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CFlores_Assignment 3 Practice Lesson & Reflection

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C Flores Transformative Arts Reflection #4

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4. Dominant vs. Counter narratives

5. Idealization within standards

comments on linked document

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"What Would You Do?" prompt in SSBW, pg. 57:

At the beginning of the year, children bring in pictures of their families to hang in the room. When one of your students shares a picture of him with his brother and two moms, another student blurts out that his mom says that families should have a mommy and a daddy. Given your identity and your teaching context, what are your best options for immediate response and in the longer term?

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C Flores Transformative Arts Reflection #3

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Manifesto

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Flores_Christopher_EDUC236 - Fall 2023 Reading Log

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History: What historical event or figure is important to your family and why? (In other words, "My family wouldn't be the same if ____ hadn't happened/lived.")

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C Flores Transformative Arts Reflection #2

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1. Revised CRE Teaching Philosophy

2. Routines

3. Assessment & Feedback

4. Classroom Culture

5. Parent Letter

6. Calendar

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Flores, Christopher (Elem/STEM) 390 Practicum Cross-Site Observations (Spring Semester 2024)

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Area of Rectangles 2.1.24

Area Word Problems 2.21.24

edTPA Partitioning Wholes into Fractional Units 3.5.24

edTPA Fractional Units & Fraction Strips 3.6.24

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C Flores Transformative Arts Reflection #1

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Flores, Christopher Lesson 3 Math Workshop Student Data Analysis 3.docx

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Flores Translanguaging Inquiry Paper EDUC 231

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I am grateful for my physical health. It can be challenging to carve out time for exercise during my busy lifestyle as a graduate student, teacher, friend, partner, uncle, son, tutor... but I try my best to find movement time for my mind and body.

Interesting side not on this week's reading; page 31 has a section that discusses how a grateful mindset can help schoolteachers prevent burnout 👀✨

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Flores, Christopher 238 Lesson Plan Template .docx

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For my Collective Performance assessment, I would like to ground myself in how the Science and Engineering Practices (SEPs) may take shape during a science lesson in my school site's learning garden. Throughout the course of this first semester, I have not once taken my class outside for science; simply because "There never is extra time." Brown discusses weaknesses of science education in the US in chapter 7, and asks: "What incentive do elementary teachers have to teach science on a regular basis?" (Pg. 106). Brown is referring to the assessment practices that focus on math and literacy, but I think this quote could extend beyond that frame to include regular classroom instruction too. Exploring and revisiting my school site's garden could help me develop reasons and activities to take my students outside of the classroom regularly.

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Flores, Christopher Assessment 2 EDUC 238

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Flores, Christopher EDUC 231 Read Think Piece #2

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Flores, Christopher Student Data Analysis 1

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Flores, Christopher EDUC 231 Read Think Piece #1

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Slides

Evangelina Villegas was a Mexican biochemist who co-developed a variety of maize (corn) with a higher quality protein content. She was the first woman to win the World Food Prize in nutrition in 2000, as her contributions had implications for combating food insecurity and malnourishment around the world. I decided to learn more about a scientist that shared a connection to my own personal interest in nutritional science.

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I found myself mostly located in the intellectual/thinking/head point of the compass after reading chapter 6, as I was exploring the reading through my personal experiences. I found Brown's discussion decoding vs. encoding new information can change how they store and retain knowledge. He describes how encoding ideas in a personal way, and then explaining/teaching ideas to others creates a deep learning for students and teachers. It reminded me of how I would attempt to help my peers in high school if they seemed stuck on a topic I was comfortable in.

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Flores, Christopher Centering Science Performance Assessment (1)

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[Multisyllabic Words] Flores, Christopher EDUC 238 BE3 Lesson Plan

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Math Flores, Christopher Math Lesson 2 Planning.docx

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After 2 snails use their "love darts", are both able to lay fertilized eggs? 🐌

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Presentation Outline

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FLB EDUC 236 Group Methods Planning Sheet and Group Methods Statement

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Flores, Christopher Assessment 1 EDUC 238

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Flores, Christopher Student Data Analysis 1

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My favorite part of the field trip was seeing the live organisms that specialized in camouflaging as natural objects, such as leaves or twigs.  I was awestruck by the giant T-Rex fossil too!

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Flores, Christopher EDUC231B Learning Record Week 7

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Fremont Leadership Bridges_EDUC 236 Benchmark 3 Research Questions Rationale

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Flores, Christopher Race + Place Based Science Story

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Flores, Christopher BTEP Critical Reading Log 241A Fall 2023

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Initially when I look at cicadas, I think these creatures look a little grotesque. However, after spending many summers camping and going for rides on my bike during golden hour, I think they hold so much beauty. Their songs have become white noise for me, and remind me of my favorite season full of produce. Their life cycle is astounding too!

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Flores, Christopher EDUC231B Learning Record Week 6

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5-ESS1-1.B: The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns.

In our last session on 9/26, we explored how old we would be if we lived on Mars;  I would be about 14 years old.  This relationship between my "Earth" age and "Mars" age got me thinking about how old I would be on other planets, and how my developmental stages would be different on other planets.  I found joy in wondering about these ideas.

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Flores, Christopher EDUC231B Learning Record Week 5

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Fractions are Division 9.29.23

Painted Ladies & Collaborative Paragraph 10.16.23

Fractions Counting Collection 10.27.23

One-Step Multiplication & Division Problems 12.20.23

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Math Lesson 1 Planning Template Flores, Christopher.docx

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Flores, Christopher EDUC 390 Final Reflection

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FLB EDUC 236 Benchmark 2: Collective Topic Identification Statement

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FOCUSED READING: "MULTIPLICATION IS FOR WHITE PEOPLE"

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FOCUSED READING: "MULTIPLICATION IS FOR WHITE PEOPLE"

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(Flores, Christopher) Multiplication is For White People focused reading chart

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(Flores, Christopher) CRT & The Brain_ focused reading chart

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Flores, Christopher EDUC231B Learning Record Week 4

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I walked to go get a coffee :) ☕ and explored my neighborhood in Temescal, Oakland.  Before my walk I anticipated what I would see in broad terms, but after my walk I was surprised by how much flora I was able to name from memory.

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I spent time adventuring in Sacramento and San Juaquin counties in my youth.  One area I explored throughout my primary and secondary years was the Cosumnes River Preserve. I would participate in a variety of outdoor activities here, hiking, biking, canoeing, fishing and volunteering. I still visit here on occasion when I stay with family near Sacramento. Looking back now, I understand how this location fostered my curiosity about the outdoors and my passion for environmental protection.

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C. Flores

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C. Flores

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Flores, Christopher EDUC241A Learning Record Week 3

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Flores, Christopher EDUC231B Learning Record Week 2

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Flores, Christopher EDUC241A Learning Record Week 1

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Flores, Christopher Math Autobiography EDUC 236B

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Flores_Christopher_222B Reading/Viewing Notes 2023  .docx

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Flores, Christopher_Practicum Field Site Studies Assignment- FALL 2023

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This artifact captures a quick sketch activity we did in class on 8/29/23. In one of our discussions, I identified science as a set of observations, and proposal of ~why~ phenomena exist as they do, as an attempt to achieve closure or reduce uncertainty. I made observations in these sketches of natural objects, as an attempt understand or represent their forms.

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Flores_Christopher_231 Summer 2023 Letter to Future Self

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Flores_Christopher_2023 EDUC 231 Final Self Assessment

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Flores_Christopher_Week 4 Summative Assessment: Vision of Schooling Without Limits

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Flores_Christopher_EDUC 231: Thinking About Healthy Classroom Community and Authority For The Fall

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In this session we held discussion about youth activism in the community, as it relates to implementing a civic praxis in the classroom.  Kimberly Higareda, former Fremont High student, came to our class session and shared her Senior Capstone Project about Menstrual Injustice.  It illuminated some injustice I have never thought about in my cisgender male body, and was an example of youth activism OUSD employs within its curriculum.

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https://miro.com/app/board/uXjVMz1HP6I=/

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Spotify Playlist
Youtube Playlist
Lyrical Analysis

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In this session, we discussed Towards a Radical Asian American Studies Pedagogy, by Sacramento et al.  Dr. Sacramento came and spoke to our class about the importance of understanding the broadness of Asian American Studies; it is more than just Ethnic Studies about Chinese, Japanese, and Korean Americans.  It also encompasses Filipinos, Vietnamese, Laotian, Malaysian and several others.  Incorporating a RADical approach to Ethnic Studies pedagogy includes self Reflection, building meaninful and authentic Relationships, Analysis of causality to lead to a Determined approach to combat Racism and inspire Dreaming. (Pg. 210, Sacramento et al. 2023)

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I focused my questions surrounding the history of the social concept of race in the US. Many of these ideas of racial categorization were reactionary to intermittent waves of immigration. In my homegroup's discussion, I started to better identify significant differences for my working definition of race and ethnicity. Race serves as a term for categorizing persons based off of phenotypical characteristics or into convenient groups, and has traditionally served white supremacy and othering. Ethnicity is a relatively newer term, and encompasses a broader lens of categorization that includes culture.

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Flores_Christopher_Read Aloud Planning and Reflection Template	 (EDUC 237 SPATEL)

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Flores_Christopher_Critical Reading Log 231 Summer 2023

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I specifically resonated with Dr. Sé Sullivan's closing remarks about not feeling afraid to ask questions about race, gender, sexual orientation, and other topics typically purposely excluded from institutional conversations. Those types of questions invite a conversation and learning opportunity between intersectional communities. I will walk away from today's lecture knowing that I will inevitable offend someone with my words, thoughts, physical presentation, or teachings. However, in that instance lies an opportunity for my response and growth as an individual.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Resource: Created in session 2 of EDUC 231A with other cohort members.  Ideas from reading Chapter 1 in Hooks, B. (2014). Teaching to transgress. Routledge.

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Use this space to respond to the quotes directly and to build on or respond to what others leave.

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Reflection: In preparation of our first class session, I read Toward an Ethnic Studies Pedagogy Implications for K-12 Schools from the Research by Tintiangco-Cubales, et. al.  I found it interesting that the reading discussed the importance of including more educators of color in school systems as a vehicle for making ethnic studies curriculum more available.  Educators of color make content about race and ethnicity more authentic if their background reflects the population of students they are serving. However, there exists the possibility of a disconnect; it does not mean enough to Spanish speaking students if I am Mexican and also speak Spanish. I must also know how to try to understand how their culture is connected to their immediate school community and surrounding neighborhood.

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Movement: