Morgan Press

WSU MIT 2022 Cohort

[Morgan Press @MorganPress14]

Q31: Your students have finished their unit projects & have accomplished something extraordinary, time to celebrate! What kind of party would you plan for your students? One of my mentors keeps it simple & special by planning hot cocoa- pajama reading days.
#edtechchatwsuv

[Morgan Press @MorganPress14]

Q 30: Boss & Krauss discuss the importance of planning reflection questions to prompt students about their project experience. What are 1 or 2 questions you would ask your students in relation to the eco-justice unit you are planning with your group?
#edtechchatwsuv

[Morgan Press @MorganPress14]

@bcamflores A29: Students presenting their infogrpahics and map overlays which show the correlation between pollution/health hazards and socioeconomic status in our town directly to our community representatives at a public event.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@Adamteacherguy A27: My project happens to be primarily about understanding the geography of our community & how this directly affects levels of pollution and health hazards. Interactive maps play an integral part of this project. #edtechchatwsuv

[Morgan Press @MorganPress14]

@Steph9980413 A25: I would express to them the benefits our students would get from interacting with a person with lived experience. Share your lesson intententions & goals. It’s also great to be involved in your community to create connections with other professionals. #EdTechChatWSUV

[Morgan Press @MorganPress14]

@Steph9980413 A26: There are so many virtual tours and experiences available now through technology. We are also so lucky to live in an area with so much to see in our own backyards. We can also bring this field work to our students in the form of guest speakers. #edtechchatwsuv

[Morgan Press @MorganPress14]

@nhendrenteach A23: Students navigating through various open resource and interactive maps is a main staple in their growing understanding of what is happening within their own community.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@LienBret Answer to Q21**

[Morgan Press @MorganPress14]

@LienBret I’m a big fan of low-risk formative assessment. This can take pace in the form of conferencing, check-in questions, reader/writer notebook logs, ect. to guage both individual and whole class progress in a casual manner to see where adjustments are needed.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@KendallManiulit A19: Do you think environmental bias is happening in the situations shown in the graphs? In other words, do you think that it is an institutionalized system that unfairly deprives people of the right not to be exposed to toxins?
Eedtechchatwsuv

[Morgan Press @MorganPress14]

@ColleenFReeves A18: I didn’t really have these types of opportunities until college, when I began to practice interweaving multiple classes into my assignments, or found it engaging to continue my own inquiry outside of the classroom. Very memorable moments as a student.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@sjmeyer28 A17: (Before):“What are some things I would like to find out about this topic or the tools we are using for our research and design?”
(After): “What were some of my most challenging moments and what made them so?”
#edtechchatwsuv

[Morgan Press @MorganPress14]

@sjmeyer28 @janessatwilson Answer to Q16***

[Morgan Press @MorganPress14]

@sjmeyer28 @janessatwilson A15: I think the idea of discussing discrepent events would be an engaging and thought provoking way to kick off this project sketch, considering this project deals directly with issues within their own community. #edtechchatwsuv

[Morgan Press @MorganPress14]

@janessatwilson A15: Students would need to have foundational knowledge of the affects of pollution on human health. We would also need to “play” and experiment with reading maps & legend keys as these are the foundation of our project.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@CamasPBL A 13: A critical resource we would need for our pollution project is access to community maps that track toxic releases by street or neighborhood.

https://t.co/KCh11X4Jzl

#edtechchatwsuv

[Morgan Press @MorganPress14]

@CamasPBL A 11, 12: #edtechchatwsuv

[Morgan Press @MorganPress14]

@CamasPBL A10: Letters to community representatives, infographics on environmental bias, map overlay creation, interviews. These activities help facilitate digital creation/design, collaboration & community involvement.
#edtechchatwsuv

[Morgan Press @MorganPress14]

@CamasPBL A 7,8,9: Exploring Pollution in My Community: Students will explore examples of environmental injustices in their community & what their representatives are doing to address this inequality.
https://t.co/XnNVLf0bzC

#edtechchatwsuv

[Morgan Press @MorganPress14]

@CamasPBL A6: A snapshot of one of the paper mills in my town. Students can explore relationships between race and/or financial status and exposure to pollution. #edtechchatwsuv