Day One Summer
Summarize the activities, learnings, and reflections from the first day of the summer session.

 

The first day proved to be a very interesting way of presenting information, and far more hands-on than I initially expected. I was initially apprehensive about the video editing component, as I deeply dislike that task. However, I found the overall presentation of the material engaging. Returning to an educational setting triggered unexpected emotional responses, and I recognized the lingering effects of past experiences. Despite this, I was super impressed by every single person I've met in the program. It is a very interesting and diverse group of educators, and I am excited to learn more from them. I am also excited to learn and use the new digital resources and tools presented.

 

Day 1: Foundations of Equity and Storytelling (*AI Notes Summary)

• Activities:

  • Abstract Self-Portrait activity.

  • Land and Labor Acknowledgment discussions, emphasizing the importance of moving beyond performative actions.

  • Exploration of hostile architecture and the difference between universal and equity design.

  • Introduction to the Equity Leadership Framework.

  • Discussion on Indigenous Ways of Knowing and the power of storytelling.

  • STEAM story writing challenge using elements like wind, fire, and constellations.

  • Community building through storytelling in small groups.

  • Introduction to creating STEAM Reels for portfolio documentation.

• Learnings:

  • Importance of inclusive practices in education.

  • Understanding the significance of land and labor acknowledgments.

  • Exploring diverse storytelling methods and their connection to STEAM.

  • Introduction to digital tools for storytelling and video creation.

  • The importance of prompting the human before the machine.

Day Two Summer
Summarize the activities, learnings, and reflections from the second day of the summer session.

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Day 2 brought forth overwhelming feelings of guilt and doubt that I belong in this room. The introspective nature of the activities, particularly the "turning inward" exercises, proved deeply uncomfortable and triggering for me. I felt compelled to share more of my personal experiences than intended, as addressing the questions posed required confronting past trauma from my college years. The two-minute sharing activity with John was particularly challenging, though his empathy and support was deeply appreciated. Honestly, I nearly chose not to return after lunch, but I did anyway.

 

The physical demands of prolonged classroom sitting, combined with the mental strain of revisiting my identity as a student, proved exhausting. The discussions brought to the surface the reasons behind my incomplete college degree, the abuse I endured that disrupted my studies, and the enduring financial hardships that resulted. The day highlighted why I typically crave more structured deadlines and a more comfortable learning environments.

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Day 2: Equity Leadership and Collaborative Agreements (*AI Notes Summary)

• Activities:

  • Reflection on Day 1 takeaways and challenges.

  • Deep dive into Equity Leadership and the Equity Imperative.

  • Discussion on the five core competencies of SEL (Social and Emotional Learning).

  • Exploration of Universal Design for Learning (UDL).

  • Creating collaborative agreements versus norms.

  • Discussion of Courageous conversations about race.

  • Exploration of the 8 math practices and 4 art processes.

• Learnings:

  • Understanding the nuances of equity leadership and its practical application.

  • Importance of creating inclusive and liberatory collaborative spaces.

  • Distinguishing between norms and agreements in fostering a positive learning environment.

  • Exploration of SEL and its core competencies.

Day Three Summer - Summarize the activities, learnings, and reflections from the third day of the summer session.

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Despite returning home emotionally and mentally drained after just 3 days of this, I am utterly convinced of the value of the methods, tools, and the STEAM leadership program as a whole. Imposter syndrome, doubt, and guilt have all surfaced, but only because this program is precisely what I need at this moment. The past three days have provided more clarity and healing than years of therapy, multiple attempts to complete my degree, and the preceding twelve years of my life.

 

I feel incredibly fortunate to have discovered this program, which presented itself at the perfect time, with the right questions, people, resources, and network. I have genuinely enjoyed the process, both professionally and personally. It has been a truly mind-opening experience that I would recommend to any educator or individual involved in student curriculum. I am deeply grateful to be here and have immense respect for this program, the instructors, the participants, the methods, KCI as a whole, and the entire experience.

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Day 3: Animal Crossings, Nature Journaling, and STEM Opportunities (*AI Notes Summary)

• Activities:

  • SEL core competency review.

  • Animal Crossing design challenge: creating land crossings for assigned species.

  • Prototype building and blueprint creation.

  • Introduction to nature journaling with Lauren from Synopsis Outreach Foundation.

  • Guided meditation and sensory exploration.

  • Information about Synopsys Outreach Foundation grants.

• Learnings:

  • Integrating SEL into educational activities.

  • Applying interdisciplinary skills (ecology, engineering, architecture) to solve real-world problems.

  • Benefits of nature journaling for neural plasticity, self-reflection, and well-being.

  • Information on available STEM grants.

Day Four Summer - Summarize the activities, learnings, and reflections from the fourth day of the summer session. -

 

Today, I continually reminded myself to "trust the process." The experience was undeniably transformative, possessing a unique and almost magical quality. I thoroughly enjoyed the activities and resources presented, particularly the manner in which they were delivered. While the "STEAM fashion show" may not directly align with my immediate curriculum development needs, it sparked valuable insights and was genuinely fun. I recognize its potential to facilitate engaging explorations of eco-fashion, recycled materials, the fibershed, slow fashion, and the mindful mending movement.

 

Furthermore, this activity illuminated opportunities to connect these concepts to indigenous traditions, patterns, and materials. The added exploration of AI tools broadened the scope of curriculum possibilities, allowing for more efficient and creative content development. This day further reinforced the program's ability to inspire new and innovative curriculum ideas.

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Day 4: Eco-Fashion, AI Exploration, and Interdisciplinary Connections (*AI Notes Summary)

• Activities:

  • Introduction to the concept of "Fashioning Change."

  • Exploration of the environmental and social impacts of the fashion industry.

  • Discussion on sustainable fashion practices.

  • Activities focused on upcycling and repurposing materials.

  • A "fashion show" to showcase creative designs by each team

  • Exploration of innovative materials and technologies in fashion, like the Microbit

  • Introduction to AI tools: SchoolAi, Magic School, Diff It, Curipod, and Gamma.app.

  • Hands on practice with generative AI tools: Chat GPT, Gemini, Claude, and/or Perplexity.

  • Prompt engineering practice.

  • Introduction to AI image generation tools: Adobe Firefly, Canva AI, Ideogram, Padlet, Microsoft Designer, and Chat GPT 4o (Dalle).

• Learnings:

  • Deeper understanding of the fashion industry's impact on the environment and society.

  • Knowledge of sustainable and ethical fashion alternatives.

  • Skills in upcycling and creative repurposing of materials.

  • Exploration of connections between fashion and social justice.

  • Potential curriculum connections to fibershed, slow fashion, mindful mending, and indigenous traditions.

  • Learning the potential of AI tools to enhance teaching and learning.

  • Basic Prompt engineering skills.

  • Understanding of AI image generation.

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Day Five Summer
Summarize the activities, learnings, and reflections from the fifth day of the summer session.

 

Day 5 combined technical skills with deeply personal reflection. The 3D design activities using Tinkercad and the 3D quilt codes lesson provided practical applications of technology in creative ways. The 7 Generations exercise was particularly impactful. During this exercise, I shared my personal history, I mentioned my father's influence on my interest in science and technology, despite not being encouraged to pursue it as a woman. I also spoke about my late in-laws, my young son, and my sister's current struggles. I expressed my passion for passing on my love of science to future generations. This exercise was extremely personal and moving, and I am grateful for the opportunity to share and hear from others. The day also included an introduction to the Genius Hour Project, which I am excited to develop.

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Day 5: 3D Design, Digital Quilting, and Intergenerational Reflection

• Activities:

  • Quilt Lecture.

  • Genius Hour Project introduction (topic, pitch date, and share-out date).

  • 7 Generations exercise.

  • Tinkercad Class (3D design software).

  • Photobooth Pics (likely for creative or collaborative purposes).

  • 3D Quilt Codes Lesson.

• Learnings:

  • Introduction to or enhancement of 3D design skills using Tinkercad.

  • Understanding of how to create 3D quilt codes.

  • Exploration of intergenerational connections and personal history.

  • Genius Hour Project planning

First Follow-Up : Oct 23rs - Document the first follow-up session, including activities and reflections.

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The session was a blend of cultural sharing and project development. The Ofrenda activity was a powerful and moving experience, providing a space for personal connection and reflection on growing up in a Latin/Spanish speaking elementary school. Checking in on the Genius Hour projects offered support and resources, and the SPARK framework provided concrete ideas for a colleague's project. I feel energized by the potential opportunities discussed for December, and appreciate the ongoing support and resources offered. I'll definitely need it... 

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Activities:

• Ofrenda Activity:

  • To honor deceased loved ones on November 1st and 2nd.

  • Offerings provide a safe passage home for spirits.

  • Included the four elements:

    • Water

    • Fire (candles)

    • Wind (Papel Picado)

    • Earth (Foods they enjoyed)

  • Other elements:

    • Marigolds (Yellow, White, Purple)

    • Images of Loved Ones (or names, symbols, words)

    • Foods and Drink they enjoyed

    • Music they listened to

    • Telling stories about them

• Genius Hour Check-in:

  • Shared Genius Hour projects with Stacy.

  • Resources mentioned:

    • https://sites.google.com/view/clear-lake-ee/home

    • https://sites.google.com/view/clear-lake-ee/modules/our-community

    • https://education.ucdavis.edu/yccs-professional-learning

    • https://education.ucdavis.edu/node/5433

    • https://knowledgequest.aasl.org/the-5-es-of-inquiry-based-learning/

• SPARK Prompting Framework:

  • Miriam's suggestions for using SPARK to help a colleague design a website for K-12 students, keeping California course standards in mind:

    1. Interactive Ecosystem Explorers:

    2. Environmental Action Projects:

    3. "Meet the Scientist" Video Series:

    4. Data Visualization and Analysis Tools:

Second Follow Up - Document the second follow-up session, including activities and reflections.

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I learned about Magic School AI and its many applications from speaker Jyoti Srivastava. Other cool tools that I was introduced to include: https://suno.com/ and https://schoolai.com/. The second talk I attended was titled "Data Analysis - Engaging K-12 students w/ data analysis and critical thinking" with speaker Judianna from the Santa Clara Office of Education. Link for this is sccoe.to/dataforall. I loved the book that was introduced; "Histograms in Real Life - The Art of Cleanup." Visualization through histograms show to understand data and graphs with no words, no numbers, just pictures. The speaker introduced the idea of artistic representation of organized items and to have students organize the items into a histogram using bar graph, pie charts, etc. to better answer the question, "how do you visualize data?" She suggested having them determine X-axis and Y-axis where and if applicable. Use this website: https://informationisbeautiful.net/.

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Activities:

• Magic School AI Presentation:

  • Speaker: Jyoti Srivastava

  • Topics covered:

    • Why, what, and how to use Magic School AI.

    • 60+ free AI-powered tools for lesson planning, instructional materials, differentiation, family engagement, and content generation.

    • Best practices for using AI (privacy, bias, accuracy).

    • Navigation, usage, copying, and exporting within Magic School AI.

    • Introduction to Raina (AI assistant).

    • Scavenger hunt activity.

  • Tools mentioned:

    • https://suno.com/

    • https://schoolai.com/

• Data Analysis - Engaging K-12 Students with Data Analysis and Critical Thinking:

  • Speaker: Judianna (Santa Clara Office of Education)

  • Resource link: sccoe.to/dataforall

  • Introduction to the book "Histograms in Real Life - The Art of Cleanup."

  • Exploration of data visualization through histograms (bar graphs, pie charts).

  • Activity: Creating histograms using pens.

  • Ideas for CLERC curriculum:

    • Using natural materials (leaves, sticks, rocks) to create histograms.

    • Analyzing access, DEI, and SEL through data visualization.

    • Analyzing community access to resources.

  • "Data Talks" activity: Analyzing and interpreting various graphs.

  • Introduction to "Slow Reveal Graphs" and scaffolded visuals.

  • Exploration of CODAP (Common Online Data Analysis Platform):

    • https://codap.concord.org/?gad_source=1&gclid=CjwKCAiA9vS6BhA9EiwAJpnXw2jKJV4QU0Y2QtH27zP4vPKujLkx_pvQicK2_TD115DS6xpukv0ChxoClGUQAvD_BwE

  • Cross-curricular data analysis possibilities (science, history, ELA).

 

Third Follow-Up - Document the third follow-up session, including activities and reflections.

Missed due to PG&E power outage

Fourth Follow-Up - Document the fourth follow-up session, including activities and reflections.

 

Missed due to CPS call for niece. 

 
Genius Hour - Describe your Genius Hour project, the process, and the outcomes.

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I am currently in the process of developing a pilot environmental science education curriculum for the nonprofit The Clear Lake Environmental Research Center for our local K-12 schools and  onsite lectures/ field trips at the (yet to open) Clear Lake Environmental Education Outreach Center. I  am hoping to incorporate many of the activities we did in our program as well as the content presented at a science symposium in Lake County in the summer of 2024.

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Process:

One activity I was toying with modifying was the land bridge activity to having students design a local fish ladder. They are a very "hot" environmental topic in Lake County at the moment with many of its streams, inlets and estuaries serving as spawning ground for the protected and endangered Clear Lake hitch species and other native species threatened by agricultural runoff, illegal dumping, and watershed depletion. 

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The activity could involve being assigned a local fish species that utilizes fish ladders as well as a specific stream location.  There are a few implementations locally that students can observe and use to model their design, with the ability to add many levels of complexity (terrain/location/local geography, species specific needs, materials, climate impacts, etc) for older students or simplify the activity for younger ones. I imagine this can be adapted for 3rd to 10th graders. 

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A few other concepts I was toying with for the Genuis Hours Project was:

• Make a Nature Field Trip Reel with the prompt “where do you find beauty in nature?”. Allows students to use iphones/smartphone/gopro to make a short video.  (see about access to CLERC equipment)

  • Intended for 9th - 12th grades

• Lake County Native Quilt - Lake County has a local quilt walk that can be tied into this design and many native peoples have well known and documented symbols, icons, prints and patterns that can be incorporated to native student identities.

  • Intended for 2nd to 9th grade ​

• Paper Sculptures: use craft materials to make an artistic representation of a specific native animal, fish and insect species.

  • Intended for 1st grade - 6th​

• Take a Clear Lake Shoreline Water Sample - uses a real microscope with a connected display to teach students how to collect, analyze and categorize water samples from various water sources. ​

• Geology of Clear Lake - Explain the geologic field, the various rock types along Clear Lake and where they can be found, such as clear lake diamonds and black obsidian.​

• The Clear Lake Shoreline Habitat Nature Journal Activity: This is a journaling activity to spot native plants and animals.

  •  A section of Library Park shoreline has been restored to wetland quality, another section left with typical modern period construction left unmaintained.

  • Question: In the area with tulle replanting, native bird nesting and other aquatic life restored, what does the native shoreline look like? What animals are there? What about the other part? Teacher provides notebooks and allows students to journal, draw and observe their surroundings.

  • This activity would be for 3rd grade to 12th 

• Tulle Replanting Activity - Instruction is done outside on the shoreline of Library Park to show students how tulle can be replanted along the shoreline to restore wetland habitat.

  • This would be in partnership with Robinson Rancheria, the local tribe already conducting tulle replanting instruction tutorials. 

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Outcome: 

After reviewing the education modules presented to the Lake County Office of Education, I decided that the water sampling project would be most appropriate, combining it with the shoreline Habitat Nature Journal Activity by hanging students draw what they see in the microscope.  

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CLERC Activity/ Genius Hour Project_ Shoreline Water Sample Investigation

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Integrated Unit 

Assignment: Using what you learned in Cultivating Genius, create an integrated unit you can implement with your students. If adults are your students, you can create the unit from that perspective. 

- Unit must integrate at least two of the STEAM subjects
- Unit must include the five parts of the historically responsive literacy framework (identity, skills, criticality, intellect, joy) 
- Include social justice standards and ISTE student or teacher standards) 
- What will be the student outputs or deliverables? 
- How will you assess learning? 

Think about ways you can integrate and update lessons you already teach. If you want to try something new this is a great space to design and share and get feedback. 

How can you incorporate your genius hour project into this unit? 

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As CLERC does not currently have any curriculum implemented, I took the fish ladder idea I had initially intended for the Genuis Hour project and reimagined it as an integrated units. Here is a link to that unit.

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CLERC Integrated Unit Lesson Plan - Fish Ladder Activity

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Reflect on your overall experience in the program, including personal growth and future goals.*

 

*(AI Citation: 40% of this content was created by the Gemini AI App based on my notes, comments and reflections taken throughout this program.)

 

"The KCI STEAM Leadership program has provided a transformative experience, significantly impacting both my professional growth and future aspirations. Through its emphasis on integrating the arts into science education, the program has reinforced my belief in the power of interdisciplinary learning to engage and empower students, particularly those historically marginalized in STEM fields.

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A key takeaway has been the program's focus on experiential learning and the iterative nature of the design process. Witnessing and experiencing first hand the effectiveness of 'trial and error' as a pedagogical tool has strengthened my commitment to fostering a culture of inquiry and resilience within my educational practice. The strategies and content acquired during this program will directly inform and enhance the curriculum development at the Carnegie Library Environmental Outreach Center (CLERC), contributing to our goal of providing accessible and impactful STEAM education to the Lake County community and K -12 schools. The resources I have created during my participation in this program will serve as a foundational element for CLERC's future curriculum initiatives.

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Professionally, this program has provided the much needed clarity and focus on my career trajectory. It has reignited my passion for lifelong learning and has motivated me to pursue academic renewal, with the goal of completing my bachelor's degree in environmental science with a focus on education. This pursuit will further equip me with the knowledge and skills necessary to advance STEAM education and environmental literacy.

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Moving forward, I am eager to explore additional professional development opportunities, such as the SPACE and MERIT programs, to continue expanding my expertise. I am confident that the insights and experiences gained from the KCI STEAM Leadership program will serve as a catalyst for my ongoing efforts to promote equitable and engaging STEAM education for all students.

 

I am so very grateful for the opportunity to have participated in this program and look forward to implementing its principles in my future work.