a teacher it is my job to facilitate learning, not transfer knowledge. I can let my students be the experts on themselves, and on their learning.

Activity 2 Reflection
visible student identities: language
surface: handling emotions
deeper: definition of obscenity
Most visible & surface level identities are welcome/honored at school. Students with typically deeper identities that are brought more to the surface tend to be labeled as having behavior needs, when it really is that their identities are not welcomed/honored in schools. Schools need to restructure norms for behavior and expectations in order to honor various ways of handling emotions as well as definitions of obscenity/ "school appropriate" - what is appropriate as deemed by white people is not true for all races and cultures.

Activity 3 Reflection
I focused on having coffee in the morning with my husband. I really think all of our units can connect to students' lives, and if they aren't already written that way then it's our job as teachers to adjust things so that our students feel seen and heard, and so  their learning feels authentic and relevant. I implement collaborative rule making and Morning Meeting in order for students to feel comfortable sharing and bringing their whole selves into the classroom. I think I can push beyond that now and rethink some of my expectations and procedures so that all cultures and deeper identities are welcomed and honored in our classroom.

Activity 4 Reflection

This year I want to focus on just listening to students and families. I think it's really important for our students to be able to voice what they need from us, rather than us deciding how we will teach/show up at school without consulting the kids.

Activity 5 Reflection

I actually think it is really harmful for teachers to choose to stay neutral. If I were in that situation, I would use Welcoming Schools dialogue strategies to affirm the first student's concerns while also assuring everyone that every family gets to choose what they believe. I would also offer resources so students could be more educated on Islam, as it is very clear that the students in that classroom are misinformed and also practicing cultural supremacy. The teacher staying neutral is affirming that cultural supremacy and thereby harming the Muslim students in the class.  A long term solution would be for teachers to commit to doing some sort of Circle every day at the beginning of class so students can get to know each other's deeper identities and hopefully respect and honor them.

Activity 6 Reflection
It is really valuable to look at data and really think about how it is being measured and what biases are intertwined within the assessments and data collection methods. This is a valuable skill to teach students - looking beyond the surface level of the numbers - so that they can develop a more complete understanding of the data they are looking at.

Activity 7 Reflection
My biggest challenge in incorporate ELA and math into science is time. Right now, we do not have a scheduled time for teaching science, and that is true for next year too. This means I will need to integrate science into ELA and Math, which is really challenging when following a specific curriculum and pacing guide.

Activity 8:
4 characteristics: observation, inquiry, fascination, emotion
This learning experience happened independently in my front yard, I was not with anyone.
This was an authentic learning experience while most learning experiences in the classroom are orchestrated. We all have different lived experiences, so if we are going to learn about a phenomena/experience then I need to provide that phenomena/experience for my students with an understanding that it may be new for some and others may already have background knowledge on the experience.

Activity 9 Reflection
Teaching Kindergarten means my students won't really experience a shift in learning, because all of school is new! It will be challenging to shift my teaching more towards experiences and away from step by step instruction! I am wondering if this is something we can do across content areas?

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Activity 1 Reflection
Wife, mom, white, Christian
Kept- mom
I think right now I am acutely aware of my skin color and privilege. I think we need to start from day one showing students that they can show up as their authentic self and then provide numerous examples to help them see where they can go.
Activity 2 Reflection
Visible: speak English
Surface: I make eye contact
Deeper: I have divorced family members.
I think it is challenging to bring out the deeper levels of who our students are when they do not feel safe or when it has back fired in the past.
Activity 3 Reflection
This was a great way to allow students to show themselves and connect it back to curriculum in a positive way. I think they become more authentic, the more you do it.
Activity 4 Reflection
I think that more often than not, we do not bridge science with home life or the community around us. We connect it to what a student already knows or has questions about but most of the time it is not a representation of their home life or culture. This is certainly an area I can improve on.
Activity 5 Reflection
My first thought is to have students write out their responses on a post-it note. That way the teacher can reread them first. The teacher can choose which ones to share or which ones to scaffold.
In this scenario- the teacher will need to do some work to build and bridge this understanding. The student's opinion became the first and last and it cannot remain that way. The teacher will need to be the counter voice because those students became silenced.
I think one of the greatest challenges is to guide thinking and not shame. We want to empower our students to grow and learn in all areas of life and we cannot do that if we shame them or silence them. There is a fine balance between making space for individual journey growth and loss of trust with our students of color.
Activity 6 Reflection
I need to do a better job of showing my students of color examples of themselves in the world of math and science. I need to help them make science  connect with their dreams in a meaningful way.
Activity 7 Reflection
It would be great if our reading units of study could align with our science units. For example, when I teach weather in reading, it would be great to do a science unit on weather or even earth science. I will need to look for more connections across disciplines.
Activity 8 Reflection
The activity was hands on and happened right in our own neighborhood. We need to value our students for where they are right now. They are all coming from different neighborhoods and experiences- these differences can build a broader picture. It can also limit learning depending on resources. We need to know our students so we can fill in the gaps.

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Activity 1 Reflection
Mom, Teacher, Female, White
Kept- Mom
The perspective of privilege was one I didn't realize. Privilege is something that I have been reflecting a lot on recently. I appreciate getting multiple perspectives on the topic.
Activity 2 Reflection
Visible: food
Surface: nonverbal communication/body language
Deeper: Problem solving roles
Keeping unrepresented identities alive in the classroom. Needs to be though out and reflective.
Activity 3 Reflection
This is a great verbal and visual activity. To help bridge student experiences and learn more about each other and what they see.
Activity 4 Reflection
We need to create spaces for students to see STEM at home no matter the capacity. We need to be better about building and bridging STEM between our home communities and school communities.

We need to learn more about the non-dominant cultures in our classroom in order to build and bridge/validate STEM activities they are already doing. We need to show families that we value them and their experiences and how we can use those experiences to enhance learning.
Activity 5 Reflection
I think as teachers, we need to discuss these types of situations more. We need to be understanding our own privilege and the privilege of our students, in order to combat these stereo types.
Not having closure to that opinion makes it seem that that opinion is the "correct" opinion of the class. It was validated byI would think that the wedge between the two cultures will continue or was validated by nothing being done.
There needed to be some work around privilege and understanding non-dominant cultures. If that student understood the other students in the class, I wonder if he would still have that opinion.
Activity 6 Reflection
Are we validating non-dominant cultures in STEM environments? Students need to see themselves in STEM opportunities. We (the dominant culture) need to better understand how other cultures use STEM to facilitate that in STEM courses.
We need to incorporate STEM concepts from non-dominant cultures. Validate STEM activities from other cultures. Have students see themselves in STEM opportunities.
Activity 7 Reflection
I think it would be amazing if we had cross curricular alignment. I think it's the only way to get all the standards covered and it shows students how everything really is connected. I think the issue is time and how we do that work. I think teachers would find a lot of value in that.

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Activity 1 Reflection:
Woman: Proud when women make great strides--Sandra Day O'Connor on Supreme Court.
Disrespected: Teachers assuming the male students will do best in science and math
Activity 2 Reflection:
Visible: dress
Surface: courtesy/rules
deeper: concept of self
Activity 3 Reflection:
I think most content areas can connect to students' lives.  I use reading to connect to their interests.  Personal narrative writing allows students to tell stories from their lives.  Morning meetings and Circle protocols give students the opportunity to share their authentic selves.
Activity 4 Reflection:
We can create spaces  for their students to show up as their authentic selves when we use Morning Meetings, Circle protocols, CLR strategies, reading materials that reflect their culture, read a louds, connecting to families in assignments, planning lessons that allow for personal expression.
Activity 5 reflection:
As well-meaning as we can be as teachers, it is important to be pro active when planning assignments.  Make sure we are using an equity lense in the planning stages of lessons and assignments.  Large group discussions when there are "hot" topics involved, may not be the place to start.  The teacher was silent, and in the eyes of many of her students, this is seen as agreement with the speaker.  Trust will be lost!
Activity 7 Reflection:
In kindergarten, we try to connect many of our content areas.  We Link our science animals unit to reading non fiction animal books.  W connect the same unit to writing by using science notebooks.  Students are reading, observing, discussing, writing, and drawing in their notebooks.  In Math we connect patterns to the real world and nature.  We look for patterns in plant leaves, insects, and animals.  We do the same with shapes.
Activity 8 Reflection:
Making meaningful learning, often includes: hands on work, high interest, active participation, community experts.  We have to remember that we will have students with many experiences, and those with low experience.
Take aways:
Teachers need to promote equity and multiple perspectives, especially with those who are not heard as often.  We can do this in 3D learning.
Phenomena does not need to be phenomenal!

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Activity 1 Reflection
white, mother, white,teacher-
keep-mother. Being a mother carries me through in my day to day world and carries through in my teaching. Interaction/discipline within the class comes from my motherly ways of knowing how to care for one another, listen and grow.
Activity 2 Reflection
visible: language
surface: interacting with others
deeper: problem solving roles
Activity 3 Reflection: Content that connect to student lives allows for broadening learning with one another.
Activity 4 Reflection:
STEM is more than a class/classroom.  Letting students realize that STEM learning is happening all the time.
Activity 5 Reflection:Letting discussion take place with respect on the forefront. Stepping in with others are put down and don't have a clear understanding. Instead of sharing out verbally on "sensitive" subjects, having the opportunity to write/reflect would be beneficial. The teacher needs to be the "middle" voice through all of this. We want students to feel they can share their thought/feelings and not hold them back. Obviously keeping respect on the forefront.
Activity 6 Reflection: We need to make sure STEM is being reflected in all cultures. Students need to be able to see how it is used/shown within their daily lives, yet this needs to be shown even more within the classroom.
Activity 7 Reflection: Time is the biggest concern along with organization. I feel that integration of math/reading/science is extremely beneficial yet a lot of guidance is needed along the way. I already do it to a certain extent but I know I I have a long way to go.
Activity 8 Reflection:

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Earnest Example

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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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Click on the plus sign on the bottom right hand corner and open up your own padlet response.
Click on the bottom right hand corner ( there are three dots ...) and select the "draw" feature.

As a group, discuss your models and create one group representative model.

Draw your conceptual models using this tool.

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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 from Megan

Purple: Participants put reflections, ideas, answers here

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Discussion Group Padlets for Responses and Ideas during 1 hour live session.

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Discussion Group Padlets for Responses and Ideas during 1 hour live session.

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Work on your groups padlet in breakout rooms

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Student ____ Responses (Facilitator Example)

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Student ____ Responses (Facilitator Example)

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Activity 1 Reflection

Activity 2 Reflection

Activity 3 Reflection

Activity 4 Reflection

Activity 5 Reflection

Activity 6 Reflection

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If you think the questions are scientific, put them under here

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Wonder Wander Step 1: Put your questions from the Wonder Wander under here:

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Wonder Wander Step 1: Put your questions from the Wonder Wander under here:

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how do I do this?

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Prompt 1:

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If you think the questions can not be answered by science, put them under here: