#caedchat is for California educators, by California educators. All are welcome as moderators and participants discuss issues that emerge in California education, which are generally applicable to other regions of the United States.
Hi #caedchat! I'm Jo-Ann, an instructional coach in Escondido. I'm excited to co-mod tonight with @krystlemmiller. She is such a RAD #stem TOSA in Esco too!
Krystle Miller, co-moderator tonight with my good friend @appeducationfox. I’m a STEM Teacher on Special Assignment for the Escondido Union School District #caedchat
A1: In 4th grade, I did owl pellets and it was awesome. I loved putting the rodent skeleton together. I liked it because it was my own little mini puzzle to figure out. #caedchat
A1 I really do not have many memories of learning science as a child. I guess that is sad to think about. I remember doing animal reports, memorizing things, and the salamander in my junior high biology class. #caedchat
A1: I remember getting my blood drawn in 7th grade to test for blood type. Pain and anxiety are a potent combo when it comes to memory imprint! #caedchat
A1: To be honest, I don’t remember any science until I was in Jr. High. My best memories were in High School chemistry. I loved creating reactions and learning why and how they happened. #caedchat#cangss
A1: I remember that in high school I refused to do the piglet dissection...so I had to do a computer simulation instead. I was the only one who didn't do it in that particular classroom. #caedchat
I wish I had learned more in my hs chemistry class. I do remember at the time thinking, I am not learning anything! The teacher would tell a lot of stories about his life and very little about chem. #caedchat
A1. my most memorable experience with science was when we got to have hands-on experience, for example watching the butterfly life cycle and growing our own veggies. #caedchat
#CAedchat Hi! This is Sonal, Project Specialist @SBCSS_EdTech Happy to be here tonight! This was my first ever edchat several yrs ago. I still have the T-shirt #caedchat
A1: I don't have a lot of Sci. class memories from elementary. (Maybe why Sci. is NOT my favorite subject to teach!) I was always more of an ELA person. I remember a great college geology class where we went on field trips and saw fault lines and geology examples. #caedchat
A1) I only remember the hands-on science experiments! I was able to connect more with the content when carrying out actual science experiments. #CAedchat
I do remember my college science classes, now that you bring that up! I loved my geology class and my biology class! My professor took us on bird watching expeditions! #caedchat
Leila here. My favorite school science memory is going on a boat and exploring all the sea life brought up in the nets on a biology class field trip #caedchat
It was an intense science class period. My teacher also had two sets of human lungs in formaldehyde. One was a healthy pair. The other from a lifelong smoker. Vivid! #caedchat
A2: Science today is very hands-on, applied and requires working with others. It’s not just memorizing facts. It always keeps my students and me thinking as we apply science to current situations. #caedchat#cangss
At Santa Monica College we studied a series of plants. It turns out we learned them in the order that we saw them on a end of semester hike in Malibu. #caedchat
A2: I’m so excited for science education today! It used to be that you would read about science then (maybe) get to do an experiment to illustrate what you read. Now, it’s reversed and we are asking students to engage with phenomena and to figure it out themselves! #caedchat
A2: Science Ed today requires Ss to make critical observations and really apply their knowledge and skills in solving "real world" problems. It's not the memorization of facts from a huge science textbook anymore. It's definitely more collaborative and hands-on. #caedchat
A2 Using the inquiry approach by beginning with phenomena changes the approach to traditional science completely. Inspiring an awe and inspiring questioning rather than learn it form the textbook and memorize. #caedchat
A2) I think like most things science instruction has embraced the experiential. We don't learn just from lecture, reading, or passive learning. NGSS and the cross cutting concepts require more of students and in return they get more out of it. #caedchat
A2: Science Ed. has shifted to include those things, but we don't have much curriculum yet and I struggle with creating my own lessons. Mystery Science helps!
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Yes - that killed me going to that particular high school when they told us at the Open House. I would never be able to look at my cats in the same way. #caedchat
A2: Science today seems to be more hands-on. Children in younger grades getting involved in action research projects and real-life applications. #caedchat
#CAedChat A1) Science wasn’t necessarily interesting unless my teachers had passion for it! Mrs. Blakemore in 7th grade at Elsinore Middle School really brought the experience! Class pets, dissections, and more!
Our district, with the inspiration of @krystlemmiller, is making community partnerships relating to science. This brings the real world into the science classroom! #caedchat
A1 loved my sophomore biology class & junior chemistry class. Bio teacher was fun & got to know us. Chem teacher was ex military, worked in Manhattan Project & grades on bell curve but I learned lots. No many elem memories #caedchat
Kudos to your 7th grade teacher for being awesome and kudos to you for remembering her name! I was trying to remember some names today and wasn’t so successful #caedchat
Yes, but still not enough. Too many stories of kids getting it primarily out of the textbook (or worse, having it squeezed out of the curriculum altogether). #caedchat
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A2- Mystery Science has been a great first step into NGSS. Lots more exploration and critical thinking. Goodbye to only reading and taking notes
A2 I have been teaching science for 25 years always in a setting to collaborate, lots of literacy and inquiry style but now so many more resources for application in learning. No more book science . #caedchat
A2: I love the shift from “learning about to figuring out”. Kids are naturally curious and have a desire to make sense of their world. NGSS supports what comes naturally and fosters deep inquiry #caedchat
A3: Phenomena is one of the most amazing things about NGSS. But, it is also one of the hardest. There is no one perfect resource out there for phenomena, especially if you are a middle school integrated person but the important thing it just to try! #caedchat
#CAedChat A2) Science itself today in the classroom has really shifted learning! It is at the forefront of all real world learning! So fortunate to have @RomoSteamTeam at @RomolandSD to create amazing units for our students to experience #NGSS standards!
a2) One of the things I love about the new shift is that students are making direct connections with the real world and the skills needed to be successful in today's workforce. The content applies to all subject areas and are interconnected. #caedchat
A3: I was able to participate in #ProjectPhenomena with the wonderful @sdngss and @cjcochrane21. They inspired me to use both anchoring/investigative phenomena in lessons that I’ve written for K-1 in my district. I made this pic for my teachers understand phenomena #caedchat
A2: I love that the students are directing the science learning. They are starting with their question, designing their experiments, and working collaboratively to investigate. It's exciting to stand back and observe the process! #caedchat
A3 Fortunate to field test for a few year’s @Amplify MS curriculum written by Learnjng Design Team @lawrencehallorg. All units start with a phenomena/ Big Question. This is my skeleton and I build in these units. I have also taken old units and tweaked so SEPs practices #caedchat
A4: collaborative groups, collaborative groups, collaborative groups! Scientists in the real world work together and so we are taking our students to do this too. It is a huge part of science #caedchat
A3: This is where technology can support. There is probably a video of any phenomena we would want kids to observe. I would show one and then employ Visual Thinking Strategies #caedchat
One of the things that I see in my district is that we don't have an adopted curriculum - only the the new science units our Science TOSA has provided. I know Ts aren't sure & some even floundering when it comes to NGSS. I would love to see more curated databases. #caedchat
In reply to
@karlacalbear, @ConcordDotOrg, @CaEEI, @EiE_org, @PhETsims, @lawrencehallorg
A4 teachers need to take risks in lesson planning and allow@students to take risks and okay if no solution, teach & reinforce SEP skills early in the year, teach Ss to work collaboratively. Having a science budget is a must! #caedchat
A4 Since Krystle said collaboration already, I'll go with creative confidence! Students need to feel comfortable to think outside the box. This is a place where students who usually struggle in other content areas, can really shine! #caedchat
There is definitely a video for that! Although sometimes it can be harder that you think. I like to show videos without sound as the narrator always tells too much! #caedchat
A4: I would say collaborative structures need to be in place when doing science. Having money to buy (and then replenish) materials to do the investigations is also important. Districts cannot just plan for a year and then expect Ts to fund the materials themselves. #caedchat
A4: Collaborative conversations, Thinking Maps, ability to organize and analyze data(tech tools) Questioning Stratgies, Visusl Thinking Stratagies, writing, writing and mor writing strategies #caedchat
A4: There definitely needs to be a collaborative culture in the classroom where students are comfortable taking risks and then revising when needed. #caedchat
#CAedchat A3) Some of the #phenomena that we have explored as a class is just literally based on all Earth systems. Students recently have studies Earth's Spheres and their interactions and will eventually explore how Sun is Life... @RomoSteamTeam
A4: Providing students with technology and the opportunity to search and solve on their own. Students are capable learners and have many skills to succeed. #caedchat
#caedchat Q4) Using a @ChristensenInst#blendedlearning approach to instruction will truly help develop students to participate in hands-on, personalized, and supported learning experience when it comes to science. Multiple means of learning modes need to be accessed.
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A5- lots and lots of careful planning. Knowing the standards throughly so you can align common topics fluidly through all subject areas. After 7 years of 5th grade, I was able to start making those bigger connections. Hard to do well
A5 Some commonalities include: creativity, critical thinking, collaboration, and communication! If we focus on fostering these skills with students across all content areas that is a huge win! #caedchat
A5: I love that the NGSS standards are clear about which ELA standards are addressed through each strand. I think that builds buy-in with Ts who might be hesitant to learn a whole new set of standards. #caedchat
A5: Be explicit about the connections between the subjects. Evidence is not just for science or ELA class! But also make sure kids know the genre specific ways to write, format, etc… #caedchat
A5 Vocabulary is vital to create a common language. ELA (Spanish based) need to be shown the Latin cognates for Math and Science to feel comfortable in exploration. . #caedchat
A5 My grade level team is just one teacher in each subject so we collaborate well. We use common language of Claims, Evidence & Reasoning to research and back up with evidence which is big in CCCS ELA. #caedchat
A3: My kindergarten Ss just finished our first Instructional Segment that was phenomena driven from start to finish. It allowed the Ss to dive far deeper than any other way I have taught science. YouTube and realia was the best resources! #caedchat
A5: Part of the secret is getting teachers to plan collaborative units that reinforce each other conceptually. Ss are more likely to see connections between ideas and phenomena #caedchat
A5 Designing #PBL units that cross content areas is what interests me most these days. In elementary schools this is easier, however, I am highly interested in how MS and HS teachers successfully do this! #caedchat
#caedchat A5) Thematic Crosscurricular appraoches can combine subject matter. Teachers using creativity to blend learning among concepts allows for real life learning! https://t.co/C0eQH5Zk2R
KUDOS to you!! This is a HUGE challenge as you move from T's that are generalists to content specialists. Many T's struggle with an understanding of what's happening in other rooms. #caedchat
Secret sauce! Even more... we need to provide time and structures that will allow for collaborative planning across content areas. When Ts have different preps, it makes this very challenging. #caedchat
THAT IS A GREAT IDEA. One of the things I would do was show a BrainPop science animation to my class on plate tectonics - but I would use the Spanish version, Cognitive dissonance for English only students; pride for my Spanish ELs. #caedchat
A4: when using phenomena based we need to support Ss in learning how to independently wonder, critically think, and problem solve. Some have only been told what to learn and know. When I reflect with my own Ss I had to give some the permission and tools for success. #caedchat
A6: I embed a lot of language support into the lessons and presentations that I create for my district. Even if they aren't ELLs, they are SLLs (Science Language Learners). #CANGSS#caedchat
Because so many NGSS are built into new LA units, it's exciting to see the lines blur between one subject area and another. With #PBL units, different content areas are used concurrently. #caedchat
A6: Ensuring students have multiple entry points by providing lots of learning opportunities in different formats, observation, discussion, video, investigation, etc #caedchat
#caedchat A6) Being a general ed teacher that embraces inclusion... I see that all learning & any learning should be accessed by all students within the classroom. Accommodating, differentiating, modifying, & supporting students throughout science learning is a must! #inclusion
I like what https://t.co/mCtQmZkyr9 stands for in allowing students to work on PBL units at their own pace in order to attain mastery of concepts but it would need to be carefully implemented to be successful #caedchat
A6: So much about success in learning is based on access. Making sure that Ss have free access to online resources at home is vital. https://t.co/pf9vA0ob8n#caedchat
A6: Having taught SPED for the last 10 years & four different grade levels in the same classroom last year alone, using science across the curriculum was huge. We utilized technology as much as possible and worked on weekly STEM challenges that reinforced NGSS concepts. #caedchat
A6 All 7th take my class & given same resources, labs & activities. I only differentiate what final product might be. no advanced STEM programs for a few. All Ss get STEM, STEAM, and NGSS in regular class. fortunate to have budget to create dynamic experiences . #caedchat
A6 Technology can be such a great resource when proving equity to #ngss. Creating a Google Classroom for resources for students to access. Also, being open to a variety of products so all students can communicate their learning in a way that is best for them #caedchat
A6: Since the students are used to working in collaborative groups and sharing the "reporting out" responsibilities, they are used to being prepared to share, "coaching" eacother when needed, and building on eachother's conversations. #caedchat
A5: we as Ts have to stop looking at them as segregated times, and instead begin to blend whenever possible. I try to blend everything whenever possible. Here students created menus for their animal needs study and presented it to others. #caedchat
A1 Not all T's teaching science are science curriculum specialists. Many in Elem and MS are generalists and have equal demands in other disciplines. Have to make it approachable.#NGSSchat
A5 Maybe align standards into units of study. Might use science content as the vehicle to teach an ela strategy then math for conceptual understanding. There isn’t time to teach in isolation, standards need each other for strategies/skills to use for other standards. #caedchat
We have NO preps! That's one of the reasons Science is hard to teach - planning and set up take so much time (not to mention space I don't have!).
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In reply to
@AppEducationFox, @krystlemmiller, @rickeducation
6th grade we have Anc Civs in SS, great opp to introduce commonalties with Roman Latin and modern math and science. Always tie into mod Spanish and leverage into Atoms, Cells, and Plates in Science. #caedchat
I might say that some of the projects I have seen are not necessarily PBL (more like just projects), but this is a great start with this program. My daughter is learning to be self-directed, has taken more ownership of her learning. #caedchat
It is going great! It was very challenging in the beginning, but once she got the hang of it, she really likes being able to move at her own pace. She is almost done with one of her classes already! #caedchat
#EvanSpiegel I would be happy to accept a Staff position at SNAP. I would ask that the same requested of REMIND be immediately sent to my account. #CAedchat
All Ss can’t be CEOs.
I always used to integrate science with social studies since I knew both content areas…and sometimes it just made sense since they were so connected! #caedchat
A6: I have found that starting a unit with phenomena has given me a good idea of where each child is and where I need to go. It’s no longer teaching to the whole...but teaching to the need. #caedchat
A7) #CAedChat one of the biggest struggles would be materials and just a proper space to execute the lessons. A lab would be amazing for elementary students to engage in #NGSS !!!
A7 1) Not having a budget greatly hinders lesson design 2) not all dimensions of NGSS can be done in year 1-3. Takes time 3) embrace messes & organized chaos #caedchat
A7: Biggest challenge so far is finding materials, resources and lessons that are "to go" (ready to use). Money for a science budget too? Classrooms that allow for collaborative groups and plenty of work space to conduct investigations? #caedchat
A7 I think access to already created curriculum is the biggest hurdle at this point. FYI I created these PBL units with Ca State Parks PORTS program. They are based in #NGSS: https://t.co/yjoh8WiogC#caedchat
Yeah, definitely a good way to access prior knowledge and the direction your class is interested going. Phenomena is good for all sorts of things! #CAedchat
A6: We must not limit science (or any #STEM ideas) to only some kids or only some of the time. We must show kids that science & STEM are part of everything in this world or else it will just die like other buzzwords. #caedchat
I don't think it's easy. NGSS does require new ways for T's to approach teaching and S learning. NGSS is not difficult, but it is multi-layered and can be complicated when tying in all the parts. #caedchat
A7: the biggest challenge has been changing MY mindset on how to teach the units. I am no longer driving this ship...it’s a team effort between T and S. My biggest success is trusting the process and watching my class soar far beyond my expectations. #caedchat
A7- My biggest challenges are time to prep. So much set up for a good science lesson. Either start of the day of right after lunch. Also, $. Lots of consumable materials that you can't reuse. #caedchat
A7) #CAedChat one of the biggest struggles would be materials and just a proper space to execute the lessons. A lab would be amazing for elementary students to engage in #NGSS !!!
A7: Last year we did a #PBL unit on NGSS Sound/Light standards. It involved two animals on a camping trip and integrated nonfiction, fiction, and hands on experiments. I've never seen my kiddos more excited about science. Best part, they directed most of the learning. #caedchat
So true. I think sometimes it is assumed that STEM and STEAM are more for “gifted” people.
Total myth.
STEM and STEAM are outlets for others to expose their gifts and use them to do amazing things. #caedchat#JoyfulLeaders
A6: We must not limit science (or any #STEM ideas) to only some kids or only some of the time. We must show kids that science & STEM are part of everything in this world or else it will just die like other buzzwords. #caedchat
