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Activity 1:  It is so important to build relationships with our students and create a classroom that is accepting of all.  We need to do a better job of getting to know our students and letting them celebrate diversity in order to be accepting of all who are different.  We need to shift our views to incorporate all of these differences in the classroom.
Activity 2: I think that sometimes students are afraid to be vulnerable because they are unsure of how they will be accepted.  It is easy to "see" some attributes, but the deeper we dig, as teachers, the better we will understand our students.  With this understanding, differentiation can occur as well as discussions that are more open and honest.  I know that some of these deeper attributes might start to happen if we utilize more questions that promote it whether that be during restorative circles or in classroom discussions.  The iceberg really is a strong representation of not only our attributes but how so much is "hidden" instead of visible.
Activity 3: I focused on a picture of my parents' lake.  This is something that always calms me down.  There is something peaceful and relaxing about water.  It is where I go when I need a "break."  I don't want my students to feel like they cannot share about themselves, but I want them to be able to really open up.  The beginning of the year is one of the best times to really start to get to know my students.  I want them to share about themselves and really teach me more about their culture.  I do an activity called "The Best Part of Me" which gives more detail about their backgrounds.  I could add an activity "The Best Part of My Life" where they could share pictures of something important to them. The more conversations the better! :)
Activity 4: Parents are definitely left out of the conversations.  We don't necessarily take into account their thoughts and feelings.  At the beginning of the year I have had parents reflect on their children and leave me notes, but I don't always "follow through" which would be something I should do.  I think for our students, we are asking too much of them sometimes.  Some of them need more hands on experiences, some need more visuals, etc.  We need to get to know our students on a deeper level and we need to constantly have conversations with them in order to learn their interests.  That being said, it would be nice to take a "break" from academics and have time to just focus on community building and getting to know the students.
Activity 5:  I think that the ground rules should have been a little different.  Everyone's voices should be heard, yet there should be room for discussion afterwards.  Many times discussions that are "uncomfortable" get pushed aside because of fear.  I think, as a teacher, it would be important to open up discussion for the students in order to make sure that everyone is heard.  She also had the responsibility to make the Muslim students NOT feel alienated.  Possibly this could have been started with showing positives about both types of religions and then a free write being prompted.
Activity 6: There are large gaps in science for our students.  It seems that many of the white students are doing fairly well and are able to complete STEM tasks.  We are letting the other groups get lower and lower when it comes to achievement and success/progress in STEM.  Setting students up with a positive mindset for these difficult and challenging tasks would help with motivation.  Students could use their own scores to help them reflect and evaluate themselves and come up with a plan to help themselves succeed.
Activity 7: At the moment, I am not necessarily doing the "best" job of connecting science and ELA.  I noticed that one way to connect them is to have students gather, evaluate, and collect information.  From there they create a written assignment that is appropriate to the task.  Possibly having more research based writing projects might help this.  They could even write about a science experiment and present it to classmates/partners.  As for math, I do have my students building and designing models, but there are definitely more areas to grow and connect these two concepts.  Posing more problem based questions for math would help add some engineering aspects to the curriculum and make students more motivated to solve them.
Activity 8: My meaningful activity happened while fishing with my dad.  I learned about how fish "live" as well as how to catch them, bait my hook, and I even learned how to clean the fish.  From this, I still use those experiences to help me fish alone now.  It was hands on, and I enjoyed it because I was with my dad learning.  I visually saw what was happening and actually lived in the moment.  I think, for our students, it is important to give them these same authentic experiences.  For example, if we are discussing buildings/architecture in science, then why not allow students to have the experience of drawing a model and then building it.  They will learn through trial and error and be able to start perfecting things.
Activity 9: The 2nd learning shift I think will be the most beneficial for students because they are actually engaging in science concepts and really acting as actual "scientists."  I did a training on STEM/Next Gen Science Standards, and it was so fun and engaging because we actually acted like scientists.  I think students would find that fun.  I think Shift 3 will be the most challenging to start with because we will have to make sure we are aligning correctly and that the standards are following the progressions correctly.  For the first few years it will be hard because the standards will not have built upon each other so there will be some gaps for a bit.
Activity 10: What a cool activity!  I like the fact that we observed something that actually takes place and then came up with our own questions.  For example, I noticed right away the green light that was flickering and then asked: Why is there green light?.  I think that students would like this activity because it would be authentic and relatable to them.  The questions are basic.  It would definitely require some modeling to begin with, but I think that this would be super fun to do as a demonstration and then question activity.

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w do we prevent boxing other people into our own categories? 

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Activity 1
Work to encourage students' different, unique identities and validate their differences in the classroom environment and the content being taught. Get to know them and be open!
Activity 2
One challenge is breaking students' "habits" of leaving some of their identities at the door. If students are accustomed to not representing themselves with specific identities, they may be less willing. We need to make sure they feel safe enough to do so. The classroom generally lends itself better to the visible and surface level traits!
Activity 3
This easily connects to health, or possibly social studies. It could also be a writing prompt. It's a great classroom community builder for a morning activity as well. Would be a great way for students to make connections to one another and see themselves honored in the classroom.
Activity 4
The idea of creating a strong connection between home and school is something that's often talked about but also overlooked. There is often a big disconnect between how students live, play, socialize, etc. outside of school and inside school. A more effective approach would definitely mirror more of students' lives outside of school. We need to encourage opinions, sharing, and voices in the classroom.
Activity 5
This would be very hard to remain neutral towards the student who spoke up. The teacher definitely needs to speak up in a way that comforts the, obviously uncomfortable, students in her class, and possibly lets the student speaker know why their comments are not OK. There definitely  could have been a few more "ground rules" for a more structured talk. Or possibly the teacher could have reviewed the free writes beforehand.
Activity 6
This is another activity that could easily be used in different content areas as well. It's a great reinforcer for writing and helps students understand the process that scientists go through to support their claims and interpret data.
Activity 7
Science and writing are often integrated through science notebooks. Also occasionally with math and interpreting data, or making graphs and charts. I think there are a lot of opportunities for connecting science and ELA or science and math. Especially thinking about the 2 standards in red - engaging in argument with evidence, and obtaining, evaluating and communicating information.
Activity 8
The words I used were: engaging, interactive, movement, new, different. The event I'm thinking of took place at somewhere brand new to me, with people who had different knowledge than me and were willing to share. I think it's important for students to also have learning that can be described with these words - as that's how authentic learning feels.
Activity 9
The shift that I picture having the biggest impact on my students is the emphasis on 3D learning. To me, this one encompasses a couple of the others, with an emphasis on authentic, hands-on, phenomena based exploration, as well as explicitly working to make science more cross-curricular.
Activity 10

Activity 11
Activity 12

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Activity 1: Allow students to share interests and things that are important to them, things they are experts in already and allow them to take on the role of teacher and not just learner. Also, time for students to talk and share so we can learn about their  perspective on things.

Activity 2: One challenge we have with older students in making sure we help students who maybe don't consider themselves as being good at "science" or "math" already due to their past experiences. We have to work to change this mindset through thoughtful consideration of the lessons, instruction and support we provide as students collaborate to ensure everyone is heard and everyone is able to bring their full selves to the STEM/science classroom.

Activity 4: I agree it is important to try to build those partnerships with families and love the idea of looking at them as opportunities not a current disconnect. We actually asked the exact question Megan mentioned during distance learning as a part of Kind. health (What are some things your family does to stay healthy?) which feels good...like we are on the right track, but have a long way to go to strengthen the partnerships with families and communities to ensure that all student's see their identities within the science curriculum.

Activity 5: The thing that stuck out to me the most was reflecting on the idea of who speaks first and how that shapes the trajectory. If the teacher had set things up differently, and even posed the question differently she would have been able to still allow voices to be heard but to ensure that the conversation did not get to a place where students in the classroom no longer feel safe or welcome. She definitely needs to address the issues noted and if she doesn't feel comfortable in the moment she needs to state that this something the class needs to come back to soon and find the support she needs to move forward.

Activity 7: We have some reading and writing units that links to science (non-fiction units) but they should be reviewed to find spots where we can enhance the science learning within them, including if we can allow for more choice of students to explore topics that interested them, that they have questions about.

Activity 8: Meaningful learning activities that came to mind for me were all ones that were authentic, linked to my interest, were social in nature (I engaged in them with other people) and were hands-on. Considering they all linked to my interests, I believe it's important to gather information about your student's interests when developing learning experiences.

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Activity 1 Reflection
Tuned - in vs. tuned-out   validation and affirmation  = Inclusive
Activity 2 Reflection
Challenges:  teachers may need help in adapting their curriculum, methodology, teaching methods, and instructional materials to connect with students' values and cultural norms
Activity 3 Reflection
safe classroom culture:
Student centered teaching. Classroom relationships, caring classroom environments. Cultivating diversity as a resource. Put every student's work on the wall, whether or not it's perfect.Include posters and displays that include other people who look like your students.Incorporate both social skill building and practice into academic and nonacademic moments.
Activity 4 Reflection
Build trusting relationships with students. Know my students. Have my students know me. Embrace differences, openness, curiosity, and the diversity of all.
Activity 5 Reflection
Read papers before sharing. Have alternatives for volunteering to share.
Recognition of bias.
Activity 6 Reflection
Claim + Evidence + Reasoning = Explanation

Students have a hard time with explaining. This method helps with that.

Activity 7 Reflection
Asking students to think critically while reading science reports, and graphs.  Challenging students to connect multiple sources of media, analyze a source’s potential bias, or identify an unreliable source; and asking students to write or speak about science findings from a review of research or their own.
Activity 8 Reflection
My "make meaning" learning experience made me think :The content of the learning experience was personally relevant, interesting, useful/ meaningful-The learner had choices, shared authority, control/responsibility-The learning was hands-on/ experiential-The learner learned from and taught others-The learner had the support of a patient, supportive, and nurturing mentor-The learning was individualized and although there were standards for the work, the learner could meet them in his or her own way-There was a positive aesthetic component to the experience: it was fun or left the learner feeling good-The experience helped the learner understand him/herself-The learner had success and accomplishment with challenging work!

Activity 9 Reflection
Shift 4 will be challenging as it weaves in other content areas.

Activity 10 Reflection
I like that the connection to the real world is at the beginning.  Total engagement -relevant and authentic
How far away is the sun?

Activity 11 Reflection
Activity 12 Reflection

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Activity 1:  I recognize my privilege often, but especially during this activity because all of the things I wrote (and the things I could have written if we were to write more than 4), were things that I have never had to "leave at the door."  I think it is so important for educators to remember that not everyone comes to our classrooms feeling 100% accepted and ready to learn.  We need to make sure we get to know all of our students on a personal level so they feel loved, safe, and accepted.

Activity 2:  It is definitely easier to see the "visible" and "surface level" identities of our students because these are the ones that they either can't hide or aren't afraid to share.  We, as educators, need to make sure we are reaching our kids so that they will feel comfortable showing us their "deep" identities.

Activity 3: I chose to focus on my relationship with my daughter because it is so important to me.  The picture I shared of a picnic would tie in nicely to a health lesson (nutrition) or a social studies lesson (what types of foods do different cultures eat).  I think it is important to include families in cultural discussion as often as possible.  Whether that be by sending in photos or having special adults come in and talk to the class about their culture.  The more people learn about each other, the more we can understand.

Activity 4:  We often leave out the voices of parents/families  This is especially important in the younger grades like Kindergarten.  Young kids often don't know enough about their culture yet to fully express/explain/represent their cultural experiences.  We often ask out young learners to leave their "kid spirits" at the door (i.e. you must be quiet at all times and not social and talkative which is their nature).

Activity 5:  In this particular situation, George (a non-marginalized student) is allowed to speak first.  We do not get to see where this scenario goes next, but I sure hope he is not the first AND last speaker.  I hope the teacher steps in and makes sure George and all of the students understand that what he said was damaging to their Muslim classmates.  Yes, we have free speech, and yes, this is a public school, but hate speech can not be tolerated.

Activity 7:  I follow the district curriculum so I integrate as often as possible within that.  I more often integrate Science with ELA because it has seemed to come more naturally for me in Kindergarten.  I especially integrate the two during our "Animals 2x2" unit.  We do a lot of observing, researching, and note taking throughout the unit.  I probably could bring in more math concepts as well.  Unfortunately, there isn't enough time in the day to do all that I want to do and would do in a perfect world!!

Activity 7:   My "Make Meaning" learning activity happened at a Plantation Museum in New Orleans.  This experience was: 1) Hands on; 2) Interactive; 3) Interesting; 4) Presented in many different ways to appeal to many different learning styles

Activity 8: I think Shift #3 will have the most impact on students. Kids do well when concepts are touched on multiple times--especially when this happens as they grow. They are able to understand different components of concepts as they mature. I think Shift #4 will be the most challenging for me because it will just take extra time and work to make sure STEM concepts are embedded in all subject areas.

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Activity 1: We ask questions (starting with safe questions to establish a level of comfort as best as possible) and we actively listen to our students. As we listen we take note of the things they say and we build relationships and lesson content off of them so they see their differences valued and celebrated in the classroom environment.
Activity 2:
Activity 3:  Easily tied to health (see examples given). Could have students draw the picture and connect it to art and then do the reflection on the picture. Can show examples from your own house/life to show vulnerability yourself and show some culturally relevant examples that you know relate to your students' - examples in varying levels of the iceberg. Have students write short sentence explanations and also pair and share so there are multiple learning style strategies offered/utilized.
Activity 4: Community elders/leaders and parents are often left out the conversation. Materials are often not translated to families whose first language is not English.
Activity 5: "Developing experts" - wonderful phrase. I also like "we function in basic and proficient - if we get to expert we should be presenting a workshop or teaching the class." Lead with that with students at the beginning of the year - make it a value of the classroom and something everyone commits to, as well as being brave to speak up when disagree/feel disrespected (ie. "tent of mercy" mentality) and others actively listen to understand, so when situations of disagreement or potential alienation come up it can be referred back to and learning conversation take place. If this is done well and established as SOP the teacher shouldn't have to respond or lead the conversation much - the students will be able to respectfully discuss and continually learn.
Activity 6: I loved this process and do it continually with my class whenever I have data available - it's highly valued at my school to engage in processes such as this. It ensure reasoned claims that are evidence based that in turn lead purposeful action items and positive results.
Activity 7: Many of our science units are hands-on activities that require some writing from ELA but don't incorporate much reading - directions and demonstrations are given, they practice/experiment/investigate and then respond through conversation/writing. I could see incorporating articles from present day for students to read where the science standard is at work today or other stories that reinforce the lesson. Simple math is incorporated at times as well as graphing and number line skills.
Activity 8: Getting pooped on by a seagull near Lake Superior - was outside with my family, enjoyable experience (before pooping), physicality/experiential element, wonder/questioning why? It was an enjoyable atmosphere where I didn't feel like I was learning but I instinctively asked questions of the adults around me as to why it happened and in that questioning and experiencing I learned about the flight patterns of seagulls, where they live, how humans engage with them, etc. I also learned and appreciated the freedom birds have and how that's different from people which I could have put into a story or poem, etc.
Activity 9:

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Activity 1:
The environment for being accepted is different then when I was not accepted. Different circumstances/people/locations/ etc. We need to keep an open line of communication about differences. Have students be
Activity 2:
There is definitely more of the visible and surface level attributes shown. These are the things that students and staff are more willing to share. They are the things that are noticed without having a true connection. We need to open up more lines of communication and have more opportunities for everyone to get to know each other on a deeper level. Circles are an amazing place to do this!
Activity 3:
I focus on family time. Have students share their culture. Connect with social studies units about culture. Invite families in to share about their cultures. Fins connections with others.
Activity 4:
Parent voices have been left out a lot in our current classrooms. We need to involve them more. Even in the younger grades we are asking them to leave their child identities at the door. We expect so much out of our young students. There is hardly time for academics, let alone time for them to just be kids. We need to start figuring out ways to merge learning and childhood. We also need to provide opportunities for students to see themselves in all the learning. More culturally diverse lessons and characters.
Activity 5:
This conversation could have been set up differently. The wording "how it changed the US" leaves it open to just white students stating their experiences and thoughts on terrorism. It could have been worded "how did 9/11 impact YOU?" This would open for more authentic conversations about how the even t affected everyone in different ways. The teachers role is to remain neutral and facilitate a healthy conversation. She needs to not alienate the Muslim students. Their voices need to be heard as well.
Activity 6:
I love analyzing graphs and data. People can see data in many different ways. It opens a line of communication about what is happening/trending and shows areas of success and areas that need growth. We look at graphing in all grade levels, so this could be implemented any time.
Activity 7:
I think that math and science are easier to intertwine and mix. ELA is more challenging because scientific words are more difficult. I teach with lots of students that are English language learners so it is harder for them to use that academic language in their reading and writing.
Activity 9:
Shift 2 with more hand on exploration vs lectures will be more impactful for our students. This also addresses a comment I made earlier about kids being kids. With hands on activities, they are more able to me their authentic selves and be engaged with the learning vs being forced to just sit and listen to a lecture. I think shift 4 will be the most challenging for my grade level. Connecting ELA and science is challenging. I am interested in seeing ways to make this possible.
Activity 10:
I love the idea of presenting something to the students and having them create their own questions. This makes them so much more invested in their learning. They will see it as finding the answers to THEIR questions, not questions that were given to them by the teacher or a book.
Activity 11:

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Activity 1: I think the most important thing is to focus on getting to know each student as well as you can, and creating an environment that incorporates and includes what you do know about each of your students. I think it's important to recognize that authentic and meaningful engagement can look different for all of your students, but that it's important that each student has the opportunity to meaningfully engage in and demonstrate their learning.
Activity 2: From what I've noticed, predominantly academic English-speaking student voices are heard most, even within some structured talk routines. I've noticed many times in turn-and-talks that students less proficient in academic language are sometimes still trying to figure out the question/task, let alone formulate and verbalize a response, before the class is called back together as a large group to share.
Activity 3: I chose to focus on family, and what makes you feel connected to others. Our writing curriculum (across grade level) has opportunities to write personal narratives. Circles are a way that allows each student the opportunity to share to whatever extent they desire. I think that actively listening to whatever students choose to share can be a good way to show them that you care about them and whatever they are comfortable sharing with you.
Activity 4: I think that often we leave out the cultural perspectives of families of English Learners. Sometimes it can be challenging to find ways to connect with families, especially when they speak languages that are more rare to this area. Often, I think we approach families of English learners as if the language itself is the only difference, or seeing the students/families as "lacking" background knowledge, instead of recognizing the value of different cultural perspectives and experiences. I think that the place-based approach can be powerful, because it connects all students to their own surroundings and helps foster a love of learning that they can then teach or show off to family members as well.
Activity 5: The first voice heard is a student from the dominant culture. I think it may be possible for a teacher to stay neutral in controversial discussions, but in this case, the entire setup was poor.  I don’t think these topics should be avoided, but especially for such a painful and charged topic, any discussion should take place in a supportive environment, not one which is likely to add further trauma for students. For Muslim students who were already experiencing challenges and bullying within school (and society,) to have such an open-ended free response “discussion” isn't safe at all.

Perhaps a better prompt would be “What has the impact been on your own life?” That takes out the argument and opinion piece, and makes it a personal narrative. I wouldn’t recommend that this be something students share with the class at all, especially initially. Maybe it could be a chance for them to share with the teacher, so that Mrs. McGrath can get a sense for what her students are feeling and experiencing (otherwise unseen). That way, she is not going off of the perception that, despite what she's heard, the students seem to get along fine in her classroom. Then she could try to find more appropriate avenues of talking about this, including inviting other adults with non-dominant perspectives into the classroom.

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Using my packet for responses

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Activity 1:
It is overwhelming to think about so many different identities being in the classroom.  It is so important for students to be their true self in order to learn.

Activity 2:
The classroom usually uses the child's visible or surface identities.  As kids get older they have already created this sense of what they think they can and can not do around science learning.

Activity 3:
I choose to take a pic of my dog.  He is a big part of my everyday life and we either go for a walk or play ball in the yard for exercise. Plus he gives me purpose on many days.  This activity could maybe work well for a health unit.

Activity 4:
I often think about my families who do not speak English as their first language.  Building trust in the home and school relationship is essential.
One identify I feel students are asked to leave at the door is their spiritual or religious one.

Activity 5:
It is clear that the boy who shared first had power.  This made it hard for others to share.  Instead of an open ended free write, prompts could have been offered for more reflection.
The teacher's role should be to make a safe space for all students to feel comfortable sharing even if their opinion or idea is different than the majority or the loudest.

Activity 6:

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Activity 1:
Getting to know students and their identity is crucial for their success.  Creating community and belonging is important for students to take risks as a learning.
Activity 4:  Knowing students and their families is the foundation needed for our classrooms.  It is important to include all ways of seeing things and experiences in the world.  It is important for all students to see themselves in the learning they are doing.
Including non-dominant student culture in science curriculum is something that needs to be foundational in content learning for our students.
Activity 5:  This writing experience and opportunity to share could have been set up in a different way for students.  Instead of a "free write" students could have been given a prompt to think more deeply about what they had read and experienced.  It is also clear that the first student chosen had power and influence in the class it was difficult for others to share.  This classroom community doesn't seem to be a place where all voices are heard. That will impact the learning.
Activity 6:  It is always interesting to examine data.  It is interesting to examine trend data as well as achievement data.  We have an opportunity to make an impact on student growth in science at the point in time in our school district.
Activity 7:  ELA and Science are connected with nonfiction reading and writing units of study.  Students in all grade levels read and write about the science investigations that they are making.  They sometimes read the same thing and sometimes they read different things depending on their interests and the way in which the teacher has set up things in their classroom.  Students graph and analyze data during a science unit of study.  They measure, weigh and compare things they are investigating and they solve mathematical problems as they engage in science content.
Activity 8:  There is a large shift from acquiring science content knowledge to engaging in scientific discovery through investigation of phenomena.  The idea that science, like reading, writing and math is important for everyone is crucial.
Activity 9:  Finding out the things that students are curious about will increase engagement.  Students will want to learn the answers to their questions and connect with each other when they have similar questions about a topic.
Activity 10:

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Activity 1: Building relationships with students is the best way to make everyone feel like they belong in the classroom/school. We talk a lot about how everyone is different and we want to learn about and celebrate those differences. We use diverse read-alouds, art, and share stories to learn about each other.

Activity 2: Often times, students (and teachers) are afraid to bring their full identity into the classroom for fear of not being accepted by peers. As teachers, we need to keep communication lines open so that students are more willing to share their deeper identities.

Activity 3: I chose a picture of my dog and me in our backyard. This could be used at the beginning of the year when we are getting to know each other. I like to share about my life so that students can make connections with me. Then, students share about themselves so that they find others who share common interests. We could use pictures, drawings, or poems to share about ourselves throughout the year, not just at the beginning.

Activity 4: Families are often left out of the conversation. Some families do not have positive relationships with schools and pass that down to their children. STEM can be particularly intimidating for students and families because of lack of resources or knowledge. As schools, we can provide simple resources for students to explore at home. We can also encourage them to explore and build on their own and then research the science behind their work while at school.

Activity 5: I appreciate the fact that this teacher was trying to be proactive by preparing students for a likely discussion around 9/11 but think she maybe could have gone about it a different way. With controversial topics like this, it would be a risk to have students read what they wrote without any guidance. It would have been helpful to have students turn in their writing and then ask students with different perspectives if they'd be willing to share the next day. I think she was correct in not interrupting the student but think that she could have still remained neutral and proposed information to challenge his anti-Muslim rhetoric.

Activity 6:  All students showed high interest in STEM, but there is a gap between students of color and white students in their ability to perform on the assessments given. This means that we need to find meaningful ways to connect with all of our students. We need to set them up for success by giving them background knowledge, academic language, and resources to help them feel successful with these challenging concepts. If the cognitive load is too great because of implied understanding, students will fall behind.

Activity 7:  One way my team connects Science to ELA is by having all students complete a science fair project. Students ask a question, research their question, come up with a hypothesis, gather data and results, and come up with a conclusion. We have students write this information in paragraph form, type and print it, and then put together a display board to present to a judge. This is a very rewarding experience for students but is often not as equitable as we'd like. Some students have both parents helping them at home while others have no help at all. Because of this, we end up spending a lot of time in the classroom working on our projects. We connect science to math by reading, interpreting, and creating graphs.

Activity 8: My meaningful activity was when my partner and I went on a walking tour in Berlin. It was packed with historical monuments, tragic events, as well as inspiring stories of hope and perseverance. I think it was most meaningful to me because of who I was with, the excitement of something new, and a genuine interest in the subject. Students want to learn with others, explore new areas, and have a genuine curiosity about what they are exploring.

Activity 9:

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Activity 1: Learner is what I kept of my 4 identifiers. I quickly dropped off everything else that I felt I would have to explain, or anything that could be seen as controversial.
In order to create an environment for learning, there has to be a classroom culture created that allows for everyone (with all of their identifiers) to walk into the room. Part of that culture requires us to know and understand the skills of empathy, the art of conversation, and the freedom to openly ask questions to things we don't yet understand or are curious about.
Activity 2: Visible: Language, Dress, Music  Surface Level: facial expression, Concepts of time, personal space
Deep: patterns of group decision making, attitude toward elders
I still go back to what I previously mentioned, it takes so much time and energy to build a strong climate and classroom culture, but if invested, you will hear more voices, and see more surface and deep levels of identifiers.  This takes time to not only learn about content standards, but each other. The biggest challenge making sure students feel comfortable sharing these identifiers either with you, or the class so that everyone can learn more about each one. As an educator, I want to know was much as I can about these identifiers for my students.
Activity 3: I chose a 3 generation photo of my family. I would focus on Mental health, staying healthy, and not getting sick. I would tie in social emotional needs like: who makes you feel safe? Who energizes you? Who do you automatically relax with then they walk it the room? Why? When do you let your guard down? I want to students to recognize and continue to surround themselves with these types of people, I also want them to pick up on common themes among these pictures/answers and apply it to how they interact with people (our classroom).
Activity4: We quickly forget all of the resources available to us from our community. When we are already running 15 minutes late to everything, we forget to invite in the experts in these fields that live among us, we forget to invite in the elderly who have lived through several "experiences" of a specific topic or question, we quickly push aside the time needed to really get to know what each family can bring to the conversation.
Activity 5: If I were the teacher and standing in this position, I think I would have followed up with, "Thank you for sharing, I know a great deal about Christianity, but very little about the Muslim faith. Would anyone feel comfortable sharing what they know? If not, I would use this moment to change a course of direction in my lessons for today. I would some how bring us back to our classroom culture, and empathy toward everyone. We need to better understand the Muslim religion, let's get some information. By the end of the learning, I would stand a better chance of steering a very heavy bias in a different direction. Knowledge is powerful when it comes to empathy. The more knowledge you have the more empathy is given.
Activity 6: My immediate questions are.. how many of these student numbers also correlate to math and reading data? Are we busy coming up with interventions, or are we really asking the question "is Core working?" I think this type of work on the standards and thinking around science is exactly what we need to really talk about application vs. memory regurgitation.
Activity 7: Being able to connect science, math and ELA stanadards, concepts, and application of learning takes a lot of time to cross reference. To build a map or aligned scope and sequence of current resources takes genuine energy. It also means that we need to understand the bigger picture of alignment of these standards, and less about silo curriculum resources that have to be plowed through every year to say that we "covered" it.
Activity 8: My making meaning experience was roofing my grandmother's house. I learned a great deal because it was hands on, working with experts I respected, and most importantly I was allowed to ask questions, and MAKE MISTAKES without needing to give up.  This all goes back to the climate and culture we first have to create within our classrooms.
Activity 8: This was a good refocus on making sure that we see the big picture of learning. People need to feel safe, motivated, and supported. In order to do that we need to understand the people that walk through the door, before we ever start any learning of the content.
Activity 9: This is very similar to what I stated earlier, we need to give teachers the knowledge and tools to really be able to hone their craft. We need to rely lesson survival of the teacher manual, and more on the understanding of how this whole puzzle fits together. It's not a math puzzle, and a science puzzle, it's a learning puzzle.

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Activity 1: Taking time to get to know our students, building community.
Activity 2: Student and staff are more apt to share visible and surface level identities because sharing deeper identities makes us more vulnerable. Building a strong classroom community and relationships with students may allow us to see those deeper identities.
Activity 3:
Activity 4: Again, building those strong relationships with students and families is so important. Involving parents as partners in learning can open up a new door and make learning more valuable and authentic for our students.
Activity 5: The activity should have been set up a bit differently with either more guidance or the teacher/student expectations. I would think that the teacher could not remain neutral in this situation. Our role as educators is to build community and encourage growth but it is also to provide a safe and welcoming learning environment for all students. Maybe the activity should lend itself to share each students authentic connection to how the events of 9/11 shaped their lives.

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Activity 1
Strong community building and relationships are important.
Activity 2
Challenge-
Students may not be willing to open up so building a safe environment is needed. Sharing  Teaching using multiple  ways of learning
Activity 3
I think reading and connecting back with personal interests and experiences.  Creating opportunities to make self connections.
Activity 4
I think by making more home/family connections and spending more time listening. We need more of the parent voice.
Activity 5
My thoughts were that this was a highly emotional topic.  I think the students could write their thoughts but they should have been read before being shared. Then the topic could be possibly be presented with different lens.
Activity 6

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Activity 1: It is really important to make time in the classroom for students to explain who they are, what they believe, etc. and teach that no matter differences, we are all important and uniqueness is great. We need to remember that yes academics are important, but first comes community and acceptance in the classroom so that kids feel safe being themselves and taking risks.
Activity 2: Visible and surface cultural identities are common and present in classrooms - i.e. hair styles, outfits, food preferences, eye contact, holidays celebrated. But the deeper leveled identities are often avoided. However, I think teachers are getting better about having tough conversations and helping students find their own voices and explore their own ideas.
Activity 3: I focused on a picture of my husband, dog, and me at the dog park taking a walk. I guess this could be connected to either health (importance of being active) or in the beginning of the year when we start to share our interests, which is not exactly a subject.
Activity 4: Parents rarely have a voice in what is taught at school, so their voice is definitely missing from the conversations. In order to learn more about students, we need to ask them questions about their interests and activities outside of school. We often ask them to leave their home culture outside of the classroom (ex: be quiet listeners instead of social when learning) and this is something we can try to incorporate into teaching more instead of asking them to be two separate people. By getting students to voice opinions we can try to connect their interests to learning targets and goals.
Activity 5:  What is hard is being neutral but respectful in a situation like the one described. I do think the teacher should have had a response of some sort because by saying nothing, she is making a statement that she tolerates that kind of thinking or agrees with that thinking. It is important to remain neutral, yes, but when it comes to discrimination, a teacher needs to have a voice. Unfortunately, in a way she set herself up for a possible response such as the one read aloud. I do not feel I would have offered a question like that to be answered via a free write with little (or no) guidelines. In addition, it appears that the teacher misjudged the class. There are uncomfortable feelings among the students. Unfortunately in this case, the student's answered allowed for some peers to feel judged or disrespected. It is never good when groups or single students get called out or disrespected, even over something simple. Teachers need to help teach acceptance of all. I am not sure how I would have responded to this exactly, but I do know I would have said something.
Activity 6: The evidence shows that all students are improving at very low rates in science. In fact, most are just maintaining each year. I guess this process could be used to help students set goals for themselves by tracking their own progress.
Activity 7: I currently follow district curriculum, so when there are opportunities to integrate some subjects it is mainly within the curriculum. Also, science is considered part of a rotation at my school currently, so it makes it hard to be consistent. Going forward, I hope there is going to be curriculum that integrates subject areas. Honestly it is hard to plan and be creative when there is so much to do and accomplish. I think it is not impossible to integrate the subjects and it will be very beneficial to do so going forward. I just worry about how this will look and how this will be achieved.
Activity 8: My meaningful activity took place at home, outside, with my dad doing hands-on activities. It is no secret that having kids physically do something helps them become interested and invested in the learning vs. watching someone do it. We need to offer more opportunity for these kinds of activities.
Activity 9: Shift 1 will be good for student learning because they'll be planning a solution to a problem. I could see this being done using collaboration. Shift 2 is also good because kids will be engaging in the process. Shift 3 is great because of the progression of learning. Shift 4 will be challenging because of lack of curriculum / the current curriculum does not lend itself easily to the idea of integrating subjects. I am excited about this opportunity, but I am nervous about how it will be implemented (as stated earlier). I think the benefit of having kids invested in their learning will be amazing. I think there are so many great things this curriculum will provide.
Activity 10: I think an activity similar to this where kids observe something could be very useful in the future. It was easy to take observations and create questions. For this particular activity most of my questions were about Earth and Space science concepts.

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Activity 1 - it is important for students to identify who they are.  It will help close the gap. How do we support what/how each student identifies and what they are willing to leave at the door?
Activity 2 -
Identities are often deeper than what can be seen.  Try to not have preconceived notions.
Activity 3
Have students do/take self documentation photos.  Display where all can see.  Learning is cultural.
Activity 4
Students' Funds of Knowledge - What classroom, home, community connections can we make?
Activity 4B - Family Funds For Knowledge - What home, community, classroom connections can we make?
Activity 5 - Case Analysis - Who has a voice?  Who asks/answers first and last?   What can teachers do about this?
Activity 6
We need to provide opportunities for all students to have and practice critical thinking skills.
Activity 7
How do we "make meaning" from our learning or experiences?  How can I provide those same meaningful experiences in my classroom?
After making observations - ask questions.  I like that in STEM we're going beyond the scientific writing process and explaining and engaging with justifiable arguments.  It pushes students to the critical thinking stage.
Activity 8
New way of approaching learning.  Science and discovery is for all!  Students learn to speak, read, write to construct viable arguments and re able to critique with reasoning.  In my opinion, kids will learn to listen, respect, agree/disagree and change mind in respectful ways.
Activity 9
Why do some of the geraniums blossom and pop and grow, while others fizzle out?  Why do squirrels jump all jittery back and forth before they commit to running in one direction?  Why do deer eat my geranium flowers?
Activity 11
This activity was challenging. I was tempted to say... I don't know. That made me realize how students may feel if they are asked to think about something they may not know. I guessed, but had an argument for each slide. I was thinking I need lot of practice with this, so it would be exciting to do this work with the students. This would create an opportunity for students to observe and come up with an argument. We do this often in reading using text evidence.

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Activity 1: Focus the beginning of the school year on building a strong community that celebrates the similarities and differences in the group.  Provide opportunities for students to be their authentic selves.
Activity 2: I think it will be more challenging to allow for different learning styles to participate unless given specific activities that require all learners to participate in that same way for example turn and talk, writing out the answer, shout it out, etc.  Keeping the discussion model more structured to begin with and varying the method will give each student the opportunity to feel comfortable and maybe branch out of their comfort level as the year progresses.
Activity 3: Hiking with my dog, very strong community building especially at the beginning of the year with a gradual increase from easy, safe activities to a little bit more challenging activities where kids share more if they are comfortable, leader in me, health, could tie in with reading and writing with writing stories from our own lives as well as making connections between ourselves and the books we read.
Activity 4: I think that in order to better invite families to be more engaged, we need to work with the families who speak multiple languages and also look at how culturally appropriate the activities are.  If the activities require materials then we should even the playing field by providing them instead of expecting families to have the same sorts of things available at home.
Activity 5:
This activity could have been facilitated differently so that all voices were heard.  Clearly, the majority of the class was not comfortable standing up and reading like George was.  I guess the teacher could theoretically remain neutral unless someone speaks against a group of people like George did.  The kids who identify as Muslims were completely alienated and made to feel "other" and probably also unsafe.  If the majority of the class were Christian, I think I would have read a book, showed a video, played a podcast, etc that gave the perspective of the minority population.  I would have led with the activity that I assume would have been unexpected for the majority of the class.
Activity 6: I find it valuable to use that process whenever we look at data and I'm lucky that my school already does use a similar process.  I think it's extremely important to stay rooted in data instead of getting caught up in our individual feelings.
Activity 7: Kindergarten does a great job incorporating our science units with our ELA through fiction and non-fiction books and writing about observations.  We also learn about similarities and differences through both units which is a math skill.
Activity 8: Visiting the lock and dam where my dad worked.  I had heard a ton about it, but never actually been there.  I was excited to see how the dam worked because the diagrams and models I had seen did not make sense to me.  I was excited to be doing something by myself with my dad.  I think that most students would benefit from experiential learning after having previously built background knowledge.
I know that some students feel more anxiety with this style of learning rather than just reading and answering questions and in some cases I do too.  I would need to have a strong level of comfort and community already in the process of being established.
Activity 9: I think that "All Standards/All Students" as well as having a K-12 continuum will be the most impactful for students.  It makes sense that kids would do better and benefit from concepts multiple times with an increasing degree of sophistication.  They will have background knowledge to build on and that will be much more meaningful in the future. I think the 3D learning and exploring phenomena will be challenging only because they are new for a lot of teachers.  We'll do well with strong PD.  I'm hopeful that whatever new science we use will stretch across the entire school year in kindergarten instead of just fall for trees and spring for animals 2x2.
Activity 10:
Over the course of how much time were the pictures/video taken? What causes the coloring in the northern lights? Why are they more prevalent during cold weather? What causes the differences in color?

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Activity 1 - love and celebrate all students and what they bring to the table

Activity 2 - the iceberg picture is eye opening on many levels - we all have identities you can see, and then some are much deeper and involved that might not be obvious.  We need to be understanding of those identities.

Activity 3 - I focus on health and family - STEM activities could be around what problems are happening in the lives of children today and how they can work to solve them using technology.

Activity 4 -
trusting relationships are huge - students, teachers, and parents.Being open about who we are. We need parent voices, but we also need student voices.  What do they want to learn and practice?

Activity 5 - using CLR strategies will be key in this type of situation - let all voices be heard and give the opportunity for that to happen.

Activity 6 -
Data is huge in making decisions based on facts and not just feelings.  We need to focus on what is in front of us and truth.  Sit down and look at the reasoning behind things before making a claim.

Activity 7 -
Challenges are materials and technology.  There are units in reading we do now that would integrate well.... but not many.  Math and science are easy to meld together with graphs, charts, geometry, operations. etc.

Activity 8 -
meaningful activity - yardwork with the kids - hands out, physical, and they had say in what we were planting, where we were moving things. etc.  They enjoyed the experience and were fully engaged.

Activity 9:

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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: