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Activity 1
Reflection

Activity 2
Reflection

Activity 3
Reflection

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Prompt 1: We want to work to really get to know our students and their families on a deeper level.
Prompt 2:  One big challenge is time.  Another is economics.  Many of our students have never been to the zoo--they don’t have the resources for such experiences.  An opportunity is that it doesn’t take a lot of effort to provide students with learning opportunities.  They haven’t even explored the grass!
Prompt 3:
Prompt 4:

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Activity 1:  Nature lover

Activity 2:  preparing meals, growing food,   work,  family helpers,  education,

Activity 3:  see in drive

Activity 4:  see in drive

Activity 5:  learning the steps to shooting my bow

Activity 6:  vocabulary
marry ELA/science and literacy with math too
Activity 7:  3D learning will impact the most and be the most challenging because it is a huge change and we need to marry it with other curriculum areas to get the most and we've always had it separate.  Integrate!

Activity 8:  on Wonder Wander slide
Activity 9:    Based on what is added to the cup (sky) as far as light, color, solids...it can change the direction of the light and how/what we see as light compared to dark.
The Alka Seltzer tablet creates air bubbles that rise to the surface until the tablet is dissolved, then the bubbles continued.
The balloon stayed

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Why do chickens squack when they lay an egg?
Why do some leaves sound louder than others when the wind blows them?
Why do chickens throw dust/sand up on them to "bathe"?

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Activity 1:

Identity: Mother

Felt uncomfortable leaving other parts of myself out. Does not represent a well rounded version of me.

Allow students to share about themselves. Learn who students are not just who you think they are.

Activity 2:

Cultural Community Connections

Gardening

Food Prep

Fishing/Hunting (sustainability)

Families with non dominant home language may be left out of the conversation

Activity 3:

1. The teacher didn’t do any previewing of the writing in this situation and because of this she did not take the time to ask students to share their writing. They may have ended up with a more diverse or representative sample of responses.

2. The teacher should not allow students to support one religion over another in a school setting.

3. Maybe the teacher could have changed the question to ask students how 9/11 had impacted them personally. The teacher could have provided some background reading or information before having students respond to a prompt. The teacher could have made sure that not only one voice was heard.

Activity 4:

I think the activity was challenging for me as a learning because I was not sure on what specifically I needed to make a claim about, or what I was trying to provide supporting evidence of.

This could be used with students to get them to analyse data

Activity 5:

Memorable

Novel

Interaction with others/environment

Connection to other things

Activity 6:

Connecting is challenging based on time allotted at a district level to specific content areas.

Activity 7:

3D learning

I think it will be challenging to make sure that classroom teachers teach disciplinary core ideas so that I can support them by focusing on science and engineering practices.

I’m excited to focus on science and engineering practices.

Activity 8:

Notice:

The river is calm

I wonder if it is windier on the 18 floor than by the river.

Smell of flowers

I wonder why some flowers smell more than others

Wheels squeaking

I wonder if there is a way for mail to go directly into the post office, instead of someone coming out every hour to collect the mail

It was challenging as my list got longer and longer. One challenge for me was that I started to think about my questions before I was done with all of my observations.

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On gravel, how does the water move the sand/gravel? HOw much force does that take?
Why do birds, like grouse, eat gravel?
What sort of soil, sand, clay, combo is best for certain plants to survive?

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Activity 1: Sister, teacher, ....

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Prompt 1:
Prompt 2:
Prompt 3:
Prompt 4:

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Activity 1:  Caregiver

Feeling of being unable to include all other parts of me. Although currently is who I am at this current point in my life.  Do not feel well rounded.

Activity 2:
gardening
Nature/environment

Sustainability
building
recycling

How important are these concepts to families of culture.  What if they have limited life experiences?  Being able to participate as relevant to culture and family?
I as a teacher need to make sure that I can make these STEM ideas as culturally accepted for each and every student.  Let students use their visions to be able to complete.

Ac

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wife, sister, daughter, teacher
teacher

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Activity 1: mom, wife, daughter, teacher
Reflection: If I had to leave my identity as a mom at the door, I wouldn't know who I am. Being a mom makes me a better teacher. We can allow students to be their authentic selves by creating a community that accepts and celebrates each individual just as they are.

Activity 2: cooking, gardening, community projects
Reflection: non-dominant students' voices may be left out. We can create space for all voices in our classroom and learn from each other. The better we know our students, the more able we are to make those connections.

Activity 3:
Reflection: I think that this teacher would benefit from using restorative practices in their classroom. If this were a classroom with that community built, this would be a time where a circle would benefit everyone so that everyone's voice could be heard. I think it's more important to have space for everyone's voice rather than just focusing on how the teacher should respond especially since the teacher focused on remaining neutral.

Activity 4: See other document

Activity 5:
Reflection: My learning experience was interactive, something I was interested in,  fun, with people I care about. Students learn better when they're engaged, interested, interacting with others. Students might not have as many opportunities, bring those opportunities to the classroom.

Activity 6:
All areas are so connected. I will be more purposeful in these connections.

Activity 7:
Shift 5 will have the greatest impact. Shift 2 will be the greatest challenge due to time, but it's also the one I"m most excited about.

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As a teacher, I am teaching in all that I do...modeling respect, compassion, acceptance, etc. If I had to leave this at the door, I would not have the opportunity to be who I truly am and help our youth to be better citizens and caring of one another.

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Activity 3
You heard from the christian male, and only him/his voice.  There is a whole other side and it is the job of the teacher to allow students to hear both sides, not inserting their own view, but allowing students to hear both and then be able to form an opinion of their own. But, by only allowing his to be heard, it speaks loudly that it is the only way one should feel. - bystander.

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Activity #1:
Daughter, sister, teacher, female
*Daughter was the only one I kept

Activity #2:
Cooking and meal traditions/preparations, household chores and tasks, and ways to keep healthy.

Activity #3:

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Activity #3:
*I noticed that the teacher was the first one to speak in this scenario when she posed the question.  The student was the last one to speak after sharing his opinion.
*I think that the teacher's role in this scenario is remain neutral.  Their are obviously going to be lots of strong opinions surrounding the topic chosen, but she could have maybe gone over some expectations beforehand as how to give an opinion without speaking negatively about the other side.  I do not think that this teacher did an adequate job of front loading how to share a response to this type of question.
* I feel that I would have approached this situation in an extremely different way.  I would have maybe done modeling and shown many examples to students of how to state your opinion in a way as to not offend others.  I feel starting the conversation with this student's opinion does not represent the other opinions out there about this question.  I would have warned students that this question may evoke a strong emotional response and encourage students to use language that tells how they feel about a situation, instead of pointing fingers.

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Activity #4:
*The STEM curriculum does not appear to meet the needs of diverse learners.
*Looking at the data, it appears that the percentage of white students who are interested in STEM and who are able in STEM is the highest among all other ethnic groups.
*The STEM curriculum currently being used is not looking through a lens of racial equity.  It does not seem that all voices and experiences are heard.
*This means that a change needs to happen.  How can we incorporate STEM into the everyday lives of students and their experiences?

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Why does some grass grow faster than other grass?
Why does it rain when the sun is shining?
Why does my dog dig on the couch?
Why is my nose so runny?
How do air conditioners cool?