Instead of selecting one key practice, I considered the 3 Youth/3 Instructor best practices and how they can inform my own practice and philosophy of teaching. These best practices already play a strong role in my own teaching philosophy and daily approach to teaching young children. I suppose my "favourite" would be co-learning with my students. I learn new things every single day and share my amazement with them.

I would like to work to include all three practices, but most importantly the "position youth as people who do science". I feel that with building a CS project that my biggest hurdle is getting students engaged and so if I can get them engaged and excited about participating in a CS project that then, I can build more easily into students not only making the connections locally as they will see it as they do the project but then the referrals to reference materials that would help with making the global connections. Finally the "attend the unexpected", I feel that while yes students may feel frustrated at times because they did not get the results they expected, that this will help them to learn to be flexible and that it is okay to re-evaluate our expectations and come to new conclusions.

I would like to include all three teaching practices in my teaching, but the one that aligns most closely with my passion is the idea of using CS to affect change within our communities.  During the weeks that my fifth grade students were engaged in virtual learning, we took part in a virtual field trip with UNC Wilmington's MarineQuest Science Lab and learned about plastic trash and its affects on sea turtles.  Kids were encouraged to pick up trash within their own communities.  I'm really passionate about the topic of marine trash but since my school is in Central New York, learning about marine trash doesn't seem to fit into our community.  I liked, however, how the program linked marine trash into picking up trash wherever you are.  We talked about waterway connectedness and the great likelihood that much plastic trash ends up in our waterway and can affect marine species.  I live in the Finger Lakes region and we could certainly tie something with water quality, trash, and marine species as a meaningful learning experience. I would love to find a CS program that would allow me to tie this passion into my classroom and community in a meaningful way.

Position youth as people who do science- my students complete independent research projects.  We start in August and they present their findings at our school fair in February.  We have great expectations for them and although there is some whining and drama along the way by late February the students realize that the process made them grow. Frame the work globally and locally- In doing their projects they gather peer-reviewed journal articles.  I teach them how to properly cite their references and explain that in their conclusions they should explain how their (local) research fits in with the (global) studies they cited.  I try to emphasize that each contribution has an impact and the whole is greater than the sum of its parts. Attend to the unexpected- At times their clearly designed projects don't operate as planned.  Seedlings do not germinate or snow days limit access to human subjects or the results are completely contrary to their hypotheses.  That is all OK!  Modifications can be made and students need to be flexible in doing so.  This is good life lesson as well- thing won't always go as planned and it's not the end of the world.    

I believe all three teaching practices are important to incorporate when learning with citizen science. 1. Positioning youth as people who do science is important to engage the students with the CS project. If you don't see yourself as someone who can be involved with posing science related questions, participating in the inquiry process, and making discoveries then why would you want to be involved other than having to do an assignment. I would explain how the students work will have an impact on the CS project. I would find a video recordings of scientists on YouTube (SciStarter) explaining how crowd sourced data has helped advance their research. 2. Attend to the unexpected sets the stage for making discoveries, and dealing with the changes that may cause participants to rethink their hypothesis or approach to gathering data. I think this also fits into the change in attitude that experiencing "failure" is a good experience, and provides opportunity to learn to make improvements/changes for future endeavors. 3. Frame the work locally and globally provides relevance to the activity. My science learning was normally centered around rote activities, and didn't give me a long term reason to be engaged. As someone who has been involved in environmental issue activism, I find it very difficult to get people engaged why we need to save open spaces for biodiversity, or support alternative energy to help reduce global warming. If people are connected to the local and global issues with science research, we may not have the political divides on local and global environmental issues. I love the idea of presenting the information to family, and local policy makers to make suggestions or ask for change. It's important to let children know that citizens have the ability to shape change through knowledge and  community participation.

Real Science in the Palm of Your Hand is such a great resource to remind us that we as educators, are facilitors of the learning process. When the students are involved from the start of the process through the very end, the lesson's impact has the ability to grow beyond the orignial intent. Teaching students to see themselves as scientist is the most important practice for my role as an educator. In order for students to practice science in an authentic way, they HAVE to see themselves as scientist, they HAVE to engage as a scientist. In doing so they gain skills and confidence that will help motivate them to communicate and engage locally (in their school community) and well beyond. Attend to the unexpected is a practice that speaks to the beauty of discovery - taking time to observe/explore/discuss the unexpected adds layers to the entire process. New discoveries lead to new questions and new investigations!

The UC Davis article has given me insights on what I have seen working with youth and volunteers on CS projects over the years.  The three teaching practices are on target.  When youth can envision themselves as scientists,  this makes science meaningful, attainable and friendly. The actions of taking on the roles of scientists by collecting reliable  data and gaining knowledge of something that is happening in the environment can really motivate youth.  This direct experience if framed correctly can lead to an interest in science that otherwise may not happen in traditional settings.   CS  also leads to a deeper understand of the environment.  All environmental educator want to improve environmental literacy.  As the article states when youth know about the environment locally and see their interactions with the environment can be positive, then this life choice and be a life long practice which can impact the globally environment.  This knowledge is powerful which is part of the second practice. The third practice of expecting the unexpected can lead to rich teaching moments. These times of serendipity can be influential and memorable.  They are lessons that we don't seek, but when experienced, they stay with us.  They are like golden nuggets and really part of what teachers can encounter outside of the control classroom setting.  It is wonderful that researchers are provide data to support CS.  I think it is important to model all of these teaching practices.

I wish to practice more all 3 of these points in my teachings, especially the "framing the work globally and locally". Because what we do individually can have effects on many other things, putting things in perspective will help students being more responsible. On the flip side, showing them that there are things we can do at the local level that help solve global issues will be very empowering, help them to be pro-active as well as to learn beyond reciting given knowledge. To model this in my teaching, for every activity we have in the garden, I would have a part maybe called "Seeing the big picture" and ask students to discuss together how the activity can have affects on other living things beyond our immediate surrounding. Also, we can discuss about how these activities can help address global issues that they are learning in class, or are in the news these days (air pollution is a big issue often talked about in our city, for example).

Position you as people who do science is the first key teaching practice. Students need to understand that they can be scientists and contribute to scientific findings at a young age. Giving students a purpose makes them feel more involved and allows them to begin to learn about scientific processes in an authentic way.   The second key practice is framing the work globally and locally. In my opinion, this is one of the most important practices. It gives students knowledge about how what we are doing is not only impacting what is going on in our community but how it it is connected to the state, country or even the word. Letting students know that things we do in one place can have a larger effect on our global community as a whole is very important. If they have this understanding when they are young, they may make more responsible decisions as adults. This is the area where I most need to improve and incorporate more in my classes with my students. In grade one, students will be completing a Marvelous Marine Animals science unit. In this unit, students learn about our local marine ecosystems and what we can do to contribute to keeping them healthy. This is an area where I think I can connect with the global picture regarding pollution and how what we put in our water locally can travel and impact species in other places.   The third practice is attend to the unexpected. It is important for our students to understand we are not experts at all we do and we are learning with them. Taking time to explore wonderings together and discover things shows students your enthusiasm and that you can be a lifelong learner.

Position youth as people who do science - engaging students in decision-making and trouble-shooting processes! Frame the work globally & locally - looking for interconnections/crossover which is easy for something like butterfly migration or groups like  lab of O that monitor nationally or beyond. But this is still possible with anything: doing water monitoring? - see if there's citizen science or community groups working on water quality downstream, visit their website or contact. Monitoring bats in central PA? Look up other bat monitoring groups in NM or NZ! What species of bats are they seeing, what are environmental/habitat/disease issues they're facing, what monitoring issues have they run into? Embrace the unexpected - discuss process vs product. If product/results aren't what you expected/robust/usable, have students review the process - what could be changed if the project were done again? Design solutions!      However,  don't invite the unexpected - be sure to have the groundwork in place to proceed. I'm embarrassed to admit the first time I did the Great Backyard Bird Count (with my own kids who were very excited about it after visiting friends with a very active feeder), we got a feeder but I kept forgetting to get bird seed. And when I did remember I forgot the local Agway closed at 5. And then there was a snowstorm. And so forth. I finally got some the day before the 4 day start counted. We got the feeder filled and hung the 1st morning. And....not a single bird all four days. It can take them several weeks to discover  a new feeder. Oops!

Since I am already using Citizen Science in the classroom, here is what I do- 1.  Students develop science understanding by doing science. This includes gaining new information and using the data. 2.  Students become the scientist. 3.  As students become aware that they have to share their findings, then there is increase ownership of actions and understanding in order to explain.

The three concepts are to develop an understanding of environmental science content and inquiry practices, self identify as experts, and allowing students to create change whether it be large or small in their own lives or in their community. For me where I struggle is encouraging students to self identify as experts. Confidence in their knowledge of the subject and confidence in being able to find the right resources. I recently heard Neil degrasse Tyson speak about giving our students the tools to find the right resources and that as educators providing them opportunities to explore and distinguish between good and poor resources.

The three key teacher practices are: position youth as people who do science, frame work globally and locally and attend to the unexpected.  Without knowing it, I think I kind of attend to the three practices, but I definitely want to be more intentional about it now.  I was really fascinated by the term ESA, or Environmental Science Agency.  I had never heard that term before and I'd like to think some more about that.  I looked at the citation and want to do some of my own inquiry around ESA now.  Great article!

Great article!  Having our own garden of plants native to our area have given our students the power to "do science", explore, observe and have ownership.  I always say "the more we go out, the more we will discover, investigate, and learn."  We get a lot of surprises on our 7 acres.  The students are naturally excited to share, and these three practices allow us to teach across disciplines.  We need to start a citizen science project right from the beginning of school to maximize learning.  They can extend/compare to what they observe in their own yards.  We can do the ladybug, butterfly and bird projects.  We have iPads, and the children have learned how to take photographs.   Our students also use nature journals and take great pride in their drawings and observations.  Doing the citizen science projects will elevate their learning and make it even more meaningful.

I believe that all three practises are important for different reasons. Having the students know that they are doing science and that their findings are actually getting used, gives them a wonderful sense of empowerment. It's amazing what kids can come up with if we give them the independence. Framing the work globally and locally helps them see how they can make a difference as an individual. Attending to the unexpected can be a challenging mindset to get across, but an important one to learn early on. I really like the philosophy of "there is no right answer" and "we don't know what we will find", to me, that is the excitement of science!

I definitely already use the first practice, as I frequently have participants contribute data to larger projects and emphasize why their work is so important., framing with "You guys are going to help scientists by giving them information". I have also worked to connect the local with the global - as a land trust, we are conserving land locally, but we are contributing to the conservation of an important migratory corridor that spans the US. Canada, and the Great Lakes system. I try to enforce that in a lot of my programming. I think that I really need to work on the final principle of attending to the unexpected. I want to be less rigid in my programs and expected outcomes, and instead be better at adapting to nature (as it is always changing and surprising us!)

The three best practices for teachers include: position youth as people who do science, frame the work globally and locally, and attend to the unexpected.  I liked the idea mentioned during Tuesday's webinar in connecting to scientists via Skype, Zoom or other methods.  With students interacting with scientists and understanding the importance of their jobs, I think students will be excited to develop expertise and join the ranks.  I plan on using the SciGirls videos to increase student awareness of jobs available in science and to discuss interests.  The two Citizen Science projects I would like to start at my elementary school are Project Bird Feeder and eBird.  Both of those projects would help students go from local perspective to a more global perspective.  As far as attending to the unexpected, I think we allow learning to steer us in various directions.  Therefore, I don't think I can describe this until after I see the many paths our learning may take.

After I introduce myself to the students and before I take them out into the field, I always say to them "today you are the scientist." I think this encourages them to take pride in their observations. It's not just another assignment, it's their personal observations that they can use to make their own conclusions. At the end of the day we discuss what we learned about being a scientist, how did we make observations and use those to answer questions. Before they leave I remind them that when they are out investigating the world, they are always scientists. Them being a scientist does not end when they get back on the bus. I would like to find ways to incorporate citizen science lessons into my organization's current field studies. So that the students can take what they've learned during the day with me and continue it after they have returned back to their school and even their homes.

I would like to improve on and model the  "Attend to the Unexpected" teaching practice for the students. I want the students to know that failing is okay and part of the learning process. I would like to use the unexpected failures they encounter as teachable moments and be able to encourage them to continue pressing on.

I would like to model for my students the ability to see themselves as "people who do science" not just as students who have to learn science. Many of the students I teach feel a since of defeat before they even get started with certain academic subjects like reading and writing. However, I have seen that glimmer in their eyes when science and discovery enter the picture. Science topics (animals, the planets, plants, etc ) provide interest for my students and are a entry point for getting students to be more vested in their own learning. If I can show students that they " belong to the club" so to speak they will begin to feel more comfortable taking risks as well as feeling that they have something important to contribute to any group, project, or discussion. I also want to extend that self confidence to the extent that students develop themselves as experts who are in charge and take ownership of their learning and do so with a vested attitude.

Reflection:

• Positioning Youth as People Who Do Science - This helps students to build upon their natural curiosity to become scientists. It's a way of learning that builds intrinsic value to observe, show data, and share conclusions with their community.
• Attend to the Unexpected - Teachers need to take the unexpected and use them as teachable moments, not hurdles but rather slight detours that address related topics. Young scientists should understand that this is part of the process.
• Frame the Work Locally and Globally - Having students work framed in their community gives them a purpose beyond the grade. They are scientists providing information for the good of their school, neighborhood, or world. Learning that they can make a difference in the world is a valuable lesson to learn early.

I feel that all of these practices are important to model, but my primary practice to model would be Positioning Youth as People Who Do Science. Teaching students to be scientists who gain the confidence to observe, question, collect data, and come to conclusions to share with others - these are all skills that can be used and grown throughout a lifetime. Students have the curiosity and can come up with the questions. Once they wear the hat of a scientist, it will never come off. Nurtured, it will continue to grow, giving students the power of their own learning.

The three teaching practices that UC Davis recommends are a great framework to teaching citizen science.  Positioning Youth as people who do Science as the first suggestion needs to be taught at an early age, youth need to see themselves as able to do science, make personal connections to science, find the interconnectedness of the community in which they live.  Getting youth engaged in science at a young age will allow them to see that they can in fact do science, and it is fun.  “Think Globally and Act Locally,” a quote one of my colleagues uses frequently.  Framing the Work Globally and Locally, stepping up the open-ended critical questions with how this data they are collecting can be used, why is it important, how can they make a difference locally that will play a larger role.  This gives youth an understanding on how they can make a difference, doing science for the larger good.  Allowing them to take responsibility for their community, creating understandings on how things work together to create the beautiful world in which we live. Finally, Attend to the Unexpected, as the last recommendation to teaching science allows youth to take on more of an inquiry based approach to learning.  Giving students time to ask questions and research why something may have happened during their research.  This allows youth to take charge of their learning, finding out things that matter to them, making more of a personal connection. The three teaching practices show the stepping stones to inquiry-based learning using three steps instead of four as mentioned in The Many Levels of Inquiry, by Heather Banchi and Randy Bell.   I see, Positioning Youth as People who do Science as aligning with the confirmation and structured inquiry levels mentioned by Banchi and Bell, where youth are given the question, procedure and possibly the conclusion.  Work Globally and Locally as a guided inquiry approach where youth are allowed time to think about how their findings effect the world in which we live.  Finally, Attend to the Unexpected as open inquiry allowing students to ask questions and have time to research their “I wonder statements.”

I'm completely biased about how awesome UC Davis is: I did my undergrad in Geology there, and almost chose to do my PhD in citizen science there too! Ok, back to the question. I wish to model all of them because they are equally important. 1. Positioning Youth As People Who Do Science: Even though I don't teach science, I feel like 'doing science' is actually about building the capacity for inquiry and the confidence to investigate a phenomenon.  I apply this in geography (in topics like environmental sustainability, urban environments, quality of life, etc.).  This also instills a sense of independence and open-mindedness, because CS project answers/conclusions aren't often "google-able" and it takes some critical and creative thinking to find answers.  These are transferable skills of value across disciplines, and students of any age can appreciate this mindset.  I would do this more by creating opportunities for mini-investigations throughout my topics based on their own issues of interest. 2. Frame the World Locally and Globally:  I would actually put the 'local' first, and then the 'global' because so often in international school education (where I've taught) we look beyond our own neighbourhoods and consider the big, often-used case-studies that have caught media attention, but forget to recognize opportunities closer to home.  This can then expand on opportunities for experiential learning, place-based learning, project or challenge-based learning addressing issues that are arguably even more relevant to students because it's about their place/school/neighborhood/culture, etc.  If projects involve addressing local issues, then this is where some tangible impact can be measured (measuring it at a global scale is rather difficult in the time frames of schools years/terms/lessons).  But this isn't to say that recognizing one's place in the global context is not as important - it is very important.  The key lesson about how one's actions impacts others is one of the most important values to teach in a variety of contexts and disciplines.  This applies in social sciences as well as the natural sciences. 3. Attend to the Unexpected: Being ready for the unknown and being comfortable in that space allows for honest reflection, motivated inquiry and open-ended discussions.  It is often hard to build time for these in regular lessons because of the need to cover curriculum (external examination pressure, etc.) though I do often go down these types of tangents to see how far the students want to go, but I find that field trips and field experiences provide easier opportunities for this.  Otherwise, in order to try to 'make time', I would try to use online tools to garner ideas and discussions that stemmed from unusual discoveries in the classroom.  It takes skills to recognize when these 'teachable moments' can be grasped by teachers and students alike, so I would like to support my students more in being able to follow a line of thinking, with peer feedback, modelling and reflective discussions.

Youth As People Who Do Science -  I think if all teachers took their lessons from lecturing students on science content to  people who do science, there would be a much different look  in a lot of science classrooms. When students know the work they are completing is meaningful and relevant, they are much more engaged and motivated to learn. Frame the Work Globally & Locally - Once again, work that is meaningful and relevant to the learner will lead to  students who are intrinsically motivated to learn and  participate in activities and projects that do lead to greater knowledge and possibly environmental changes.  Students need to know that their work is valued and important. Attend to the Unexpected - some of the most meaningful lessons are taught when the unexpected takes place. Student misconceptions can be discussed and  the power of an educator to say, " I do not know why, how can we find out," can be a powerful learning experience for students. I believe the educator needs to be a facilitator of knowledge rather than the source.  Students need to recognize that they must play an active role in their learning. That their questions, gathering of data and conclusion have merit and are valued.