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I thought it was helpful to go over the remaining questions that we, as a class, had about science instruction. I know that I do not have a lot of experience, even as a student, with science in the classroom, so it will definitely be helpful to go over.

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I really enjoyed practicing making the Evidence Gradient Cards. It was helpful to practice making them, so that I now know how to go about creating these for my future classroom.

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Managing a science classroom has similar suggestions as managing a mathematics classroom. The main focus is to get the students actively engaging in conversation about science, rather than just having them go through the motions.

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It was great to look at the different resources for coming up with activity ideas for different lessons. I think it will be really helpful to have those resources in the future when I have to design my own lessons.

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When learning about science in the classroom, argumentation skills are one of the most important. It is also an important skill for outside of the classroom too.

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Working with evidence is an important skill for students to have in order to learn how to argue.

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Science and Engineering Practices are similar to the Mathematical Practices in that they give good strategies and practices to utilize when teaching science/engineering lessons in the classroom.

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Evidence Gradient are a type of activity that engages students in assessing the value and validity of different pieces of evidence.

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ELLs of different language proficiencies will require tiered levels of supports. Some may require more heavy supports whereas others may only required lighter supports.

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It was fun to see more Number Talks, so I can get future ideas for ones that I can use in my future classroom!

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I thought the Number Talk presentation went pretty well. It was definitely eye opening how far off it went from what I had planned or expected. It made me realize I need to be ready and prepared for anything to happen during a lesson or activity.

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I thought the side walk chalk activity was really smart and a great way to potentially interact with students remotely. It would make the kids really happy and excited about math if they were able to do so with side walk chalk.

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Math non-negotiables help to establish a common theme in the classroom. My math non-negotiable is making students know that making mistakes is okay.

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Number Talks include thinking of possible strategies that students use to potentially solve the given math problem.

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All good instruction in math starts with formative assessment to establish where students are at the beginning or end of lessons.

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It's hard to conceptualize subtraction, so having the Number Talks will help students to make sense of subtraction.

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Pick the standard you need to use, and base the activity or lesson off of that. It is more important that the activity be effective for the objective.

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The mathematical practices should be taken into consideration when designing lessons or engaging in mathematical conversations in the classroom.

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The "What Doesn't Belong" is a really good activity that can encourage conversations in the classroom. It is a low floor/high ceiling activity that students can feel little to no stress about participating in class.

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Teachers should work collaboratively when it comes to instructional decisions. They should work with other teachers, parents, specialists, etc.

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The #ScholarStrike allowed us to have a really great discussion about racial injustices, specifically regarding the education system. It made me more aware of how important it is to make sure that all students feel like they belong and are supported in the classroom.

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Number Talks are important because they provide students with a comfortable, safe, and easy way to share their strategies for solving math problems, while also learning about new ones that their classmates' share.

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Act like a football coach in the classroom. Encourage, push, and support students to do their best and get their full potential.

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Math needs to be taught differently, so that it focuses more on the students’ understanding on the concepts. It is better for students to understand mathematical concepts, rather than just memorizing formulas and plugging in information.