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      <title>Community of Learners 04.05.18 by Dawn O&#39;Connor</title>
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      <description>Made with charisma</description>
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      <pubDate>2018-04-05 18:31:51 UTC</pubDate>
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         <title>Alameda COE, Director of Science and East Bay Science Project</title>
         <author>dawno</author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249009705</link>
         <description><![CDATA[<div>When I consider the phrase “student sense-making” I imagine:&nbsp;</div><ul><li>divergent ideas, iterations, questioning other’s ideas, changing ideas</li></ul><div>Phenomenon: I can float when I am away from Earth’s gravity.</div>]]></description>
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         <pubDate>2018-04-05 18:43:55 UTC</pubDate>
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         <title>Cristina Trecha</title>
         <author>cristina_trecha</author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086825</link>
         <description><![CDATA[<div>When I consider the phrase “student sense-making” I imagine: Lots of directions, inspirations, and productive struggle. Talk! AHA's! Teachers learning from studenst:)<br><br>I was just on a walk in the rain and was squeezing bundles of moss and was wowed by how much water each little bunch held onto!</div>]]></description>
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         <pubDate>2018-04-06 01:11:54 UTC</pubDate>
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         <title>Kathryn-HS Science Teacher in Hood River, OR</title>
         <author>kathryndavis</author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086865</link>
         <description><![CDATA[<div>When I consider "student sense-making" I think about students using multiple ways to represent an idea. This may be written, verbal, a picture, a song, etc. Students need to be able to find a way to most effectively share ideas.<br><br><strong>Phenomenon</strong>: not necessarily a "favorite" but something I had open on my computer tonight-Slugs that eat photosynthetic algae and can survive for extended time without eating by "stealing" food from algae (from HHMI)</div>]]></description>
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         <pubDate>2018-04-06 01:12:11 UTC</pubDate>
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         <title>Susan and Berkeley</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086888</link>
         <description><![CDATA[<div>How can I see a setting sun a crescent moon and venus (a planet closer than us to the sun) and Jupiter (a planet further from the sun) at the same time?<br><br>I see student sense making as a process that occurs over time and includes explaining phenomenon through student discourse and making student thinking visible through whiteboarding and explanation.</div>]]></description>
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         <pubDate>2018-04-06 01:12:24 UTC</pubDate>
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         <title>Lynda - MS/HS Science Coos Bay, OR</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086952</link>
         <description><![CDATA[<div>When I consider "student Sense-Making" I imagine:<br>understanding, questioning, students making the thinking visible.<br><br>Phenomenon: An ever changing surface. I don't have a personal picture because this is a new computer.<br><br></div>]]></description>
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         <pubDate>2018-04-06 01:13:01 UTC</pubDate>
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         <title>Andy Byerley</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086957</link>
         <description><![CDATA[<div>To me, sense-making is the intersection of knowledge and "big ideas" with personal experience and perspective. It's a forever process that is best done with others.<br>Phenomenon: the northern CA fog helps prevent evaporation and transpiration of Redwoods.</div>]]></description>
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         <pubDate>2018-04-06 01:13:02 UTC</pubDate>
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         <title>Sandra Rice</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249086985</link>
         <description><![CDATA[<div>&nbsp;When I consider the phrase “student sense-making” I imagine:&nbsp;<br>making new connections to previous knowledge through discourse and questioning.<br><br></div>]]></description>
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         <pubDate>2018-04-06 01:13:16 UTC</pubDate>
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         <title>Leah Plack</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249087618</link>
         <description><![CDATA[<div>When I consider "student sense-making" I think of lots of time. It takes time for students to truly understand a phenomenon - through taking ownership of their own learning process.<br>Phenomenon: The snowpack levels in Oregon have been below "normal" levels for several years.</div>]]></description>
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         <pubDate>2018-04-06 01:19:39 UTC</pubDate>
         <guid>https://padlet.com/dawno/2j3mivzvkdcr/wish/249087618</guid>
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         <title>Jennifer Callahan- Kindergarten Teacher in Redmond, OR</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249087683</link>
         <description><![CDATA[<div>When I consider "student sense-making" I think of making connections and being able to explain / model.<br><br>Phenomenon:  The way Smith Rock was created and the variety of rocks found there.</div>]]></description>
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         <pubDate>2018-04-06 01:20:11 UTC</pubDate>
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         <title>Joan Swafford</title>
         <author></author>
         <link>https://padlet.com/dawno/2j3mivzvkdcr/wish/249087740</link>
         <description><![CDATA[<div>Student Sense Making is messy, and there are stops and starts. An opportunity for students to argue with each other.&nbsp;</div><div><br></div>]]></description>
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         <pubDate>2018-04-06 01:20:34 UTC</pubDate>
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