@valini_edu
Joined June 2022
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From our introduction chapter. Remember, every step toward equity eliminates inequity or cultivates equity. By itself celebrating diversity doesn't do either. We should celebrate diversity, but it can't become the high optics, low-impact fill-in for high-impact equity leadership.
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I wonder which teaching strategies would be at the top of the list if we measured curiosity, love of learning, imagination, and self-efficacy instead of (or along with) acquisition of content knowledge.
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"Putting students in a group and saying, 'Hey, go do this,' isn’t going to work. Spending time working with students to plan the groups, learn norms and routines, and understand what it means to be part of the classroom culture is key," @MrsSaid17 writes. edut.to/45bm4Nr

How to Motivate Students to Work in Collaborative Teams

Group work can be challenging for students, but teachers can facilitate relationship building that leads to positive learning outcomes.

edutopia.org
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Planning for how to meet the needs of students who come in below grade level this fall? (Hint: it's not going back to the days of memorizing definitions for a vocabulary test.) Read more about equitably accelerating learning in science here: ngs.wested.org/back-to-busin…
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How does science instruction change with the NGSS? 👇 h/t @theNASEM Guide to Implementing the NGSS
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Just some light summer reading...
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Teachers have to recognize that they are not the focal point of the classroom if they want students to gain and keep knowledge, say educators. #EWOpinion @Larryferlazzo edweek.org/teaching-learning…

If the Teacher Does All the Talking, Who's Doing the Learning? (Opinion)

Teachers have to recognize that they are not the focal point of the classroom if they want students to gain and keep knowledge.

edweek.org
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This five-step learning routine will have students thinking like scientists in no time. 🔭 🔬 edutopia.org/article/learnin…

Using Learning Progressions to Guide Science Teaching

Teachers can use learning progressions to give students a framework to build on their science knowledge, fostering curiosity and enthusiasm.

edutopia.org
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👏 #WRDSBdestreamed #WRDSBlearns @MacKayStassen @aledaklassen @shortrjedu
Niki Kazemzadeh (she/her)@MmeKazemzadeh19 Apr 2023
Replying to @MmeKazemzadeh @weston_jd @kwoodck @MaedithRadlein @ScottPiatkowski @daKenzySoror @wrdsb
Chair @weston_jd also shares that she visited a destreamed gr 9 science class at Cameron Heights as they did a combined lesson of electricity and coding. "The teacher was constantly in motion, guiding individual students through their learning!". Thanks teacher Julie and students
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Oral records & communication are not inferior to written ones. We should embrace the contextual benefits of both formats while not privileging one over the other. Knowledge in a student’s voice is as powerful as knowledge at the tip of their pen. aeon.co/essays/the-stories-o…

The stories of oral societies aren’t myths, they’re records | Aeon Essays

The stories of oral societies, passed from generation to generation, are more than they seem. They are scientific records

aeon.co
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Watching @JullyBlack making this intentional shift in her performance gave me goosebumps! #HomeONNativeLand
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I’ve said before, I’ve never known an immigrant parent who isn’t as involved in their child’s education as they can be. It’s a huge and often racist misconception to assume that racialized parents don’t care because they’re not on the PTA or attending parents’ night.
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A word for educators: Blackness isn’t a trend or a temporary cultural acknowledgement. Commit to a continuous practice in your classrooms and schools to centre Blackness and make it as much of a priority for the other 11 months as you did in February.
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Today @wrdsb #snc1w teachers got together to experience #thinkingclassroom, talk about consolidation moves, and think about designing science tasks with higher cognitive demand. #wrdsbscience #wrdsbdestreamed @mrjacksondotca @valini_edu 1/
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What does it take to build affirming science learning environments? What can be gained? Read about it in this new blog post by @WestEd's Rasha ElSayed and Kirsten Daehler: ngs.wested.org/cultural_comp…
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This hand-drawn card I received from a student today summarizes all the #ambitiousscienceteaching #phenomena we studied this semester. So many successes to celebrate in #SNC1W!❤️
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Teachers have power and responsibility to change racist legacies of STEM and schooling by engaging in self-work, learning more about racial justice and science education, and centering racial justice in their curriculum and pedagogy. Read more: stemteachingtools.org/brief/… #ngsschat
Title card for STT 79: How can we confront and dismantle systemic racism through science learning?

ALT Title card for STT 79: How can we confront and dismantle systemic racism through science learning?

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A lovely illustration of why “school readiness” must have as much to do with schools being ready for children as with children being ready for school.
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The end result is really stark – there are literally no recorded Black physics professors in the UK, perhaps just one in chemistry and around 5 in the biosciences. Science suffers, and the vicious circle continues. 8/n
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Really great article: bu.edu/articles/2022/institu… “My hope is that our students will incorporate consciousness of the legacy of racism and bias in science and medicine to make our society and institutions more just, fair, and inclusive wherever they go.”
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