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Since you have been thinking about your focal students all week, and reflecting on how well these learning activities align to the focal students' needs, take a step back. How can you use a strengths-based perspective of your focal students and the resources/ideas/approaches generated this week to START with those students' strengths in mind?

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CLD: Culturally Linguistically Diverse
Strength: Air of superiority of student can be described instead as outspoken, confident
-Expectancy theory/stereotype threat
-"latch key" independent culturally responsive
-ecological view- context relationship
-attribute

Deficit:
-Over-judging parents
-Assumptions w/ SES, race "broken homes"
-Fixed mindset
-lowered expectations
-"fixing" kids
-dumbing it down
-generalization hear say sterotypes

Changes to language:
-assumption that immigration is seeking better life
-use of "always"/"never"
-"language barrier" means language is a problem, we can actually work around this and figure out how to communicate
-second language- we work on language development with all students (academic language)
-"Because of SES"
-no attribution
-Assumption-latino-> poor: can reframe lower income community, low resource
-gets bored- is the content engaging?

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Essential questions or statement of problem

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Essential questions or statement of problem

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The amount of fresh water is limited but the demand for water continues to grow. How can we meet the demands for fresh water?

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The water shortage from the Colorado Basin and a potential improvement to the current shortfalls in the water supply. How can a water shortage crisis be avoided?
What is the role of the Bureau of Reclamation?
What are some of the factors that make planning today’s water budget more complicated?
What are some of the technology tools that facilitate the Bureau’s work?
What does “critical threshold” mean?
How and why did planners revise the pumping station design?
Discuss

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A New Generation of Water Planners Confronts Change Along the Colorado River | U.S. Climate Resilience Toolkit

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In 2010, federal and state partners joined forces to study the Colorado's likely flow and uses out to 2060. The U.S. Bureau of Reclamation led the effort, and all seven states spanning the watershed contributed resources such as funding, time, and expertise.

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Water Use for Different Purposes Activity

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Water Use for Different Purposes Activity

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https://www.sciencenewsforstudents.org/article/explainer-what-fracking

What are some of the benefits from fracking? What are some of the negative impacts for nearby residents?

https://www.sciencenewsforstudents.org/article/fracking-wastes-may-be-toxic-tests-show

What are some of effects of fracking wastewater on hormones? What are some of the related health effects from hormone disrupters?

https://www.sciencenewsforstudents.org/article/thirst-water-moves-and-shakes-california

How is the removal of groundwater from aquifers impacting California? How did GPS help scientists identify the cause of the problem?

https://www.sciencenewsforstudents.org/article/many-earth’s-groundwater-basins-are-drying-out

What role do satellites have in helping us better understand groundwater resources?

What are some of the stressors on aquifers, and how are they related?

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GLOBE International STEM Network Members (GISN)

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GLOBE International STEM Network Members (GISN)

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The GLOBE International STEM Network (GISN) is an international network of STEM professionals (Science, Technology, Engineering, Mathematics) that work with GLOBE students around the world conducting science. STEM professionals mentor students and teachers, present scientific ideas, and/or collaborate on scientific research. Each relationship between a STEM professional and a GLOBE school is unique, and is determined by the STEM professional and the school.

Check Out The Website for Career Connections:
https://www.globe.gov/web/globe-international-stem-network/overview/gisn-members

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National Center for Atmospheric Research (NCAR)

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National Center for Atmospheric Research (NCAR)

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At NCAR, they don't forecast the weather. They get inside the weather, climate, and surrounding environment to understand it better. They study the Sun, air chemistry, how the atmosphere interacts with the land and oceans, and how we change and are changed by weather and climate.

Check Out Their Website:
https://www.youtube.com/watch?v=PVNDl29n8kI

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graphic organizer on water: humans vs nature

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graphic organizer on water: humans vs nature

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PBL: Groundwater contamination, water availability-- water budget

Hook: Debates on dams and water use

Mining and fracking (CU resources at) http://insideenergy.org/wp-content/uploads//2017/12/Water-Use-in-Hydraulic-Fracturing.pdf

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MULTI STEM Summer Institute 2018 Evaluation SurveyWater in the Southwest - June 4-8, 2018

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Web survey powered by SurveyMonkey.com. Create your own online survey now with SurveyMonkey's expert certified FREE templates.

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Water Education Colorado Citizen's Guide to Water Conservation

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Water Education Colorado Citizen's Guide to Water Conservation

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Water Education has a series of excellent guides available online or in booklet form. Here is the link for the guide for water conservation. Lots of great pictures. Also available: Where Your Water Comes From, Colorado Water Law, Water Quality Protection, Denver Basin Groundwater, and more
https://issuu.com/cfwe/docs/citizens_guide_conservation

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Many times

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in my first respond from Monday i introcuded my focola studet

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acre feet
Dust Bowl
individual dam owners/water rights
Math connection: determine the max. load of a dam/ Safe Storage Level
Statutory Authorities
Math connection: probability of failure (risk= probability of failure x consequences)
Impermeable
Impervious
Geometry connection: design of the dam (slope)
Seepage
Hazard creep: as development increases in Colorado, old dam now has houses around goes from low hazard to high hazard (Johnston Reservoir)
https://www.youtube.com/watch?v=5CcVSVhAYvA
Main spillway
Overtopping- reservoir rises over the crest of dam
Field trip/history in CO: 1933 Castlewood Canyon Dam, pre Cherry Creek dam (PBL dam design how would you design with the technology avail. to avoid this? Or how would you rebuild?)
1982:Lawn Lake Dam, can see the scar and debris fan on the mountain
student design emergency action plan
PAR- people at risk

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Education awareness when living near Dam

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Education awareness when living near Dam

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-Ideas discussed to educate students for example: Quincy Res.
-Rationale: allow the public to make rationale evacuation decisions
-annual pamphlet/PSAs
-Flood design/evacuation route signs
-Drills in schools for evacuation
-CDOT signs on highway
-Dumb ways to die campaign

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possible pathways
break stereotypes (Who-what)
keep pathways open relevance
explore possible options.
family (dialogue with)
essential skills  foundation

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- break stereotypes (who and what)
- keep pathways open (relevance)
- explore possible options (family plays an important role but there could be communication issues)
- essential skills (foundation)

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- translate information to multiple languages
- involve local government
- involve strategic partnerships office
- involve organizations that work with families
- facebook messages

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EMBJEE

Reminding myself to rephrase in my head and verbally to my peers - strengths vs deficits. Get the bitchy complaint part out so that I can allow myself a reframe. Even write it down and EDIT and CORRECT my own deficit thinking and labels.

This would help me to remember their strengths over their deficits. Utilize the strengths for growth and planning.

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With today's workshop I think with my focal student, I would look a little deeper into his strength and not much in his behavior. I could make him a leader in a project, that way he could use  use his skills to help his fellow students. With any luck, by making this student a project lead, he would become more involved in class and maybe a better student in his other classes.

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Know your biases...Know that you ARE biased!

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Know your biases...Know that you ARE biased!

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We all have biases and they color our interactions with kids. We cant avoid having them, they are a product of our upbringing, our education, and the environment in which we live and teach. So the critical thing is to be aware of them and to seek to mitigate any negative impacts they may have on students. It is critical to be aware of student's backgrounds and family situation. Is the family indifferent or hostile to the school, or are they afraid of/intimidated by the school, or perhaps embarrassed?

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I must keep in mind to not discount students, their backgrounds, their upbringing, their experiences who are ELL, minorities, from a variety of a family structures, etc. They may have an experience that relates to the content, but are unable to vocalize it. They may have a background in a certain area and unwilling to speak up in a large group, but may communicate with another student or the teacher in one-on-one scenario.

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Because of my personal/cultural background, I truly believe that after today's activity on this, I will be able to avoid stereotyping by finding ways to learn more about my students' cultural background, family interests, etc.  and try to implement a rich multicultural approach when teaching and helping students become successful academically, instead of making assumptions without having a full scope of evidence of why things are not the way they should be

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Because of my personal/cultural background, I truly believe that after today's activity on this, I will be able to avoid stereotyping by finding ways to learn more about my students' cultural background, family interests, etc.  and try to implement a rich multicultural approach when teaching and helping students become successful academically, instead of making assumptions without having a full scope of evidence of why things are not the way they should be

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With my focal student, make sure that I am aware of my own bias or possible assumptions that may be affecting decisions or ways that I am approaching this student. 

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With my focal student, make sure that I am aware of my own bias or possible assumptions that may be affecting decisions or ways that I am approaching this student. 

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Today was very eye opening because as a pre-service teacher you are able to hear a lot of negative comments from other teachers. I constantly hear about the reasons for the children's negative behavior is due to the parents behavior or lack of engagement. However, it is so important not to make assumptions about our focal students or their families. The language we use shapes our biases, so we need to focus on our student's funds of knowledge and hold high expectations. I need to hold my focal students to their highest potential and understand my own biases.

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Student A has high ability seen through state testing. I push student to reach his highest potential. Student B will do anything a teacher asks, but requires lots of attention. Support is best with pairing and teacher support.

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I realized today that I need to be very careful with the language I use to describe my focal students. As teachers it is easy for us to express student deficits and ways we want to turn those into strengths. But in my eyes these are just ways students are different. It does not mean that it is a bad thing to be ELL or low income but it just means learning is going to look different for them. I want to be sure to encompass those differences and really build on their strengths to help them embrace learning in the best way for them.

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Having preconceptions is a natural occurrence for humans as  we take what we already know to try and understand new situations. Being aware of this nature is important as an educator.  For all students and my focal student included I strive to make a personal relationship with my students in an effort to eliminate bias.

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Pete McBride video on the Colorado River

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Pete McBride video on the Colorado River

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https://vimeo.com/114386144

This is a visually beautiful and powerful short movie about the Colorado River- check it out!

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Today after reading the focal student papers. I realized that although the teachers thought they were being positive when describing the student they unintentionally were not. Ultimately, they were actually making assumptions, being biased, and making stereotypes on that child's behaviors and skills.  As a pre-service teacher I learned that it is important for us to watch for our bias and not make assumptions. I can think before I say, and really take the time to turn it into something positive and upliftings.

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What are the best tools and methods you have found for effective parent engagement?

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Focal Students Reflection - Inclusion & Diversity

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Focal Students Reflection - Inclusion & Diversity

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Looking back at my initial descriptions of my focal student, they are written in a reasonably judgmental tone. It's a good reminder to reflect on your own biases and frustrations that develop through the year. I look back at the beginning of the school year and how I treated my students. I was very open minded, patient, and tried not to jump to conclusions. Perhaps I should make a habit of revisiting some of the papers on Inclusion in STEM in the middle of the year, and in the spring, to remind myself to be culturally aware and to develop relationships with all students.

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It is imperative that, as educators, we continuously question our own preconceived notions and be more mindful about our own language as we convey ideas and concepts to our students. As a 6th grade teacher, my students sometimes ask me questions that force me to do this, but not as frequently as I'd like. Each and every one of my students brings a unique skillset and set of strengths to the classroom and it is my responsibility to tap into these and provide learning experiences that allow students to expand on these strengths, share them with others, and take the reins on their own learning. Thoughtful planning and execution of lessons, in combination with the formation of strong and meaningful relationships with my students, can make this possible.

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Today's exercise about the strengths based perspective was really valuable. The type of conversation that we had today is an imperative conversation for all educators.  No matter who you are, we all have biases that need to be brought to our attentions.  Realizing how we are reacting to these biases will allow us to not only become better educators, but better teammates and all around better humans.  I will definitely think about how I am thinking about students and focus on their strengths more.

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Having a better perspective on how to view students and their needs; I would like to consider some of the strengths of my focal students. They both are very caring and helpful. When engaged in the process of learning communities they are always willing to be a good partner. They are attentive and desirous of fulfilling a need; whether its collecting supplies, putting things away and supporting the team. I will tap into those strengths and give them opportunities to feel like a valued team mate.

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As a teacher in a diverse classroom it is important for me to keep an open mind and maintain high standards for all of my students. I know the path to get all students to the intended learning might not be the same but it is important to continue developing those pathways.

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Almost everything we did is typical of hands on, engagement strategies that help any focal student, no matter what background, become engaged.  The other piece to this is the necessary "other" part of learning, which involves the vocab, information, etc. There are many tactics that help keep ALL students engaged, and knowing that, there is not a "perfect" classroom where every child is engaged all of the time.  With this in mind, I believe the best approach is trying to establish a personal connection with each student.  It is very difficult: I have approximately 150 students; but I make this a priority.  The other component that I do have control of is recognizing my own biases, and addressing them.