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Reflection 1: I feel bad that students experience this. I hope that I create and provide a classroom community where students don’t feel they need to do this, but know that they most likely don’t always feel their culture or identity are represented or recognized in their classroom. I am sure that they think if they don’t see it or hear about it in the classroom, it must not be welcome.

Reflection 2:  Students who have had more personal experiences with science, or who genuinely have and interest in it, are going to be more represented in the STEM classroom. Those who have had less exposure will be less represented and easily take a backseat in learning. I think checking that at the door, and seeing every student in your classroom as being on a level playing field (i.e. pretend that they all know nothing about the concept) will allow for teachers to reach more students.

reflection 3: I like the idea of taking something so simple as a  picture (one that is from the students lives) and then using that to push a discussion about health and what we/they do to stay healthy). I think what is cool about it is you could really take ANY picture, and it could be used to launch a discussion.

Activty 4? I guess I like the message here about more connections from home to school as far as science goes. I think it would make science feel more real and relatable to students and not so scary.

Buuuut, getting parents involved in anything where school is concerned is trick. I understand and appreciation the suggestion about inviting them on field trips and so forth, I just feel like we give students homework for reading and math, it seems like a lot to ask for parents to be involved in other components like science or social studies, but I completely see how if we could really make that happen, how much more powerful learning would be.

Reflection 5: I feel bad for the teacher and the students in this scenario. We want to allow all students voices and opinions to be heard, but what do we do when a student’s culture/family opinion may be controversial or offensive. I also feel like I am at the fear zone of the reflection lens, because I don’t feel like I know enough about science to be confident in teaching it. And actually that’s not true, I know plenty about science, but feel like I don’t have enough time to understand the curriculum

I like the idea that reflections, small group discussions, and unpacking ideas as a class can make science feel more inclusive and less scary

Activity 6: This type of learning should be encouraged as it promotes critical thinking, reasoning, evidence

I like how they explain “science” and it begins as a question. That’s an easy way to explain it to students. “engineering” begins with a problem to be solved. Cool!

Activity 7: I am alllll for connection across curriculum. I think that we can use reading and writing as a vehicle to drive and feature science learning and understanding, and we could certainly use scientific data and understanding that data by connection it to math standards. We try to do this in reading by connecting the reading we do to history/social studies. I know in 2nd grade they connected the science to the writing of information.

When I think of some of the times I “learned” outside of school, they are things like trips to museums where I got to see (maybe touch) but really see things with my own eyes. A lot of it was really reading on my own from exhibit explanations, but because something was right there for me, I was soo much more engaged. That’s hard to accommodate in the classroom. We can’t take field trips every week. I wish we could. Think about Ms. Frizzle. That’s why her kids learned, they got to GO and do it/see/experience it with their own eyes.

Activity 8: Shift in teaching learning : Science facts are attained through context (not memorized)

Learn through engaging in the process (like real scientists)

Learning progression across k-12 (imperative that all science is taught in each grade!)

Connection across ELA and math

Science learning is for all students in all grades

Which shift will have the greatest impact on your students’ learning?

I think that the goal that science will be more accessible to all students will be hugely impactful

Which do you think will be most challenging? Why?

I think making sure science instruction is consistent across grade levels will be really important.

What are you excited to do differently?

I am excited for science to feel more question and discussion based and “simple”

Write down two key takeaways for your own learning.

1.       Learning
will be much more activity and question based

2.        Data and facts that are needed will be introduced not just for the sake of teaching them

Write down two ways this learning will impact your teaching.

1.
I will just hope to be able to implement this
type of learning in the time we are given to teach science 2.

Write down one way you will use this knowledge to improve your culturally responsive teaching next school year.

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Student 65 Reflection
Activity 1:
It feels really uncomfortable to have to leave my identity at the door. To leave a part of me behind. Knowing the whole story is important. With all I have to do with my students, in the limited time I have with students, how do I find time to make this happen?
Activity 2:
I think the Asian students voices aren’t heard as often as they could be. I usually only ask for participate from volunteers and that limits the number of kids who I hear from. I need to rethink how I gather responses from students. I know CLR has a bunch of strategies for this. How do I implement a circle? For me, even as an adult, speaking in front of the whole staff is extremely stressful and I know a lot about what I am talking about. I hate being put on the spot to answer things, even when I have time to think and prepare, so I avoid doing that to my students.
Activity 3:
There are SO many amazing STEM things going on in the world right now with COVID-19, real-life scientists working through the engineering design process and working to solve problems, like increasing ventilator access and PPE that real, authentic learning could and should happen in the fall based on this. It’s not a time in history to ignore. Every kid has something they can talk about in regards to how they stated healthy and safe. Kids have family members who work in health care and they are experts in what is happening right now.
Activity 4:
We talk a lot about building background knowledge in my class. I spend a lot of time making sure the kids understand the context and the reasoning, the why I’m of the project. I try to leave space for kids to share what they know. Kids have families who work at 3M, who are doctors, nurses, police officers and have lots of knowledge they can share about each project or unit.
Activity 5:
Well, first of all, knowing George, I would have walked over and started reading his free write while he was working so I could prepare myself for what he was going to say. Perhaps it would have been a good idea to collect all the papers and have the teacher read several out loud anonymously instead. She has to state something about making assumptions about a whole group of people based on a small group of people, but she can also comment on the right to free speech as a privilege in the United States. So, no she should not have interrupted him, but I think having a dramatic facial expression while standing at the front of the room would convey a good message while was reading. She has to say something and it probably should be the last word
Activity 6: Interesting to look at the testing data. Kids love science and STEM and are innately curious about the world around them. I see this all the time in my own children. I am not sure MCA test data is the best way to measure if kids are able in STEM. STEM is SO much more than math and science test skills!
Activity 7: It seems like we should be focusing on the communicating part of the engineering design process a little more.
Activity 8: Make meaning learning is applicable, fun, involved the whole body, not just the brain. Learning that makes meaning is relevant to the person and place

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Love the idea of Acitivy 1 and Self documentation as a formative assessment.

"resource desert" how many of our students are coming from this

Equity Framework activity was powerful.  So much unpacking with that. I believe our restorative work as a district is so well aligned with bringing all students voice and helping those that " are left at the door"

the STEM data was staggering... the intrested and able discrepency staggering

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Activity 1: I identify most strongly as a mother. There are many moments I feel proud when I connect with other moms with like views and it can be challenging or I feel a sense of exclusion when others' perceptions of my decisions are questioned or judged-people with different values than me.
Activity 2: After reviewing the data slides, it's disheartening to see how many students of color are interested in STEM yet that data reveals students of color are underrepresented in able to achieve in STEM. It's important to foster a culture that is safe for all students to take risks.
Activity 3: This activity supports the importance of home -life connections and allowing student voice. This activity challenges the narrative of micro messages connected to STEM because it works to value and respect all home experiences and allows students to articulate students own background knowledge.
Activity 5: Case study: Create a culture where all voices are heard and valued. This study supports the reason why in 622 we use CLR strategies with an equity lens: fostering a culture where exploring ideas is valued -especially the voices that are not always heard. Using small group protocols, teaching students how to respectfully question one another and highlight the value in disagreements. We need to teach students that when we learn more about the world around us- listening to other peoples' perspectives- that our own ideas can grow and change.

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Activity 5 - Teachers need to have enough authority in a classroom to step in as needed.  More importantly, having systems in place for discord and responses to personal opinion is needed in any context.  Neutrality is unnecessary.  Teachers should be ready to speak to multiple perspectives. Also, they should admit their own biases (age appropriately) in most cases.  Anyone in authority claiming to be unbiased can lead to manipulation.

Activity 6 - we are behind many districts in using CER. I am familiar with it, but I also do not regularly use it with students in this format. Bringing this CER format to student responses gives it structure with the hopes of becoming natural to students.

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Act. 1
I chose mother as the identity to keep.   I am most proud of being a mom.
Act 2
Language - Visible
ideals of child rearing - surface
occupation - deeper
I feel the voices and identities of the louder students are heard more frequently.  The quieter students and more subdued students have a tendency to sit back and take everything in.  A challenge is the curriculum and time.
Act. 4 Some connections can be students chores, foods/cooking at home and family activities (fishing, gardening, games, celebrations)
Act 6
Persons of color moved to the metro area. The American Indian population stayed steady while the Black, Asian and Hispanic grew. I also noticed that they didn't start documenting 2 or more races until 2000. I found that interesting.

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Act #1:  We need to provide multiple ways to know our students.  It's helpful to analyze ways we "box students into categories".  This helps us see our bias, and hopefully, allows us to see ways to work around student categories.
Act #2:  "Privileges come with certain identities."  Balancing classroom communities provide all voices to be heard.  Those are not always the most privileged in K-5 rooms.  Sometimes it's the loudest voices that are heard, if the community is out of balance with sharing conversations & listening to understand.
Act #3:  Safe classroom cultures will provide space for students to share aspects of their lives, even if it's only because of the relationship with the teacher (but that's only the beginning).  Teaching across multiple content areas can utilize benefits from writing, well crafted talk opportunities , and community building, just to name a few.  These routines within a classroom create a foundation for the depth of the work to be done.
Act #4:  Create a healthy classroom community with balance.
Beware of voices that are left out of the conversation.  Check in on students to make sure everyone is heard!
Act #5:  Another big question to tackle is for teachers to find ways to honestly determine their own biases.  We may not be able to "see ourselves" through any other lenses in our classrooms.  Are there ways we can really explore this by ourselves?  What work can we do to allow others to help us see?  Who is honestly open to this feedback?  We know the "right" answers, yet how do we look deeply at our actions?
Act #6:  White is the only group that remains "able".
All learner data on MCAs is FLAT (approx 2-8% variance over the years).  We can do better :)
Act #8:  So many questions here!  To provide activities for strong "lived experiences" for students, we must consider so many aspects!  One deterrent could involve what happens at the end of all of the work!  Are teachers focused on grades with these experiences?  What are ways we can provide opportunities to make meaning without creating a judgement for that learning with a grade?  There is enough research on the brain and learning that we can do better!!

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Activity 1:  Activity 1:  Interest & Identity
The times when I feel respected and disrespected because of my identities, I noticed that it's due to the people and the environment that I was in.  When I feel respected, the people was understanding and they have had experience with people that shared similar identities like me and/or have the same identities.  These people value my experiences and perspective as an individual.
If I have to leave any identity "at the door", I will feel disconnected and it will be hard for me to be present for whatever I was supposed to do.  My identities help me to understand and process new things.  They are who I am and how I will make of things and are my experiences.
One way we can allow students to bring their authentic selves to class and use their experiences and knowledge to deepen their understanding of the world around them is to provide opportunity for discussion.  Students should be able to have discussion around asking questions, thoughts, concerns, wonders, and to clarify new learning.  These discussion could be done in whole group, small group, and in partners.
I think it's important to remember that one size doesn't fit all and this applies to our students and people we interact with.  It's important to acknowledge people who share and may not share the same identities as me.  Even with people who share similar identities with me, they have different experiences from me and it's important to remember that so we don't box other people in the same categories.
Activity 2:  Cultural Identity- Visible and Invisible
In my own classroom, these are some of the identities that I would describe as
visible:  clothes, hair styles, language, food
surface level:  ways of handling emotion, personal space, nature of relationships
Deeper:  decision-making, concepts of self, definitions of kinship, notion of fairness
My girls are more vocal and my Asian students are not quite as much.  I would like to have more opportunity for discussion so all students can have their voice be heard.  I would be more  strategic in partnering students in groups and pairs.  I will also ask our EL teacher to help me facilitate these discussions with sentence starters and prompts.
Activity 3: Self Documentation of Culture
The engineering, matter, and motion units can be connected to students' lives outside of school.  Students can choose to investigate a problem they have at home and create a model to try to solve that problem.  Students can chart and describe the different matter found in their house.  In order to create a safe classroom culture where students are able to openly share aspects of their lives, classroom culture and environment have to be established already.  Students should know the routines to share and listen with an open mind.  The values for how to share and how to listen should already be established and practice many times.  Students will also know the expectations of what to share and that this can be optional when we are sharing in a group. This will be established in our community circle through restorative practices.

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Activity #1: I chose mother as the identity I kept.  I feel proud when someone has given me a compliment for something that one of my kids has done.  I
Activity #2: Visible-language; Surface-rules of conduct, D-preference for cooperation
Classroom Visible-behaviors; Surface- rules of conduct D- problem solving rules
Challenges-Not everyone feeling comfortable in sharing things with others in the room.
Activity #3: I choose to focus on a place that makes me feel happy.  This could be in activity used in a lot of different places in the curriculum.  The one that jumps out to me the most is mental health and making sure kids know the important of both physical and mental health in their lives.
Activity 4: I feel it is important to make sure all voices are heard, which can be hard with kids who are quiet in the classroom.  I feel like we need to make sure to ask them about things that they do with their families at home and also giving them the time to share their experiences with others, which can sometimes be a challenge within the time frames we have to fit everything in.
Activity 5: This is a tough topic.  I am not sure who speaks first and who speaks last.  I know that it needs to be addressed by the teacher, but not sure how I would go about that.  I know that all sides need to be heard, but what do you do if others don't want to respond. I know we would have a conversation on all people need to be heard and feel welcome. This is very reflective of what is going on in our world today.

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Activity 1:  I chose mom as the role I identified with most strongly.  I would feel very uncomfortable leaving that identity at the door.  We need to help students feel comfortable being their true selves in the classroom space.  All voices need to be heard and validated.
Activity 2:
visible: skin color, language
surface:  gender
deeper: science beliefs
More heard voices tend to be the more confident, outspoken students.  The less heard voices tend to be the more uncomfortable, unsure students.  I need to create a space where all voices are heard - small groups, partners, larger groups, whole groups, written, oral, etc.
Activity 3:  on google doc
Activity 4:  Quiet students get left out of conversations, creating routines and practices to involve all voices
Activity 8: pikes peak

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Activity 1: I chose mother as the identity I feel strongest about.  This is the identity that I "live" the most.  When I crossed out the other 3 identities that I listed (woman, white, teacher) I realized that I don't have to think about these identities due to my privilege.
Activity 2:  STEM has been a learning space that certain identities have been left out.  I want all of my students to be their true selves in school.
Activity 3:  This is a great beginning of the year activity to get to know students, families, traditions, rituals.  I think it would spark great discussions even with young learners.
Activity 4:  Our students come to school with great funds of knowledge and a few home/community cultural connections that could be used in the classroom are chores kids have at home, older students taking care of there younger siblings, food/cooking, multiple generations together.
Activity 5:  Wow!  This is a hard one!  I know that the opinion of the student who got up to speak could not be ignored or swept under the rug.  Multiple perspectives would need to be heard.  I teach the youngest learners and would definitely use good literature/welcoming school books to help with this discussion.  Key takeaways: student experiences are tools in learning about the world around them, listen to diverse sense making, as we learn more about the world around us, our ideas change, when many people share-equally valued ideas contribute greatly to problem solving

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Activity 1: I chose Mom as my identified role. I feel very proud and important when I am able to share my parenting role and offer ideas about struggles/suggesions to others. I felt disrespected as a white female when I was a college student a s I was followed around the store. It's so important that we create space for all of our students to feel included/valued in learning at school. We need to make sure that all voices are heard.
Activity 2: v-skin color, S-gender, D-beliefs
Students who are confident(generally my white students share more), those who are uncomfortable aren't heard often. I need to continue to be intentional on making sure all voices are heard using multiple ways to help get their. This could include purposeful  partner sharing and small group creations.
Activity 3: Spending time outdoors. Many of my units I teach make connections to the world. I want students to be able to bring in parts of their home to school so we can hear about them and what they do in their homes.
Activity 4: Our shy/quiet studenst voices are left out. We can learn more about our students by inviting in community members and parents. We can visit our community zoo, science musuems, and nature centers. Much of a child's cultural backgroun is left at the door. Having a daily circle helps students share about themselves. I can be more intentional about getting to know them and allowing them to share more about themselves/cultures at home.
Activity 5: I think allowing those who were ready and wanting to share was a great idea. However, in this situation we would have to make sure multiple situations are heard. We would also as a teacher have to step in as we cannot let this opinion/voice be the only one heard. We need to conitnue to look for books that share about various cultures and also make sure that we continue to  help create a community where all students opinions/voices are shared.
Activity 6: I enjoyed looking at the data,
Activity 7: Always great to revisit the standards and continue to look for ways to incorpate them and engage students.
Activity 8: I think the 3D learning is great. I also think we need to continue to find ways to engage, make learning fun, and interactive for all learners.

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Activity 1: I noticed that when I am with others that share the same cultural identities I feel included and respected, but when I am around others who do not share the same cultural identities I feel excluded. It would be hard to focus on my learning if I did not feel included. We need to allow students to share who they are and their experiences. We need to have open minds to everyone's life stories.
Activity 2: My Identity: V-celebrations, SL- eye contact, D-attitudes toward dependents. Classroom V - entering the classroom, SL - nonverbal communication, D - problem solving
Challenges - time constraint of class vs learning targets, other students thoughts/ideas/cultural identities in the classroom
Activity 3: Spending time with my dog. Most of the units I teach have connections to the world outside the classroom. Allowing students to share what they are comfortable sharing and encouraging them to share their experiences.
Activity 4: The very quiet students, talk with our students about non-school activities, being open and ready to listen to students' stories.
Activity 5: George speaks first and based on what was presented he spoke last as well. I'm not sure this particular topic allows for the teacher to remain neutral. I would want other students to share their thoughts.
Activity 6: I am familiar with this process and I have used it with my students.
Activity 7: ELA and Math standards are already a part of the units I teach.
Activity 8: I think the three dimensional learning will have the greatest impact on student learning. I am excited to make these shifts.

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Activity 1 Reflection:
I chose mom as the role I identified with most strongly.  I have felt proud when talking with other moms about parenting struggles and successes.  I have felt excluded when I am viewed differently due to one of my children having a disability.
I notice that it is difficult for me to share in certain groups of people.  Some feel safe and supported and others it is easier to not engage and wait for it to be over.
I need to be aware that I may unintentionally creating this atmosphere for students.
Activity 2 Response;
v-Celebrations, SL-
I- problem Solving Roles
A few thoughts:Time and tempo often drive instruction rater than needs of students.  Quiet students are not always given the same attention as more outspoken students.
Activity 3:
We could use this in our Health, Leader in Me, Culture Unit...Creating opportunities and adding them to existing units would be an easy way to add connection.
Activity 4:during Distance learning, we were able to connect with students and hear about some of their family experiences; gardening, cooking, household chores, family activities (fishing, collecting bugs by a pond,jumping on trampoline, etc.) by intentionally engaging families about their activities and having them shared in the classroom, tied to standards, will help us make more students and families feel valued and represented.  Finding ways that work to reach all families can be a challenge.
Activity 5: See Equity literacy Framework
Activity 6:

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Activity 1 Reflection:
I feel "on-guard" when I have to check an identity at the door...so I have to make sure that my learning space is welcoming for all students.

Activity 2 Reflection:
v-skin color; s-family structure; d-ACES (trauma)

Activity 3 Reflection:
This was an interesting activity, and one that would be fun to try with my students!  It validates the home experiences of all learners, and gives students voice and choice in the STEM activities.

Activity 4 Reflection:
I thought a lot about equity during this activity - how am I making sure all voices and cultural identities are represented?  I also want to grow in my ability to provide opportunities for families to engage and participate in science activities with their students.

Activity 5 Reflection:
Case Study - I believe the teacher's role should be to facilitate while also validating all perspectives, and enforcing the guidelines of respecting others.  I believe the teacher is able to maintain neutrality, if they check their implicit biases before entering the conversation.

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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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Activity 1 Reflection

Activity 2 Reflection

Activity 3 Reflection

Activity 4 Reflection

Activity 5 Reflection

Activity 6 Reflection

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