June 16 AM: 6-12 Science Learning Workshop by Meg Earnest https://padlet.com/megan333/zkpesdps5xnjc4gn Responses, Reflections, Discussion Groups en-us 2020-06-04 20:28:46 UTC 2026-02-15 00:18:12 UTC hello@padlet.com https://padlet.net/icons/png/1f996.png Step 2: Unscientific Questions megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876888 If you think the questions can not be answered by science, put them under here:]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876888 Discussion Group 1 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876889 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876889 Discussion Group 2 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876893 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876893 Wonder Wander Step 1: Put your questions from the Wonder Wander under here: megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876895 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876895 Step 2: Scientific Questions megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876898 If you think the questions are scientific, put them under here ]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876898 Student 1 Responses megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876900 ThyActivity 1 Reflection: The word I kept was friend. It is something that I am proud of and honor. I don't consider being a "friend" to my students but when I am considering the traits of a friend I want to be that ally to the students. We aren't friends to these students we are their leaders and mentors which can provide great relationships with them. A relationship that I feel proud in as much as my friendships. Leaving our own categories and identities at the door and in check will create the best learning environment for our students. 
Activity 2 Reflection: Color, they way they dress, who their friends are, etc are all identities that these teens have. Many have cultural identities that others don't know about or are unfamiliar about. The voices that aren't heard are the students that don't feel comfortable. Bringing a voice to every student will create challenges because everyone has an opinion and it can create tension and some uncomfortable feelings. 
Activity 3 Reflection: I focuses on being a roller derby athlete. I love asking students about their lives outside of school and connecting them to their lesson. Whether that is remember a name of a student's cat or one of them being a basketball star. To bring them up in the lesson and the curriculum makes them feel more interested in what is going on. Biology is something that I can connect to every student's life. We can talk about plants well every student can some how be connected to a plant or animal. I play roller derby and when I mention that they love to watch videos and talk about how I "hit other people". It gets them to feel comfortable knowing who I am so they can tell me about them. 
Activity 4A Reflection- They more we get to know them and ask them questions the more we can learn about them. They tell me one of their favorite food dishes they they make at home and I look it up or I ask them about it. Who do they make it with etc? I love cooking and baking so I love to learn more about different foods they they like to eat at home. STEM is part of our lives EVERYDAY we can make those connections as teachers, educators and learners ourselves. Find something that they like to do or make or cook we can make that connection to STEM.
Activity 5 Reflection- What a challenging position as a teacher to be in. To not change the views that students have at home but to educate. I had a very educational experience with my students last year talking about gender vs sex. I told them to do their own research but also we had a conversation about what I know as an individual. I wanted to open with them but to also provide them with the correct resources to do their own reading. 
Activity 6 Reflection- Besides actually seeing the data and the actual numbers of the amount of students "able" is kind of shocking. CER is something that we can do to make that connection in student's learning. I use CER in almost all of my labs to make the connection for them to why they are doing it and to connect to what they are learning in the classroom. 
Activity 7- Making that connection to other subjects that they are learning about. Having the write and explain using diagrams, graphs etc in their lab reports. 
Activity 8- Number one thing is I had an open mind. I do research about me garden all the time why is ____ happening. I want to know because I want to fix or find out why. ]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876900 Discussion Group Padlets for Responses and Ideas during 1 hour live session. megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876901 Work on your groups padlet in breakout rooms]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876901 Directions and Legend megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876903 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]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876903 Conceptual Modeling Activity megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876904 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. 

]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876904 Discussion Group 3 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876907 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876907 Step 3: Researchable Questions megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876908 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876908 Discussion Group 4 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876910 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876910 Discussion Group 5 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876911 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876911 Discussion Group 6 megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876912 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876912 Step 3: Investigable megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876913 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876913 Example Conceptual Model megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876917 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876917 Student 2 Responses megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876919 Activity 1 Reflection

Activity 2 Reflection

Activity 3 Reflection

Activity 4 Reflection


Activity 5 Reflection


Activity 6 Reflection


]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876919 Teacher/Participant Response Padlets megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876920 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. ]]> 2020-06-04 20:28:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/611876920 Student 13 Responses megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628960630 Activity 1 Reflection
I kept teacher. I am a teacher in many different ways, both at school and at home. Things have been fairly easy for me because I am a white, educated, male. I have not had too many instances when I have felt disrespected or not included. It would be very difficult to change my identity to feel accepted in a learning environment. By allowing all students to feel comfortable and accepted in the school, it will allow more to feel they can be themselves.

Activity 2 Reflection
Visible: Language, Dress
Surface: Concept of time
Deep: Attitudes towards dependents
It is difficult to tell, because there are so many different personalities. I am not sure why some students do not want to be visible and others do. Both types of students are of the same race. The boisterous personalities are often the ones that get the more attention and are "seen" more in the classroom. The trick is making sure all students are able to give their opinion and no one is cancelled out by other students. 

Activity 3 Reflection
I focused on exercise with my family. We enjoy being active and being outside in nature. There are many different parts of science that involve being outside. The tricky part is being able to do that. There is very little budget for field trips. There is also very little time with the way classes are set up. In small group settings, students are often much more willing to share their cultural backgrounds and how science relates to them, instead of the whole class. 

Activity 4 Reflection
Not all student voices are able to be heard in a classroom. Trying to do more small group activities will help. Also making sure to align conversations about science to things students can relate to. A lot of times home connections are left out. If there is an identity of very loud, and argumentativeness then, that should be left at the door. There needs to be good conversation without disruptions. Everyone needs to be accepting of other peoples thoughts and opinions. Thinking of ways to relate the content to what students understand is the tough part. By keeping experiments simple, using inexpensive things that often are found at home, it will allow more engagement from more students. Making students create things and design things on their own (and in groups) will hopefully get more students to understand concepts.

Activity 5 Reflection
The teacher needs to respond to the kid's reading. She should not have interrupted because it was her rule at the start of the class and students are allowed their free speech. If she cut him off, it could start a different issue with him not being able to voice his own opinion. There should be time given for other students to voice their opinions as well. The teacher needs to be the final voice in the conversation and it needs to be clear that while students are entitled to their opinion, it does not do anyone justice to condemn one entire religion when in fact only a very small percent of people in many religions are putting forth wrong-doings. In this situation, the teacher needs to remain neutral by allowing opinions to be heard, but also steer the conversation to show that every individual needs to be respected and not all people from a certain religion has the same views. 

Activity 6 Reflection
CERs can be a good way to get students thinking about problems they have in science. I am hoping to use them more in my classroom.

Activity 7
Math and Science and ELA are all connected in my classroom. I try to make sure concepts are learned in a few ways. Writing about science and using math in science are always there. 

Activity 8

Activity 9


]]> 2020-06-16 13:39:38 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628960630 Student 8 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628969757 Activity 4 Q1: 3 Cultural Community Connections-Understanding -Students liked to be validated  by me saying their name. Students like to be asked about their life outside of school...do you play a sport or work somewhere?  Students like to share what they have learned outside of school from….zoo or TV or news. It works
3 Cultural Home Connections:Parents like an introduction email about myself and about the course that I am teaching.  Through email, parents like it when I explain about how students can be successful in the class and provide examples of strategies for students to use.  Parents have a positive response when I always try to instill the team effort of both teacher and parent in helping their kid be successful. 
Activity 6  First Data: Claim.  White students interests parallels their able (related). Evidence both bars are similar in frequency.  Reason ?  There is more data of white students since they ore the majority. 

Second Data: Claim. There is an increase person of color population in Minnesota-primarly to the twin cities.  Evidence shows increasing trend for all areas.  Reason? Increase population of person of color. 

Third Data: White students seem to do the best compared to all othe students.  Evidence...see data table. Reason ?

To






]]> 2020-06-16 13:44:45 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628969757 Student 10 Responses https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628969808 Activity 1 Reflection
I actually chose the identity to keep that I chose, instead of one that was assigned to me. It  was interesting to see Renee's thought process. I always listen more than talk in my classroom - student voices are the most important and most necessary if we want to engage students and help them learn. In this way, students can define themselves for who they are and speak their truths.

Activity 2 Reflection
The visible level identities are much more prevalent in the classroom. It is those surface level and deeper identities that are truly at the essence of who our students are. Visible identities are important and impactful as well,  but those parts of a person's identity that we cannot see make up the majority of who that individual is. Creating trust and respect within the classroom between Ts and Ss as well as between Ss is essential to getting students to express who they truly are.

Activity 3 Reflection
I chose a picture that represents many of the pictures on my phone because it was the first thing I thought of. I believe science is LIFE, so everything we teach can be connected to students's lives - we just have to dig deeper beyond the standards to find those connections sometimes. We have both public and private sharing spaces in my classroom, and it is in those distinct spaces that different kinds of things get shared.

Activity 4 Reflection
I've done lots of work in the past 5 or 6 years connecting our curriculum to students better so they can see why its relevant. This is such an important thing, and it has increased engagement, especially for those students who are underrepresented in STEM fields.

Activity 5 Reflection
This is a really difficult story to read, but what it comes down to is that school needs to be a SAFE place for everyone, regardless of a teacher's view on the situation. George's response needs to be addressed by the teacher immediately, to foster that safe space. My questions for the teacher is what she was hoping to gain? Why didn't she have students write an initial response, do some learning around the topic, and then edit responses based on the new information available to students? This is how science works - we adjust our thinking based on new information. Sharing out the ways your thinking has changed would be much more appropriate in this situation. Teachers do not need to stay neutral when students are not safe physically and emotionally in the classroom - this is one of the most important parts of the job!

Activity 6 Reflection
We already use claim and evidence in my classroom, and I've struggled to get the reasoning part going. We start at the beginning of the year with possible claims to choose from, and really scaffold the evidence. The reasoning part is important as well, as it probably helps students think through whether their evidence actually supports their claim or refutes it (a common problem in 7th grade).

Activity 7 Reflection
This would be an interesting graphic to share with math and ILA. At one point, I was in a secret PLC with an ILA and SS teacher, and we did some work about common language and common skills that we could help Ss develop throughout our 3 content areas. Maybe its time to bring that back?

Activity 8 Reflection
I often ask students to think of experiences they've had that are similar to something I've shared. It helps to keep things relevant for them. 

Activity 9 Reflection
-Greatest impact - K12 Progressions and alignment
-Most challenging - Explaining phenomena (kids want to be told what's going on; they often struggle with challenges)
-Excited about doing differently - all of it]]> 2020-06-16 13:44:47 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628969808 #17 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628971459
Activity 1
I chose to keep teacher as my only identity. I live the teacher life all day every day. I noticed that when I tell others I am a teacher I get one of two responses- greatfulness or rudeness. If I had to leave that identity at the door I would not be able to. We have to meet kids where they are and with the experiences they bring. 

Activity 2
Obviously I am a white female and that is visible. Ones that are deeper, include how I speak to my students, how I allow them to speak to each other, what I tolerate in my classroom as far as expectations I have. I am a very honest and straight forward person, and sometimes people are uncomfortable with that because I do not avoid uncomfortable situations. 

Activity 3
I show pictures of my family and my dog. I share experiences I have had in raising my 4 kids. By developing relationships with my students I would hope that they would be comfortable to share.

Activity 4
I try to have small group work so that most voices can be heard. When I change groups often, it continually "forces" students to work together with all classmates, b=not just the ones they are familiar with. 

Activity 5
As the teacher she should have interrupted. The lack of a ground rule that covered being sensitive and not attacking others was her lack of foresight. It is our duty to make our classrooms a safe place for all students to fell welcomed. As teachers we cannot tell students they cannot have their opinions, but we can lay the ground rules that statements made will not put individuals or groups into categories that create an unsafe place for those within the group. 

Activity 6
CER is a tool that can be very useful in science. It can expose biases of what we see in a set of data, s well as open discussions up about what those data sets are. 
C- in the Twin cities we have a diverse populations that has access to STEM curriculum.
E- In the graphs provided you can see the the TC has the highest population of diversity
R- within the curriculum of science, we can incorporate STEM activities, generating and influencing students of color to become interested and involved, and may be more likely to choose a STEM career.

Activity 7 
Time to plan and time to try are the most significant challenges with confluence of subjects. 

Activity 8
I share all my experiences with my students, even the embarrassing ones, in an attempt to open them up to sharing. I ask them to think about the connections of their experiences with the wonders of science. And try to make connections or generate new questions. 
The greatest shift that will make the most impact, as well as be the most challenging is the 3D learning. I believe experiencing science is more memorable that just learning it through lecture. However, this does take more tie, and more money, which is why it is also the most challenging.






]]> 2020-06-16 13:45:48 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628971459 TB#12 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628973329 1-I don't often think of my identity and how others see me. As a straight, white, male, I don't often have to consider it.
2-Pretty obvious that I present as a white male in the classroom.
3-I try to make it ok to make mistakes for my students. I present our learning as something we're all in together.
4-I know that the voices that get left out of my classroom are typically the ones that are from quieter students. Generally, they don't share, and that it makes it hard to access their perspective.
5-I think this scenario requires some sort of response from the teacher. I'd be interested to see how this discussion would play out in a real classroom. I think it IS possible to remain neutral here, but I don't know that it is appropriate to do so.
6-I dislike doing CER in isolation. I find that my students struggle with it in isolation as well. I like to give them time to process individually and then bounce ideas off others. 
7-I often box myself and my content into something that excludes writing and that sort of analysis. I think the opportunites are there when it comes to presenting ideas and conclusions, but I don't always take those opportunities.
8-In community, selected from a crowd, at a museum, expert presenter. I know that my students don't have the same opportunities as each other and try to give them expereiences to deepen their exposure to phenomena to start the meaning making process.
8#2-I think 3D learning has been the biggest impactor for learning for my students. I have started to transition from teaching students about science (facts, interesting phenomena and why it happens) to teaching students through science (figuring out relationships, making meaning, etc). Students are doing a lot more of the SEPs in how I'm teaching now.
9-I have difficulty with "out of the box" stuff. For me to come up with strict observations without injecting interpretation is difficult. Coming up with 20 was daunting...(1-why are those leaves droopy? 2-why does the wind shake the trees differently? 
11-This was difficult in isolation as I haven't done any life science type stuff in a number of years. This would be difficult  I can see this being something to create discussion since students would have different ideas and thoughts about the connections between pictures in a set. 
12-]]> 2020-06-16 13:47:01 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628973329 Student 3 Responses https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628978398


Activity 1 Reflection
I kept "learner."   There is much to learn.  It was difficult to pick 4 identities and even more difficult to leave identities "at the door."  We need to intentionally welcome students to bring their own identities and experiences to class as they deepen their understanding and always be mindful of boxing people into our own categories.

Activity 2 Reflection
Language and dress are visible.   Conversation patterns,  concept of time, tempo of work, facial expressions, and body language are at the surface.  Deep includes concepts of self and past and future.

With large class sizes the strata of identity shows the visible and surface elements most clearly.  These are heard most while the deep identities are voiced less.

The challenges/opportunities are in finding ways to access and bring voice to the deep identities to promote learning.

Activity 3 Reflection
I focused on long distance cycling fundraising to support ms research.  It helps others dealing with disease and gives me additional incentive to be healthy.

All curriculum units may be connected to students lives outside of school.  A safe culture may be created by establishing norms, including personal reflection, and providing times and places for willing students to openly share aspects of their lives

Activity 4 Reflection
Home and community connections have been left out of the conversation more than classroom strategies and school resources.

We can learn more about cultural connections by engaging in dialogue.  

Schools traditionally expect students to leave their home and community connections at the door.

We can create more deliberate spaces for students to be their full authentic selves by involving parents as partners, having students design solutions for community engineering projects, and by connecting with informal education.

I am doing this already in the classroom with engineering projects that relate to community needs, encouraging discussion at home, and promoting informal education resource events. 

We can challenge the narrative around STEM by intentionally incorporating students lived experiences into more lessons.

Activity 5 Reflection
Only the student that volunteered was allowed to speak first and last and he shaped the entire trajectory of the conversation.

The teacher's role is for just and equitable access to support learning outcomes instead of silent neutrality.

I would anticipate this situation and design activities for shared learning and peer discourse in a more inclusive environment.

Activity 6 Reflection

The data indicate that current practices need to be changed.  More CER may help scientific literacy and students may be able to make personal decisions and participate in solutions to scientific issues that impact themselves and others.

Activity 7 Reflection
Constructing explanations and designing solutions will be a challenge to facilitate.  

There are opportunities to practice clearly communicating information.

Challenges and opportunities include developing and using mathematical models connected to science.

Activity 8 meaning making
Characteristics include curiosity, exploration, experimentation, and communication.

This experience is in the community and can relate to student experiences in the community.

Students lives vary from mine in the variety of families, homes, and responsibilities and challenges outside of school and I will need to plan for that in instruction.

Activity 8 Shifts
3D learning will have the greatest impact.

Building K-12 progressions will be most difficult because we seldom meet teachers outside of our own building to discuss how we meet the benchmarks at each grade level.

I am excited about integrating more phenomena into learning.






]]> 2020-06-16 13:50:15 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628978398 Student 9 Responses https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628979386  Activity 1
"The most oppressed identity is the one of the 4 that is most often kept. "
affirm,  except others...value differences - not judge them. Be willing to talk about differences in  open ways - not "this is not part of (Chemistry) let's get back to curriculum."  See/treat people with respect and love.
Activity 2
Don't jump to conclusion about visible identities, but physical appearance, social style, communication preferences/ability...
cultural identities are not in the 'book' curriculum, they are in the classroom...how to have them in the 'book' curriculum too.
Activity 3
I liked the self documentation / cultural picture idea to bring in and value student's and as a way to share aspects of the student's lives. Not sure were if fits - would have to try it and then figure that out...."Learning is cultural"
Activity 4
Non-dominate vs. dominate student cultural groups - see as opportunities - not sure I understood this activity. Yes, important to value each student's home-life/culture/learning style/expectations - and to make sure all student's "voices" are represented in the class, but not sure...yes - tie home life to STEM still wrestling with this one beyond the surface... No, I do not want to talk to the whole group about my struggle:)
Activity 5
Black lives matter....Covid-19....Yes, charged topics do & will come up in classroom. I like the Equity Literacy document it framed/asked the questions to be addressed well. First, I would have collected writing and anonymously read and asked the class to reflect (with prompts like in the Equity Lit. doc.) and respond in writing and read some of those to the class. Maybe ask (in private) non-dominate student group member if willing to write/read/speak to the the first person's position. If all else fails, I would address biased statements but only if student voices/writing do not.
"Help students understand that as we learn more about the world around us, our ideas change.  When many people share their ideas, histories, values, and practices--and they are equally valued--they can contribute to scientific understanding and problem solving.  This is constantly evolving."
Activity 6 ]]> 2020-06-16 13:50:55 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628979386 Student 15 Responses khunt73 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628989419 1: The identity I kept out of the 4 is the one that is most visible to others by my physical appearance, because I think that it has always had such an impact on the way I interact with the world personally and professionally, and the way the world responds.
2: Special care needs to be given to not make assumptions based on visible identities.  It can be a challenge to find ways to incorporate, validate, and affirm students' identities- especially the invisible ones when there is often so much pressure to "cover content". We must think of ways to create opportunities to learn more about our students' invisible identities and build a classroom community that makes it safe for students to bring their whole selves into the classroom.
3: I like the idea of having students bring in documentation or an artifact from their daily life as a way make a classroom and content more responsive and connected to students' lives and identities. I'd need to give more thought about how/ where to work this in.
4: In my experience, the voices I often hear most in the classroom are the voices of students who already feel like their identities are validated in school (through representation in curriculum, or the routines and expectations in the school or classroom). The students who are uncertain about how they will be received or responded to (or have had experiences in the past of feeling shut down or ignored) are the ones whose voices we may miss out on hearing. 
5: As teachers we cannot afford to take a laissez faire approach to the way our students participate and interact in the classroom, or we risk further marginalizing some of our students from non-dominant cultural groups. From the norms we set from the beginning, to the way we set up and facilitate learning activities, we must pay close attention to how we could be perpetuating or dismantling damaging stereotypes.
6: This activity was a confirmation of the importance and power of grounding the work we are asking students to do in analyzing data in real-life ways that are meaningful and relevant to the lives of our students. This was meaningful to me as a teacher, and makes me think about how to make this kind of work just as meaningful for students, based on their lives, identities, and interests. 
7: I really appreciated this graphic of the connections between science, math, and ELA, and think this could be powerful to bring to PLC meetings
8: When there is a connection to the content and a sense of curiosity, that is when meaning-making is most powerful. Being able to process with others I trust and can connect with is also helpful.]]> 2020-06-16 13:57:23 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628989419 Student 11 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628990457 1- I kept the female b/c I am proud to be a female scientist.  
2- I struggle when teaching  white male science, to  help students understand that just b/c white males were the ones who were given the opportunity to work in science "back then"  that "now" anyone can study science.  I am hopeful with the new standards that I don't have to focus on the history of the white males who "discovered" DNA but to have students discover the structure of DNA on their own.  To have students "discover" the structure of DNA then all of their identities are present in the classroom all at once whether visible or invisible.  
3-  on document
4A- cooking,  gardening,  family pets
4B- same
5- very sad the teacher did not think the activity through.  however, not sure how to fix other than not doing it that way again, EVER.
6- learning to growth
7- Claim-white and Asians are interested in STEM
Evidence-graph shows the whites and Asians are most interested. 
Reasoning-the dominant culture taught in science classrooms is white male validated. This graph shows teachers we need to change our teaching.
8- growing garden
8-letting students discover on their own, make their own meaning, making them "work" for their learning.

 ]]> 2020-06-16 13:58:00 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628990457 Student 6 - Responses https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628992348 Time Activity #1 - As I looked at my identities, I noticed that  3/4 were items that I had no control over, it was they way I was brought into this world. Thinking about identities in this aspect is a big change from how I have thought about them in the past.

Activity #2 - The visible aspects that I present in my classroom range from the extremely obvious - white, male, teacher, to more subtle like space and  conversational patterns.  We've been doing a lot of work in my PLC focusing breaking down the stereotypical group roles and working towards a more equitable work flow in the classroom.

Activity #3 - For me, the importance of family and the role it plays in supporting our mental health. Finding ways in which our students can focus on their mental health throughout the year is something that I find to be extremely important.

Activity #4 - In the science classroom, especially in chemistry and physics, the  historical accomplishments that we teach align to the white male voice and tends to overshadow most others. We try to focus on the fact that the students in the classroom are doing science - making themselves scientists.

Activity #5 - I think that the writing of the article was a great place to start the lesson. I think that having those opinions shared out-loud without any chance for reflection or revisions makes for a difficult situation.

Activity #6 - I think CERs are a great tool in the science classroom and allow students to make deeper connections between the data and their background knowledge.

Activity #7 - Time is the biggest obstacle for me in incorporating more ELA into my day. 

Activity #8 - I think the biggest difference between my students and myself is the amount of life lived. Because I'm older, I've experienced more things which not only allows for more learning, but more appreciation for different types of learning.


]]> 2020-06-16 13:59:07 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/628992348 Balloon Wall Model megan333 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629008214 Example ]]> 2020-06-16 14:08:37 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629008214 Student 5 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629024063 Activity 1
I would be less likely to engage and share and participate. 
We encourage students to be in diverse groups and teach them facilitation skills to help them be respectful inclusive members

Activity 2
I present as old white female. Dress and language are visible. I have been a SEED leader and am active in a group that is working on making sure we don't make assumptions and creating a climate of trust and respect for our students. 

Activity 3
It is my gardens. It allows me to be outside and work on both my mental and physical work (hauling mulch, raking, etc.). I can share the science and non-science with students/ family/ friends. Last year I put out a table of "free" vegetables for my students to take home. 

Activity 4
I have worked hard to include more voices. I try to bring in scientists from other cultures on my walls. I try to engage with students to hear their voice. 

Activity 5
Although it is  important that all voices are heard, it is important that all students feel respected and safe. That is the teacher's responsibility. If students' do not feel safe, they will not share or be heard. The teacher needed to stop George

Activity 6
CER  (and ADI) are both great formats. Students often take a few times to engage fully as it is a new way. The beauty is giving them evidence to base their "conversations" in their groups on and then teaaching them to share collaborate and share reasoning. The evidence part also has many good science skills-graph interpretations, etc. 

Activity 7
Time, writing skills of my students, language  (EL), are obstacles. I did include sentence starters on my desks for students to use in discussions from a workshop. 



]]> 2020-06-16 14:17:59 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629024063 Student 14 Responses https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629047163 Activity 1
I decided to keep my lifelong learner identity since that has been so important to me over the last few months and likely into the future as we navigate what "school" will be in the Fall.  This made me reflect further on how we can find more ways to allow our students to bring their authentic selves to our in school or virtual classrooms if we want them to feel comfortable and confident as learners.
Activity 2
Although these concepts of identity are not new to me, I find it important to revisit them to keep them in mind as we create classroom environments and activities that will support all of our students.  It is important and worth acknowledging that our own identities will likely show up in a dominant way in the classroom so that we can be aware of that and intentionally find ways to allow students' identities to be recognized.
Activity 3
I focused on my favorite reading spot at home that represents a place to recharge and continue to grow.  
Activity 4
The fact that students bring a fund of knowledge from both their community and their family experiences.  As teachers we need to find ways to see those as opportunities to build on rather than deficits to be overcome.  
Activity 5
This case study brings up the important concept of finding the balance of creating a democratic classroom and making sure all students feel safe and respected.  The teacher's response is critical to building a responsive classroom that honors all voices, identities, and funds of knowledge.
Activity 6
This activity confirmed for me the importance of engaging students in making claims supported by evidence and reasoning in real ways during classroom discourse and debate so they are learning scientific skills in context.
Activity 7
I see very natural connections to aspects of ELA/Literacy standards when we consider clear communication of ideas and well developed arguments that include CER.  
Activity 8- Meaning making
Meaning making is truly most meaningful to the learner when he or she is naturally curious and motivated to learn.  That was the basis of the experience I thought about and made me wonder how we can more regularly incorporate that into our science classrooms.  
Activity 8-Shifts

]]> 2020-06-16 14:32:21 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629047163 Student 16 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629138920 Activity #1 Reflection
dad, teacher, friend, white. I chose to keep teacher because of how it informs my decisions in many different situations. However i am more aware lately of being white and how I am perceived by others, particularly students.

Activity #2 Reflection
visible: music
surface: ideals of raising kids
deeper: problem solving roles
Activity#3: I taught math and I was always interested to connect with students around music. It is a safe way see something that many of them are passionate aout.
Activity #4: In a math classroom I was well aware of the narrative that math may seem to not be be for everyone. To challenge this idea I needed to bring in many examples to show relevance in my lessons.
Activity #5: I believe the teachers role in this situation is help her students hear all perspectives. She may need to be the voice if one perspective is silent at that time. Science is about gathering information and in this context that may incclude clarifying questions.
Activity #6 The data presented clearly illuminated the opportunity gap in STEM fields. As a STEM teacher it really will take a change in individual and group thought to make the difference that is needed.
Activity #7: I math 8 we analyze scatterplots and this is a great fit with sci8.
Activity #8: STEM is for all learners and involves phenomena that sparks their interest.






]]> 2020-06-16 15:26:05 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/629138920 #20 https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/632270159 2020-06-18 14:44:46 UTC https://padlet.com/megan333/zkpesdps5xnjc4gn/wish/632270159