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      <title>Intellectual Health Video Reflection by Anastasia S Sanchez</title>
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      <pubDate>2022-03-10 04:37:35 UTC</pubDate>
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         <title>Supporting students to navigate multiple ways of knowing (their resonances, differences, etc.) contributes to deeper and more holistic science learning for students w/ dominant as well as marginalized identities.</title>
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         <title>Thinking more deeply about the &quot;why&quot; behind our felt responsibilities and &quot;shoulds&quot;</title>
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         <description><![CDATA[<div>NGSS is just one of many ways of thinking about science education</div>]]></description>
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         <title>Let&#39;s be more creative and flexible with time. Remember the flexibility we found in the pandemic?</title>
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         <description><![CDATA[<div>Much learning of consequence and meaning happens in reflection.</div>]]></description>
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         <description><![CDATA[<div>Making space for multiple ways of knowing</div>]]></description>
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         <title>should we questions....  when science instruction is based around should we iquations t opens science up to social connections to science. should we takes into account human and non human aspects, more than human  and moral issues.  </title>
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         <title>Creating space for social, political, cultural, and other dimensions of learning to all be lifted up — this will look different for each student</title>
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         <title>2) I think it brings a sense of subjectivity and morality to our learning, which is often discouraged in Western science. </title>
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         <title>Creating time for other ways of knowing in the classroom.</title>
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         <title>Should we is a pathway to democratizing education</title>
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         <title>Western Science tend compartmentalize science into disconnected categories.   wholistic approaches are more inclusive and honest.</title>
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         <title>Intellectual health allows for many creative culturally situated ways of caring for the world</title>
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