Hello from Alabama - Secondary Science teacher Candidate

Good evening from Cleveland, OH!

Hello from Sacramento, CA!

Sukob001 my daughter lives in Chanhassen! I love MN!!

Greetings from Williamsburg, VA

3 of us here from Hagerstown, Washington County Maryland!

Welcome everyone

Glad to be here!

Hello from Austin, Texas!!

You are listening to our presenter, Dr. Bryan Brown

Just finished your book! It’s excellent! I highly recommend it!! Great job Dr. Brown!!

Hello from Minneapolis. Glad to be here

Is there a link for that book?

Dr. Brown Twitter - @Doc_B_Brown

@Dr Osuji - Polars in the house

Visit the website: https://scienceinthecity.stanford.edu/

I still have one of those on the left

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

Analog can be used in power outages

agreed, Sam! lots of progress made in project-based, hands-on, collaborative learning have been put on pause due to covid. sad to see

Books and internet are just reference materials

"Just in time learning"

+1 @Flavio

Creating activities for lesson plans has been a struggle with remote learning.

+1 @drew

You are listening to Dr. Bryan Brown, today's presenter

Famous Jameis

yess

Interesting to see how she wrote English...

Yes- I was thinking the same thing! Any1

She focused on how it was said and not what was said.

What is Dr. Brown’s book called?

Science in the City

I think

Science in the City

https://scienceinthecity.stanford.edu/

Some of the best, most successful teachers are those that can relate to their students and speak at their level rather than above them.

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

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

Agreed Kathy!!!

Yes!!! BBT FAILS with our students!

Agreed!

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!

In my courses I ask students to explain concepts in their own words. This is how they can take ownership of their learning

He is right!! He understands the concepts!

He's correct.

He’s right

Right

He is right

right

sounds correct

He got it!

Right

yes!

He's right

He is right

He is right

Right

Totally right

I think he’s right

Right

Agreed... cognitive lift

correct

yep

right

correct

he is right

right

Right

right

Correcto!

Yes.

I would saw correct as he is able to describe the general principals

he is right

right

He has a great explanation!

Right

He’s right!

right

He has the mechanics down. A great opportunity to connect to new language

I think so! I didn’t even know how it worked

agreed

He got it

He talked about the the top and bottom air pressure stuff

Correct!

His explanation sounded right!

Yes!

Or, can you tell me more ; )

He’s right!

correct

Just because he didn’t use the tier 3 vocabulary doesn’t mean he didn’t understand the phenomana

I’d say right, but he also explained it which gives a sense of his understand and thinking about it.

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 :)

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

he is explaining the process with vocabulary that he uses on a daily basis.

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!

Pushing vocab before the experiences is not the way it should be. However, admin likes the vocab before teaching process.

People who score open-ended responses in standardized testing need to be trained to think like this!

Agreed Dr. Andrew Weatherhead

Can we access this video?

Is there rationale for admin liking vocab first? I’ve never heard of science standards that require a specific order of introducing vocab

Almost ALL curriculum requires science-specific vocab. How can students access science reading without vocal?

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...?

This is so cool! It may have taken more time to prepare, but it's creative and engaging. I love it!

Maybe we need to choose different reading material?

yes. We create it all the time.

Wow, love her explanation - so well explained

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

But why isn’t that the curriculum we DEMAND??

Can we have access to the video?

Flip the script… have the students write the text in their own words.

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.

The video is embedded within the slides which will be shared after the program

the 5E method does this!

The slides will be in the collection: https://my.nsta.org/collection/OqQUE7qcksw_E

+1 @Kiowa

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.

Great points Sharon :)

I like to think of it as students "earning the words" as their own. So their meaning has meaning to them :)

CRP STEM - Culturally Relevant STEM - What does the P stand for?

pedagogy

What about not Establishing a Problem but "Discovering" a problem through creating and attempting to build something?

Explore before explain?

Dr. Bryan Brown Twitter @Doc_B_Brown

Starting with a problem is NGSS!

Wonder if reversing order of steps 2 and 3 might help students uncover content better

@Debi - I have the same question.

@Kiowa Beginning with a phenomena, yesss

ABC. Activity Before Content

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?

Dr. Brown has a planned pause for questions coming up before the end.

@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?

I love it already BDP LOL

Well of course…didn’t think I needed to mention that. :)

:-)

Love it! It is creative and informative!

love it!!

<3

YES!!

www.nextgenscienceinnovations.wordpress.com

that was amazing!!! I love it!

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!!

Bryan, do you have a source/list of culturally relevant essential questions?

@Flocabulary is an awesome tech tools that helps students create content music

Video link on YouTube: https://www.youtube.com/watch?v=XyS5QT_8v-w

I LOVE that the students are the ones talking!! :) :)

Agreed Jen.

YES!!!!!!!!!!!!!

authentic audience!

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.

I want to rewatch at 1/10 speed. SO MANY great ideas

Zaretta Hammond discusses this.

Science in the City Homepage: https://scienceinthecity.stanford.edu/

Thank you!

Thank you, Bryan. Lots to think about!

This is amazing thank you

Thank you @Doc Brown

Love that statement @Emerson!!!

Thanks :)

Bryan, do you have an email for those of us not on twitter?

Thank you!

Thank you Bryan! I cannot wait to take this learning back to my elementary language development team!

Thank you!

Thank you Dr. Bryan!

AMAZING!!!

Agree Angela!!:)

ELL colleagues encourage front loading vocabulary. is there any difference for ELL students?

I would love to hear about the overlap with NGSS, or not...

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?

yep the ELL colleagues always do that

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?

Great Talk. How do you bridge the gap between CRP and AP and IB exams?

It does not work!

Thoughts about how to convince ELL teachers, ELA teachers, admin, etc. that vocab shouldn't be frontloaded? Research that could help convince them?

AGREED Dr. Brown!! Thank you! Thank you! Thank you!

My ELL/ESL teachers (even WADA?) doesn’t teach that way anymore!!!

I absolutely think that this approach would absolutely work for ELL.

What do you see as a productive 'beginner' step that preservice teachers can take towards teaching in this way?

Do you have a vetted list of culturally relevant science essential questions?

do you think is it only simple 2nd language ? or translanguaging that makes an improved difference?

Hahah - they’ll HATE hearing that!

My ELL/ESL teachers teach with context-driven-vocabulary …

Language out of context means nothing to anyone. Science is a second language that invites everyone in to the conversation and investigation!! :) :)

ELL so stuck in 1980

NGSX and OpenSciEd focus a lot on equitable discourse. Glad to see this is in line with that work

What considerations should a teacher be mindful of to select social justice issues to integrate into a science classroom?

Can you recommend a couple of your papers that would be important for a high school language immersion science teacher to read?

Frontloading isn't good? My audio cut out.

Correct Alan :)

Thanks

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.

I’m interested in Alan’s question too. How do you bridge the gap between CRP and AP and IB exams?

we can asks kids what questions they have.

Love that MaryJean!! :) :)

What advice do you have for school administrators that may encounter resistance introducing this approach?

Where can we see some samples of lessons like the flaming hot cheetos?

@jen what techniques are you using?

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?

@jen to help ELL students

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

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?

Front loading not good, context-driven-vocabuary is key, across ALL of the curricula, not just science !?!

It’s like giving bricks to someone. Asking them to build a wall, but they have no other materials.

Doesn’t it take using a word about 20x before there is ownership of the word?

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 … "

O

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Thank you, Bryan. This was excellent information. You explained your points really well!

And Alan Dr. Brown's book is AWESOME!!!

Great title — “Isn’t that just good teaching” !!!

@jen Thanks!

Really eye opening talk! Thank so much for making this a fun learning opportunity!

great question!!!!

Can you share your hot cheeto science lesson to me. I'd love to learn this to teach my special ed science class

Science in the City is an amazing book - I’ve been encouraging others to read it for over a year now.

Can you put up the link to the Osmosis (Nemo) video?

Agreed Chelsea... a definite game changer for teachers and students :)

I totally get that but if you have monthly department meetings what do we do affect change

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). ;)

WOW!! Beautifully said Doc Brown :) :)

https://www.youtube.com/watch?v=BAzPLUHSNw8

Nemo

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.

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

https://www.youtube.com/watch?v=BAzPLUHSNw8

@Natalie I'm close by in Qingdao, China. :-)

@summer - the book gives awesome real world ideas that can be used the next day

Happy Wednesday morning to those on this side of the planet.

Great question

WOOO Zoo!!!

Can someone share access to his 2008 article?

San Diego Zoo is a wonderful place!!

https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.20255 here but I don’t have access

I think this could be applied cross content areas.

scienceinthecity.stanford.edu

Science in the City: https://scienceinthecity.stanford.edu/

https://www.tandfonline.com/doi/abs/10.1007/s10972-011-9256-x

Would love to buy my 25 science teachers on staff your book!

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

What considerations should a teacher be mindful of to select social justice issues to integrate into a science classroom?

What is ONE thing you would suggest a preservice teacher do as a first step towards teaching in this way?

How to bridge AP and IB exam and CRP?

@Debi I don’t have access to that one either

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

Where do you think NGSS needs to improve or go deeper, etc. to achieve the equity we need?

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

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 :)

This is the official journal of ASTE (I'm ASTE President). I can work with NSTA to get this shared.

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?

I think one place we need to start Mariah is the professional learning provided for teachers in regards to equity

where is the survey?

Same as Alan .. how to bridge AP and IB exam

How would you approach administration/supervisors who may be hesitant for educators to start incorporating social justice topics?

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?

How to bridge all standardized tests that our students face during their learning journey

Use his book to help you with your evidence Yetta

Is there a link where we can share this talk with our department?

will a recording of this webinar be shared ? I

We must act as a bridge between the language they know and the language they need to know

I would love to rewatch later

Do it anyway

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.

All the Teacher Tip Tuesdays will be available in the archives Marisa :)

I love to have my students come up with their own terms for concepts before they are replaced by actual terms later on

Fabulous! thanks, JEn

@Yosefa — YES !!!

@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.

@Emily & Mariah — see one of the Appendices of the NGSS, too. Includes a bunch of case studies for examples.

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...

I like the analogy of trying to teach a forgein language by front loading the words

thank you!

Survey will be posted after we stop the recording.

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.

Thanks so much for taking my question!

Yes, please!!!!

I remember Project Wild. Great stuff

Project Wild was awesome : )

Dr. Seuss created his own language and was praised for it…The Lorax

YESSS!!!!

Lots of informal settings have great samples and examples of these kinds of problem based experiences!

Yes, I remember Project WET. I was able to do this with students in Colorado.

I am in! Culturally relevant NGSS!

Thank you!

Thank you so much! This was informational and inspirational!

Thanks for hosting these Tuesday sessions!

Thank you so much

Thanks, great info!

Thank you!

Thank you!

Thank you!!!!!!!!

Woohoo!! Thanks Doc Brown!! OUTSTANDING!!

Thank you! This was very helpful

Miigwech!

Thank you so much!

Thank you!!

Thank you!

Thank you

Thank you so much Dr. Bryan!!

Thank you

Thanks so much!

Thank you so much for this terrific session!

Thank you!

Thank you!

Thank you this was great information.

Flavio has Bryan's article to share now--

Thank you so much--so many great ideas to consider and put into practice!

Thanks

This was wonderful! Thank you!

Thank you!!

Thank you very much.

Thank you! Awesome!!

Thanks very much, Dr. Brown and NSTA folks!

https://my.nsta.org/collection/OqQUE7qcksw_E

Thank you so much for this.

Excellent, thank you~

Thank you!

Thank you!

Absolutely, thank you!

Thank you so much!

THANK YOUUUUU! you are awesome Dr. Brown! thank you NSTA!!

Thank you!

Thank you

Thank you1

thank you this was great

thank you so much!

Thank you so much :)

Great presentation! Thanks so much!

Thank you very much!

Thank you!

Thank you. Looking forward to share this information with my schools equity team for science.

thank you!

Thank you!

Thank you very much

Great Job!

Thank you!

Fantastic!

Well done!

terrific

Thank you!