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Students have things at home that we can't use at school  -- microwave ovens come to mind -- I have only one in the classroom, but every student has one at home.

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Students have things at home that we can't use at school  -- microwave ovens come to mind -- I have only one in the classroom, but every student has one at home.

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On-line meetings with parents and students to determine what they want to gain from the school year based on what's important to them.

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Appreciating the strengths and limitations of family situations can create an ally for instruction in the home.  Parents are critical to success, even if their academic role is limited to supporting your expectations.  Sometimes, they even willing to teach!

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Appreciating the strengths and limitations of family situations can create an ally for instruction in the home.  Parents are critical to success, even if their academic role is limited to supporting your expectations.  Sometimes, they even willing to teach!

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Understand the assets that your families have to offer. Engagement begins with a rapport with them. Just like in the classroom, families need to feel valued and safe to be engaged. Give project based lessons that work within the constraints of the families’ business, hobbies, etc.

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STEAM focused games

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Provide drop boxes around the communities to return work.  Plus, mail out hard copies of assignments / work for those who don't have access to the internet.

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Provide drop boxes around the communities to return work.  Plus, mail out hard copies of assignments / work for those who don't have access to the internet.

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Home visits can be held using Google Meets or Zoom instead.  Strong relationships between school and families is key.

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Be patient with "strange" ways students might respond to instruction...they are working out meaning for them.

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Be patient with "strange" ways students might respond to instruction...they are working out meaning for them.

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Connections are a vital part of having the parents and students 'buy-in'. We need them to ALL feel valued and equal when it comes to success in schools. 

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Connections are a vital part of having the parents and students 'buy-in'. We need them to ALL feel valued and equal when it comes to success in schools. 

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Providing students with a menu of options might be more reasonable at this time. This gives families an opportunity to determine their level of involvement and access to materials / resources.

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We talked a lot of about parents and how they play a huge role in their student's success. The practices can be engaged through so many different outlets, if parents see they can help their students think scientifically in everyday activities- it will help all- build confidence.

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Connect with families. Bring them in as a part of their child’s educational team. Listen to their needs.

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Connect with families. Bring them in as a part of their child’s educational team. Listen to their needs.

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Doing home visits can help us see where they come from and what they need scaffolded for them. However, in distance learning, the concern is safety.

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"3rd Space"-

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Again connection with families. It is hard to be equitable when we don’t know where our students are coming from.  It is so important to make connections with students and their families.

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Students can be trained their funds of knowledge are beneficial.

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Students can be trained their funds of knowledge are beneficial.

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Collage of what science is in their home.

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Collage of what science is in their home.

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Have them to do one at the start and another in the middle of the year to see their understanding of what science is growing.
Reminding them they have been preforming science inquiry since they were a baby and break down the process.

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This may be our opportunity to learn new ways to use technology to do "home visits."

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all homes and apartments function as a result of science:

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all homes and apartments function as a result of science:

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plumbing, electricity, sewage, tv/internet reception  ... these could be explored

foraging, fishing, hunting,
backyard birding are within rural funds of knowledge

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Home visits are very helpful and informative. The more we can connect with the family and learn about them as a family the better we can serve them.

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Look into how to effectively do home visits at a social distance.

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parents need to be preceived/valued  as partners

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parents need to be preceived/valued  as partners

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We need to work on making strong connections with students and family either with phone calls or virtually.

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We need to work on making strong connections with students and family either with phone calls or virtually.

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We need to stress sense-making and how this can be accomplished at home, but then shared with the class.

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Opportunities for sense making and conversation with peers to share/compare/refine ideas, either in person or through virtual platforms.

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Opportunities for sense making and conversation with peers to share/compare/refine ideas, either in person or through virtual platforms.

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Do Zoom "Home Visits" to build connections with students and families?

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Do Zoom "Home Visits" to build connections with students and families?

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Students of color are some of the students who struggle most to access on line/distance/learning at home resources and support.  This is  a great opportunity to shine a light on this inequity and try something new!

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Students of color are some of the students who struggle most to access on line/distance/learning at home resources and support.  This is  a great opportunity to shine a light on this inequity and try something new!

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The importance of recognizing that each student has a different background and that we need to do our best to help each student articulate what they are trying to say. I think we get caught up in moving through the curriculum, rather than stopping and listening to what the kids have to say and helping them get their point across.

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The ability to share histories, differences in sense making happens much more in a physical classroom. So, the question becomes - how do we create that virtually & help students build the drive to share their perspectives while they are distance from those they are sharing with.

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We need to help families to feel comfortable in sharing what they have.  Our group discussed the parallel between this and last week where we seem to be giving two divergent ideas.  We tell families their voice matters but that they may not have as much to contribute if they don't have a formal higher education.

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We need to help families to feel comfortable in sharing what they have.  Our group discussed the parallel between this and last week where we seem to be giving two divergent ideas.  We tell families their voice matters but that they may not have as much to contribute if they don't have a formal higher education.