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Teacher Tip Tuesday: The Meaning Beyond the Words: How Language, Race, & Culture Impact Science Teaching & Learning, 2/2/2021 - Shared screen with speaker view
Dylan Harvey
01:10:27
Hello from Alabama - Secondary Science teacher Candidate
Lindsay M Hartwig
01:10:27
Good evening from Cleveland, OH!
Sarah Weber
01:10:30
Hello from Sacramento, CA!
Elizabeth (Liz) Petersen
01:10:37
Sukob001 my daughter lives in Chanhassen! I love MN!!
Jourdan Peratsakis
01:10:39
Greetings from Williamsburg, VA
Sharon Woods
01:11:04
3 of us here from Hagerstown, Washington County Maryland!
Flavio Mendez
01:13:07
Welcome everyone
Suzanne (she/her)
01:13:34
Glad to be here!
Shawn Ryan
01:13:46
Hello from Austin, Texas!!
Flavio Mendez
01:14:04
You are listening to our presenter, Dr. Bryan Brown
Elizabeth (Liz) Petersen
01:14:12
Just finished your book! It’s excellent! I highly recommend it!! Great job Dr. Brown!!
Angela Osuji
01:14:19
Hello from Minneapolis. Glad to be here
Liz Whitewolf
01:14:20
Is there a link for that book?
National Science Teachers Association 2
01:14:33
Dr. Brown Twitter - @Doc_B_Brown
Julie Anderson
01:15:07
@Dr Osuji - Polars in the house
Flavio Mendez
01:15:13
Visit the website: https://scienceinthecity.stanford.edu/
Flavio Mendez
01:16:07
I still have one of those on the left
Sam Rosenberg
01:16:16
Covid has forced us to still have kids in rows..ugh..so much work in trying to get rid of it but now we are back to it
Arlene Jurewicz-Leighton
01:16:24
Analog can be used in power outages
Marisa Garcia (she/her)
01:17:24
agreed, Sam! lots of progress made in project-based, hands-on, collaborative learning have been put on pause due to covid. sad to see
Alan Kennedy
01:17:33
Books and internet are just reference materials
Flavio Mendez
01:18:36
"Just in time learning"
Elizabeth (Liz) Petersen
01:19:50
+1 @Flavio
Drew Kindelberger
01:20:32
Creating activities for lesson plans has been a struggle with remote learning.
Alan Kennedy
01:21:01
+1 @drew
Flavio Mendez
01:24:07
You are listening to Dr. Bryan Brown, today's presenter
Jennifer Neilssen
01:25:00
Famous Jameis
Pushpinderjeet Kaur
01:25:12
yess
hemalatha bhaskaran
01:27:44
Interesting to see how she wrote English...
Ingrid Lafalaise
01:28:09
Yes- I was thinking the same thing! Any1
Elizabeth Gonzalez
01:29:46
She focused on how it was said and not what was said.
Sustainable Contra Costa
01:30:49
What is Dr. Brown’s book called?
Jennifer Romero
01:31:01
Science in the City
Jennifer Romero
01:31:03
I think
Flavio Mendez
01:31:06
Science in the City
Flavio Mendez
01:31:15
https://scienceinthecity.stanford.edu/
Lindsay M Hartwig
01:31:43
Some of the best, most successful teachers are those that can relate to their students and speak at their level rather than above them.
Kathy Kennedy
01:31:48
Developing conceptual understanding of a phenomena creates entry points where students can develop or understand the science ideas associated with it. - This is the approach you must take at the elementary level - it may apply to all levels
Mariah Keagy
01:31:50
Something that I love about NGSS in good practice is how it's about the ideas and agreed upon language/vocab and a general avoidance of jargon
Mariah Keagy
01:32:04
Agreed Kathy!!!
cynthia martin
01:32:29
Yes!!! BBT FAILS with our students!
Summer Roark Thiero
01:32:31
Agreed!
Kiowa Garcia
01:33:30
Scientific literacy can be expressed ad communicated in many ways! I encourage my students to express phenomena in their own words….even before I teach the content!
Arlene Jurewicz-Leighton
01:33:37
In my courses I ask students to explain concepts in their own words. This is how they can take ownership of their learning
Elizabeth (Liz) Petersen
01:34:02
He is right!! He understands the concepts!
Jessica Stevens
01:34:03
He's correct.
Mariel Kolker
01:34:04
He’s right
Angeline Beal
01:34:05
Right
Brandon Cooke
01:34:06
He is right
Kahille Dorsinvil
01:34:06
right
Debi Hanuscin she/her/hers
01:34:06
sounds correct
Danielle Jones
01:34:07
He got it!
Kathy Kennedy
01:34:07
Right
Sarah Weber
01:34:08
yes!
Bitty Bakh
01:34:08
He's right
George Carrillo
01:34:09
He is right
Radley Miller
01:34:09
He is right
Yosefa Carriger
01:34:09
Right
Shannon Sandberg
01:34:09
Totally right
Brett Cluff
01:34:10
I think he’s right
Jess
01:34:10
Right
Pushpinderjeet Kaur
01:34:12
Agreed... cognitive lift
Rachael Helfrich
01:34:12
correct
cynthia martin
01:34:12
yep
Summer Roark Thiero
01:34:13
right
Stacey Maupin
01:34:13
correct
Jean Posada
01:34:13
he is right
kai esquerra
01:34:13
right
Julie Anderson
01:34:13
Right
Krysti Burton
01:34:14
right
Spencer Wolfe
01:34:14
Correcto!
Yina Ha
01:34:15
Yes.
Shawn Ryan
01:34:15
I would saw correct as he is able to describe the general principals
Dale Parker
01:34:16
he is right
Dylan Harvey
01:34:16
right
Angela O’Shea
01:34:16
He has a great explanation!
Isaac Gadson
01:34:16
Right
Raquel Jacobson-Peregrino
01:34:16
He’s right!
Pushpinderjeet Kaur
01:34:16
right
Alestra Menendez
01:34:16
He has the mechanics down. A great opportunity to connect to new language
Jessie Chambers
01:34:17
I think so! I didn’t even know how it worked
Dr. Andrew Weatherhead (he/him/his)
01:34:17
agreed
Lizelena Iglesias
01:34:18
He got it
Leah J
01:34:18
He talked about the the top and bottom air pressure stuff
David
01:34:20
Correct!
Adriana San Diego Zoo
01:34:20
His explanation sounded right!
Jean Robinson
01:34:24
Yes!
Mariah Keagy
01:34:26
Or, can you tell me more ; )
eberlymd
01:34:27
He’s right!
Alan Kennedy
01:34:31
correct
Kiowa Garcia
01:34:34
Just because he didn’t use the tier 3 vocabulary doesn’t mean he didn’t understand the phenomana
Drew Kindelberger
01:34:40
I’d say right, but he also explained it which gives a sense of his understand and thinking about it.
Lindsay M Hartwig
01:36:14
He's explaining it in his own words rather than reciting a formal definition from a textbook. So he understands the concept and didn't just memorize it :)
alpa khandhar
01:36:15
Love that explanation - we put too much value on the right vocabulary instead of the right idea. Often we are fooled by students who use the right vocabulary and we think they understand it but they actually don't
David Trujillo
01:36:23
he is explaining the process with vocabulary that he uses on a daily basis.
Jenine Cotton-Proby
01:36:50
I tell my students that all the time...scientists made up these words to describe what they were learning! We agree as scientists to use those labels. Describe it as you understand it!
Jan Hermansen
01:37:11
Pushing vocab before the experiences is not the way it should be. However, admin likes the vocab before teaching process.
Dr. Andrew Weatherhead (he/him/his)
01:37:33
People who score open-ended responses in standardized testing need to be trained to think like this!
Pushpinderjeet Kaur
01:38:22
Agreed Dr. Andrew Weatherhead
hemalatha bhaskaran
01:38:39
Can we access this video?
Sustainable Contra Costa
01:39:08
Is there rationale for admin liking vocab first? I’ve never heard of science standards that require a specific order of introducing vocab
cynthia martin
01:39:59
Almost ALL curriculum requires science-specific vocab. How can students access science reading without vocal?
Alexandra Fausett
01:40:10
A lot of teachers like it, too - there is the idea that you have to front load everything, and I think sometimes there is the misconception that the only way to front load is to have definitions memorized...?
Lindsay M Hartwig
01:40:14
This is so cool! It may have taken more time to prepare, but it's creative and engaging. I love it!
Debi Hanuscin she/her/hers
01:40:20
Maybe we need to choose different reading material?
cynthia martin
01:40:32
yes. We create it all the time.
alpa khandhar
01:40:36
Wow, love her explanation - so well explained
Sam Rosenberg
01:40:38
Ive discovered that the practice of teaching vocab seems to be prevalent in English language learner teachers. Its awful. I get you have to know what certain things are called early on but the practice seems to continue through the years
cynthia martin
01:40:43
But why isn’t that the curriculum we DEMAND??
Souhaila Nassar
01:40:57
Can we have access to the video?
Deb
01:41:08
Flip the script… have the students write the text in their own words.
Steve Addison
01:41:21
learning and knowledge as a real life resource - how can I set up opportunities in the student world? Am I meeting students where they are? Am I valuing students' lives so that they may apply their learning? Appreciate this seminar Dr. Brown.
Flavio Mendez
01:41:30
The video is embedded within the slides which will be shared after the program
Kiowa Garcia
01:41:45
the 5E method does this!
Flavio Mendez
01:41:54
The slides will be in the collection: https://my.nsta.org/collection/OqQUE7qcksw_E
Elizabeth (Liz) Petersen
01:41:57
+1 @Kiowa
Sharon Cates SDE Content & Curriculum
01:41:58
Doing science first and using only the absolutely most necessary vocab and then attaching vocab to the experience seemed to work better for me. Just doing vocab proved to be a complete waste of my time.
Jen Gutierrez
01:45:20
Great points Sharon :)
Jen Gutierrez
01:46:00
I like to think of it as students "earning the words" as their own. So their meaning has meaning to them :)
Elizabeth (Liz) Petersen
01:48:38
CRP STEM - Culturally Relevant STEM - What does the P stand for?
Liz Whitewolf
01:48:51
pedagogy
joya
01:48:55
What about not Establishing a Problem but "Discovering" a problem through creating and attempting to build something?
Debi Hanuscin she/her/hers
01:49:09
Explore before explain?
National Science Teachers Association 2
01:49:12
Dr. Bryan Brown Twitter @Doc_B_Brown
Kiowa Garcia
01:49:34
Starting with a problem is NGSS!
Jim Clark
01:49:40
Wonder if reversing order of steps 2 and 3 might help students uncover content better
Emily Harward
01:49:58
@Debi - I have the same question.
Emerson Nunez
01:49:59
@Kiowa Beginning with a phenomena, yesss
Jim Clark
01:50:07
ABC. Activity Before Content
Sujin Kim
01:50:25
What do you all think about connecting both simple and complex science language (in English) to other languages of students? Are you envisioning to extend this culturally and LINGUISTICALLY relevant/responsive pedagogy for STEM to be inclusive of students’ home languages? Then how?
Flavio Mendez
01:51:38
Dr. Brown has a planned pause for questions coming up before the end.
Malcolm Pringle
01:52:18
@Debi — yes, which is why I prefer a PEOE vs PEO model for classroom exploration (Predict-Explain-Observe-Explain ; @Jim: Phenomenon even before the A in ABC?
Theresa Robinson
01:52:43
I love it already BDP LOL
Jim Clark
01:52:58
Well of course…didn’t think I needed to mention that. :)
Malcolm Pringle
01:53:05
:-)
Elizabeth Gonzalez
01:53:12
Love it! It is creative and informative!
Pushpinderjeet Kaur
01:53:31
love it!!
Keri Hollingsworth
01:53:38
<3
Kahille Dorsinvil
01:53:44
YES!!
Jim Clark
01:54:00
www.nextgenscienceinnovations.wordpress.com
Sasha Stallard (she/her)
01:54:02
that was amazing!!! I love it!
Kiowa Garcia
01:54:53
i love this!!!! My kids would be dancing!!! Actually I have an activity with every unit where the kids are allowed to make a song, a rap or a poem using their learning. It is amazing and a great way to assess them!!
alpa khandhar
01:55:02
Bryan, do you have a source/list of culturally relevant essential questions?
chelsea.cochrane
01:55:04
@Flocabulary is an awesome tech tools that helps students create content music
Flavio Mendez
01:55:23
Video link on YouTube: https://www.youtube.com/watch?v=XyS5QT_8v-w
Jen Gutierrez
01:55:44
I LOVE that the students are the ones talking!! :) :)
Steve Addison
01:55:58
Agreed Jen.
Mariah Keagy
01:56:15
YES!!!!!!!!!!!!!
Deb
01:56:19
authentic audience!
Emerson Nunez
01:56:30
It is also about increasing the capacity for students to build mastery and proficiency. Culture in our lessons is great for engagement– not necessarily increase proficient in learning. It is important to identify HOW they learn.
cynthia martin
01:56:52
I want to rewatch at 1/10 speed. SO MANY great ideas
Emerson Nunez
01:56:55
Zaretta Hammond discusses this.
Flavio Mendez
01:57:09
Science in the City Homepage: https://scienceinthecity.stanford.edu/
Summer Roark Thiero
01:57:34
Thank you!
Nancy Major (she/her)
01:57:35
Thank you, Bryan. Lots to think about!
Kahille Dorsinvil
01:57:35
This is amazing thank you
Suzanne Sullivan
01:57:38
Thank you @Doc Brown
Jen Gutierrez
01:57:43
Love that statement @Emerson!!!
Chris Hemstad
01:57:45
Thanks :)
Andrew Ruddock
01:57:50
Bryan, do you have an email for those of us not on twitter?
hemalatha bhaskaran
01:57:50
Thank you!
Angela O’Shea
01:57:51
Thank you Bryan! I cannot wait to take this learning back to my elementary language development team!
Souhaila Nassar
01:57:57
Thank you!
Pushpinderjeet Kaur
01:58:05
Thank you Dr. Bryan!
Lizelena Iglesias
01:58:06
AMAZING!!!
Jen Gutierrez
01:58:09
Agree Angela!!:)
Sara
01:58:10
ELL colleagues encourage front loading vocabulary. is there any difference for ELL students?
Mariah Keagy
01:58:23
I would love to hear about the overlap with NGSS, or not...
Malcolm Pringle
01:58:24
Your work seems to parallel the shift in ESL pedagogy, from pre-teaching vocabulary (when I first started ESL classes in about 2006) to context-driven-vocabulary by ~2012. So, don’t these lessons apply across the curriculum?
Sam Rosenberg
01:58:26
yep the ELL colleagues always do that
Bitty Bakh
01:58:28
How would a pre-test look, or what kind of questions would you ask on a pre-test in order to determine student language use before preparing for disaggregate instruction?
Alan Kennedy
01:58:30
Great Talk. How do you bridge the gap between CRP and AP and IB exams?
Sam Rosenberg
01:58:33
It does not work!
Emily Harward
01:58:42
Thoughts about how to convince ELL teachers, ELA teachers, admin, etc. that vocab shouldn't be frontloaded? Research that could help convince them?
Jen Gutierrez
01:58:46
AGREED Dr. Brown!! Thank you! Thank you! Thank you!
Malcolm Pringle
01:58:50
My ELL/ESL teachers (even WADA?) doesn’t teach that way anymore!!!
Jan Hermansen
01:58:52
I absolutely think that this approach would absolutely work for ELL.
Debi Hanuscin she/her/hers
01:59:02
What do you see as a productive 'beginner' step that preservice teachers can take towards teaching in this way?
alpa khandhar
01:59:05
Do you have a vetted list of culturally relevant science essential questions?
Souhaila Nassar
01:59:13
do you think is it only simple 2nd language ? or translanguaging that makes an improved difference?
cynthia martin
01:59:24
Hahah - they’ll HATE hearing that!
Malcolm Pringle
01:59:26
My ELL/ESL teachers teach with context-driven-vocabulary …
Jen Gutierrez
01:59:31
Language out of context means nothing to anyone. Science is a second language that invites everyone in to the conversation and investigation!! :) :)
cynthia martin
01:59:36
ELL so stuck in 1980
Sam Rosenberg
01:59:58
NGSX and OpenSciEd focus a lot on equitable discourse. Glad to see this is in line with that work
Kathy Kennedy
02:00:04
What considerations should a teacher be mindful of to select social justice issues to integrate into a science classroom?
hemalatha bhaskaran
02:00:08
Can you recommend a couple of your papers that would be important for a high school language immersion science teacher to read?
Alan Kennedy
02:00:15
Frontloading isn't good? My audio cut out.
Jen Gutierrez
02:00:27
Correct Alan :)
Alan Kennedy
02:00:39
Thanks
Jen Gutierrez
02:00:58
Frontloading often puts kiddos in that "deer in the headlights" feeling... HUH?? I don't know what I don't know yet so those words have no meaning yet.
Sustainable Contra Costa
02:01:11
I’m interested in Alan’s question too. How do you bridge the gap between CRP and AP and IB exams?
MaryJean McCarthy
02:01:42
we can asks kids what questions they have.
Jen Gutierrez
02:01:56
Love that MaryJean!! :) :)
Dr. Andrew Weatherhead (he/him/his)
02:02:01
What advice do you have for school administrators that may encounter resistance introducing this approach?
hemalatha bhaskaran
02:02:15
Where can we see some samples of lessons like the flaming hot cheetos?
Alan Kennedy
02:02:19
@jen what techniques are you using?
Suzanne Sullivan
02:02:22
In running professional learning for a group of all white teachers who are reluctant to shift practice, don't believe, or actively work against these kinds of shift, how might you beginning? What would be the first big move you would aim towards?
Alan Kennedy
02:02:35
@jen to help ELL students
Amy Bowser
02:02:48
Allowing students to talk and reason first and then attach the vocab: I have seen this first hand in my classroom...it opens doors for learning and expression for my ELLs AND I have also watched my EC/exceptionally challenged students find a place where they realize they can learn and participate
Jessica Snodgrass (she/her) - San Diego Zoo Safari Park
02:02:48
How can you best use this method with informal education where you only see the students for a one-60 min lesson, especially in this current virtual world?
Malcolm Pringle
02:02:51
Front loading not good, context-driven-vocabuary is key, across ALL of the curricula, not just science !?!
Natalie Boyd
02:03:20
It’s like giving bricks to someone. Asking them to build a wall, but they have no other materials.
Elizabeth (Liz) Petersen
02:03:24
Doesn’t it take using a word about 20x before there is ownership of the word?
Jen Gutierrez
02:04:07
I love to start with What do you see? What do you notice? What do you wonder? Like MaryJean said... let them ask lots of questions. Then as you start working through the sense making, bring in the scientific vocab in context and tell kiddos, "This is an example of a … "
Jen Gutierrez
02:04:08
O
Jen Gutierrez
02:04:10
O
alpa khandhar
02:04:30
Thank you, Bryan. This was excellent information. You explained your points really well!
Jen Gutierrez
02:05:02
And Alan Dr. Brown's book is AWESOME!!!
Malcolm Pringle
02:05:20
Great title — “Isn’t that just good teaching” !!!
Alan Kennedy
02:05:21
@jen Thanks!
Sharon Woods
02:05:21
Really eye opening talk! Thank so much for making this a fun learning opportunity!
Summer Roark Thiero
02:05:28
great question!!!!
Jean Robinson
02:05:43
Can you share your hot cheeto science lesson to me. I'd love to learn this to teach my special ed science class
chelsea.cochrane
02:05:48
Science in the City is an amazing book - I’ve been encouraging others to read it for over a year now.
Kim Jorgensen
02:05:49
Can you put up the link to the Osmosis (Nemo) video?
Jen Gutierrez
02:06:13
Agreed Chelsea... a definite game changer for teachers and students :)
Summer Roark Thiero
02:06:33
I totally get that but if you have monthly department meetings what do we do affect change
Natalie Boyd
02:06:48
I agree. This is wonderful information. I can’t wait to share with other science educators at my school. (St. Johnsbury Academy Jeju in South Korea - so everyone is learning a new language). ;)
Jen Gutierrez
02:07:00
WOW!! Beautifully said Doc Brown :) :)
Shannon Dadlez
02:07:10
https://www.youtube.com/watch?v=BAzPLUHSNw8
Shannon Dadlez
02:07:16
Nemo
Yosefa Carriger
02:07:19
I just started reading Cultivating Genius by Gholdy Muhammad, and she brings examples of how to take science and situate it in a way that is relevant AND she takes it to another level by making it interdisciplinary—aligned to NGSS standards thinking.
MaryJean McCarthy
02:07:26
NGSS shift asks for launch of intriguing anchor phenomena ad then figuring "things out" with lots of social interactions and talking (their language, their explanations, their lived lives) and modeling. Your wonderful examples did that. Thank you
Jess
02:07:32
https://www.youtube.com/watch?v=BAzPLUHSNw8
Alan Kennedy
02:07:37
@Natalie I'm close by in Qingdao, China. :-)
chelsea.cochrane
02:07:47
@summer - the book gives awesome real world ideas that can be used the next day
Natalie Boyd
02:08:05
Happy Wednesday morning to those on this side of the planet.
Olivia Shamon
02:08:08
Great question
Madilyn San Diego Zoo
02:08:12
WOOO Zoo!!!
Mariel Kolker
02:08:42
Can someone share access to his 2008 article?
Elizabeth (Liz) Petersen
02:08:46
San Diego Zoo is a wonderful place!!
Mariel Kolker
02:09:01
https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20255 here but I don’t have access
Dr. Denise Richardson
02:09:39
I think this could be applied cross content areas.
National Science Teachers Association 2
02:09:46
scienceinthecity.stanford.edu
Flavio Mendez
02:09:49
Science in the City: https://scienceinthecity.stanford.edu/
Debi Hanuscin she/her/hers
02:10:03
https://www.tandfonline.com/doi/abs/10.1007/s10972-011-9256-x
Summer Roark Thiero
02:10:08
Would love to buy my 25 science teachers on staff your book!
Sustainable Contra Costa
02:10:11
When working in informal education, I usually started with a prompt to observe the environment/animals and then asked the students what they saw. You can do a lot building from there—you are seeing what they see and can introduce more complex topics
Kathy Kennedy
02:10:25
What considerations should a teacher be mindful of to select social justice issues to integrate into a science classroom?
Debi Hanuscin she/her/hers
02:10:31
What is ONE thing you would suggest a preservice teacher do as a first step towards teaching in this way?
Alan Kennedy
02:10:40
How to bridge AP and IB exam and CRP?
Mariel Kolker
02:11:11
@Debi I don’t have access to that one either
chelsea.cochrane
02:11:21
When applying across content areas, I use the whole title of the book: Science in the City Culturally Relevant STEM Education - including STEM opens it to a whole new audience that won’t look beyond the word science
Mariah Keagy
02:11:27
Where do you think NGSS needs to improve or go deeper, etc. to achieve the equity we need?
Souhaila Nassar
02:11:42
By simple language do you also mean translanguaging? or is it only the 2nd language as the language of instruction but by using simple words
Jean Robinson
02:11:45
Your presentation mirrors teaching my high school special ed classes! I feel supported in my language choices of simple to new vocabulary. I need this lecture to boost my work :)
Debi Hanuscin she/her/hers
02:11:53
This is the official journal of ASTE (I'm ASTE President). I can work with NSTA to get this shared.
Dr. Andrew Weatherhead (he/him/his)
02:12:00
Are there any programs or curriculums out there, that you know of, that do this approach well? Or at least a close approximation of it?
Jen Gutierrez
02:12:19
I think one place we need to start Mariah is the professional learning provided for teachers in regards to equity
DanAngel Cardenas
02:12:25
where is the survey?
Pushpinderjeet Kaur
02:12:28
Same as Alan .. how to bridge AP and IB exam
Yetta Robinson @ Zoo Atlanta
02:12:40
How would you approach administration/supervisors who may be hesitant for educators to start incorporating social justice topics?
Mariel Kolker
02:12:53
I love Bryan’s message, is there a video, an article, something I can share with my colleagues to convince them to simplify their language?
Nancy Major (she/her)
02:13:00
How to bridge all standardized tests that our students face during their learning journey
Jen Gutierrez
02:13:04
Use his book to help you with your evidence Yetta
cynthia martin
02:13:11
Is there a link where we can share this talk with our department?
Marisa Garcia (she/her)
02:13:12
will a recording of this webinar be shared ? I
Dylan Harvey
02:13:14
We must act as a bridge between the language they know and the language they need to know
Marisa Garcia (she/her)
02:13:21
I would love to rewatch later
Jean Robinson
02:13:38
Do it anyway
Yosefa Carriger
02:13:46
I have found that In order to be able to teach this way, the teacher has to truly understand the science behind it, so that it can be easily broken down—not everyone understands enough and may “hid” behind the science vocabulary.
Jen Gutierrez
02:13:54
All the Teacher Tip Tuesdays will be available in the archives Marisa :)
Dylan Harvey
02:14:05
I love to have my students come up with their own terms for concepts before they are replaced by actual terms later on
Marisa Garcia (she/her)
02:14:10
Fabulous! thanks, JEn
Malcolm Pringle
02:14:25
@Yosefa — YES !!!
Emily Harward
02:14:27
@Mariah - NGSS is based on A Framework for K-12 Science Education. There is a chapter in that document on equity and diversity in science education. Incorporating some of the ideas outlined there might be a good starting place.
Malcolm Pringle
02:15:29
@Emily & Mariah — see one of the Appendices of the NGSS, too. Includes a bunch of case studies for examples.
Mariah Keagy
02:15:39
Thanks Emily and Jen. I am curious about Bryan's take on how much further we need to go beyond NGSS...or if doing it right will get us close...
Leah J
02:15:54
I like the analogy of trying to teach a forgein language by front loading the words
Sara
02:15:56
thank you!
National Science Teachers Association 2
02:16:01
Survey will be posted after we stop the recording.
joya
02:16:15
The classroom certainly has changed - now the teacher is still in the front of the classroom but students are having to multi task just to keep up with the barrage of questions coming to the presenter and to listen to lesson. I'm concerned about the lack of "mental space" for allow the learner to seek out their own process of learning. Maybe this is a question for the next webinar.
Mariah Keagy
02:16:51
Thanks so much for taking my question!
Mariah Keagy
02:17:15
Yes, please!!!!
National Science Teachers Association 2
02:17:37
I remember Project Wild. Great stuff
Mariah Keagy
02:17:40
Project Wild was awesome : )
Summer Roark Thiero
02:17:43
Dr. Seuss created his own language and was praised for it…The Lorax
cynthia martin
02:17:48
YESSS!!!!
Melissa
02:18:04
Lots of informal settings have great samples and examples of these kinds of problem based experiences!
Natalie Boyd
02:18:10
Yes, I remember Project WET. I was able to do this with students in Colorado.
hemalatha bhaskaran
02:18:16
I am in! Culturally relevant NGSS!
hemalatha bhaskaran
02:18:22
Thank you!
Jean Posada
02:18:26
Thank you so much! This was informational and inspirational!
Debi Hanuscin she/her/hers
02:18:30
Thanks for hosting these Tuesday sessions!
Summer Roark Thiero
02:18:30
Thank you so much
Kim Jorgensen
02:18:31
Thanks, great info!
Andrew Ruddock
02:18:32
Thank you!
Perla Guzman
02:18:32
Thank you!
Mariah Keagy
02:18:32
Thank you!!!!!!!!
Jen Gutierrez
02:18:32
Woohoo!! Thanks Doc Brown!! OUTSTANDING!!
Carmen Mariana Vanderhoof
02:18:33
Thank you! This was very helpful
Anne Lewerenz
02:18:33
Miigwech!
Shawn Ryan
02:18:33
Thank you so much!
Angeline Beal
02:18:36
Thank you!!
George Carrillo
02:18:37
Thank you!
MaryJean McCarthy
02:18:37
Thank you
Pushpinderjeet Kaur
02:18:37
Thank you so much Dr. Bryan!!
123
02:18:38
Thank you
Tonya Woolfolk
02:18:38
Thanks so much!
Kathy Kennedy
02:18:39
Thank you so much for this terrific session!
Mrs. Brewer
02:18:39
Thank you!
Jessie Chambers
02:18:40
Thank you!
Elizabeth Gonzalez
02:18:42
Thank you this was great information.
Debi Hanuscin she/her/hers
02:18:43
Flavio has Bryan's article to share now--
Dana Johnson
02:18:44
Thank you so much--so many great ideas to consider and put into practice!
Alan Kennedy
02:18:46
Thanks
Mona Forbes
02:18:46
This was wonderful! Thank you!
Brooke Castro
02:18:46
Thank you!!
Yina Ha
02:18:47
Thank you very much.
Elizabeth (Liz) Petersen
02:18:48
Thank you! Awesome!!
Rachel Jones (she/her)
02:18:49
Thanks very much, Dr. Brown and NSTA folks!
Flavio Mendez
02:18:49
https://my.nsta.org/collection/OqQUE7qcksw_E
Angela Osuji
02:18:51
Thank you so much for this.
Melissa
02:18:53
Excellent, thank you~
Evyn Kessell
02:18:54
Thank you!
Emily Harward
02:18:55
Thank you!
Natalie Boyd
02:18:55
Absolutely, thank you!
Jennifer (she/her/hers)
02:18:56
Thank you so much!
Michael David Gex
02:18:57
THANK YOUUUUU! you are awesome Dr. Brown! thank you NSTA!!
Bitty Bakh
02:19:00
Thank you!
Jackie Clark
02:19:02
Thank you
Desiree Hyrkas
02:19:05
Thank you1
David Trujillo
02:19:09
thank you this was great
Kaylie.Rooke
02:19:10
thank you so much!
Caitlyn Ishaq
02:19:10
Thank you so much :)
Yetta Robinson @ Zoo Atlanta
02:19:10
Great presentation! Thanks so much!
Rosa Granados Cypress Elementary 4th grade
02:19:13
Thank you very much!
Julie Medrano
02:19:13
Thank you!
Jennifer Neilssen
02:19:17
Thank you. Looking forward to share this information with my schools equity team for science.
Beth's iPad
02:19:22
thank you!
Adaliz Barroso-Torrado
02:19:23
Thank you!
yared
02:19:26
Thank you very much
123
02:19:29
Great Job!
Samantha Trujillo
02:19:30
Thank you!
Melinda Stapley
02:19:32
Fantastic!
David
02:19:34
Well done!
Stacey Maupin
02:19:37
terrific
aaronlee918
02:20:01
Thank you!