Hello and welcome. On behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar. My name is Susan Ward. My title is the senior associate at the American Federation of Teachers and I will be your moderator. Before we begin, I'd like to thank today's virtual conference sponsor, Carnegie Museum of Natural History. Carnegie Museum of Natural History office. Educational support through resource materials, virtual and in person programs and teacher loyalty passes. You can learn more about Carnegie Museum of Natural History by clicking on their logo on the right side of your screen. We truly appreciate your support. Now let's watch a short video on how our webinars work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. Then here is your sample poll question. The question is you have the option to live in a city for a year. Which do you choose? Paris, London, Tokyo Plano sarees. Cincinnati or I'm staying home? Ah, that's a hard one. I've been to only Cincinnati, so I don't want to go there. But I do think that I might want to visit London. It's always good to go different places. I'm really looking forward to seeing more sites here in the United States though. That's what I would like to do. So how about we look at the answer now? Ah, London, guess we'll be meeting up folks. Alright, that was fun. I hope you all know how to do that now without any problem. And this way you can get your credit for your 2 poll questions along with the allotted time of 35 minutes. Now it is my pleasure to introduce our presenters. There are four, but I'm going to start off with Patrick Mcshea and he will present the other ones to you as they go along. You can leave their BIOS on the right side of your screen and I thank you for joining us today. Patrick Mcshea welcome and have a good session. Thank you hello from Pittsburgh. I'm excited to welcome you to the share. My lesson session presented by Carnegie Museum of Natural History in one of our collaborative partners, Tree, Pittsburgh. Carnegie Museum of Natural History is known informally as the home of the dinosaurs, and we advertise that reputation with a life sized statue of the creature known to science as the Ploticus Carnegie in a sidewalk Plaza outside our building. You can't miss the face mask even on a dinosaur statue as a symbol of the COVID-19 pandemic. It here signals what much of this presentation will be about. That informal science organization such as Carnegie Museum and Treat Pittsburgh have a deep understanding of how disruptive the past two years have been for you and for your students. Some background information first. The Carnegie in the museum's name and the name of that enormous dinosaur statue, and perhaps in the name of a library where you might have once borrowed a book. Refers to Andrew Carnegie, a Scottish immigrant who became a leading American industrialist and who, by the late 1890s had amassed what was then the equivalent of a Bill Gates sized fortune. During the last two decades of his life, Andrew Carnegie gave away nearly 90% of that fortune. To charities, foundations and universities. His philanthropy included the establishment of this museum. We're not a standalone operation, however, but part of a larger multi site organization called Carnegie Museums of Pittsburgh that also includes our sister institutions, Carnegie Museum of Art, Carnegie Science Center and the Andy Warhol Museum. The Museum of Natural History stands out in this group, though as a research institution. The scientific specialties represented by the museum staff includes paleontology, geology, mineralogy, botany, Ornithology, mammology, herpetology, invertebrate zoology and anthropology. The museum holds enormous collections of authentic objects that document the history of life on Earth. Objects that informed past discoveries are utilized for current studies and are held in public trust for future research all at the same time. This very simple and kind of crude slide is important because there is territory indicated in this Venn diagram. Where? The interest in the mission and the goals of classroom teachers and the staff at Natural History museums overlap. And when we can recognize the shared territory, students are the ultimate beneficiaries. I can't climb claim any direct connection to Andrew Carnegie, but the person he hired as the very first director of this museum back in the 1890s has kept me busy for decades. His name was William Holland, and he believed that the museum should provide. Educational materials, authentic museum objects for teachers in the Pittsburgh area to use in their classrooms. For the past 37 years, this program, in its modern form, has been my responsibility. We call this enormous show and tell set the educator loan collection. Much of it travels in colorfully illustrated tool boxes that you see on the left side. There in the contents of a single one of those boxes, and there are nearly 200 of them. Are in the other half of the slide. This is a taxidermy mount of a wood thrush that's a Neotropical migrant with a beautiful flute light song. One of the usually there are 15 to 20 books in with it. Multiple copies of the same book and this one is Flute's journey. By Lynn Cherry and then a battery powered song player so that students can. Learn to identify the song from hearing it and then ideally identify it, perhaps in their own neighborhoods or in a local park. The honeybee with warnat wings was a very deliberate choice for this slide, and I made it months ago. But I wasn't sure what I would say about it until I read something over the weekend that historian and writer Jill Lepore wrote, summarizing the impact of the pandemic on education. She describes teachers being exhausted by I'm quoting here now. Witnessing without being able to repair the damage the pandemic has inflicted on their students. In my role as a museum educator, I can verify the truth of that statement. Teachers typically borrow sets of materials for two week periods, so in March 2020, when the pandemic hit and caused rapid school closures, there were 22 sets of material multiples of those tool boxes you saw a couple slides back. That were stranded in 22 locked schools. During the next two weeks I got in touch with each teacher who borrowed materials, either through email or through phone calls to assure them that the return of materials was not a priority. Those conversations were windows into current history. I learned of the extraordinary student centered efforts. Then going on in the greater Pittsburgh area schools. Heroic efforts that were undoubtedly being carried out across the country. The overriding concern those teachers expressed in our exchanges involved the students they didn't see on the remote. Sessions. The most common remark I heard when I asked teachers about what remote teaching was like concerned, how common it was to have parents or other caregivers as part of the audience. That observation leads us to our first poll question. In your experience, over the long term, that's that's important over the long term has parental observation, but over zoom or whatever technology you used. Of your teaching, then a positive or negative experience. My observations of teachers interacting with parents and students. My insight comes from occasional judging science fairs and in those instances. It's usually a positive thing. The parental involvement. But the pandemic thing. I think that the jury is still out and you're the the first input. I've attempted to get on this. My own work responsibilities changed as a result of pandemic with no school loans going on. I began working for the museum's marketing department, helping to create content for our website at a time when the museum building was closed. As a blog writer, I'd a public forum to share what I was learning from teachers about their challenges, and that sharing took the form of monthly profiles of educators who had made use of museum resources. This image is not a great slide, but it documents something remarkable. The resourcefulness of a middle school science teacher. With the aid of his young daughter and I'm certain with her sidewalk chalk, he created an oversized graph of mammal gestation periods. Photographed it from the duck, the deck above and then used the image as a slide in one of his remote lessons. The same teacher explained to me how he directed his students out of desperation to study some local Organism intently. He told me one for one of his students whose family lived in apartment. It was a you Bush along the sidewalk of that apartment, but to to watch for a seasonal change. Find out. Whether that plant provided shelter with things hated sperrys. What insects visited he he really, really reached out to to help a student that needed it. Unwittingly, he sent me to do the same sort of work. I tracked a patch of common milkweed near my home on an almost daily basis. May to December. And created blog post about some of the insects and spiders I learned about creatures I had no knowledge of before. I had lots of company in writing blogs. The museum scientists were doing blog writing in some ways during the many weeks we were closed, the museum became more publicly transparent because of the blogs our scientists wrote, explaining their work. And I was kept busy and learned a tremendous amount by adding those editing those blogs as part of my marketing work. A few slides back when I listed the museum scientific disciplines, I deliberately admitted 1 Mal colegi. That is the study of molluscs, a large and diverse group of soft bodied invertebrate animals, including land snails. Pictured here is Tim Pearce, a museum scientist who studies land snails and who has stated that his public education goal is to make snails as popular in this city as the Pittsburgh Steelers. Tim tells Snail jokes as a means to build interest in the creatures he loves. And just before the pandemic in January 2020, the museum's marketing team launched launched a tick Tock account with a video of one of Tim's snail jokes. They took off. Within five months, his work, which can be found at hashtag mollusk, Monday, generated over 8,000,000 views. Those numbers resulted in a grant to the museum from Tik Tok's, Creative Learning Fund to expand the number of scientists and educators creating brief videos for the account. The Tick Tock format taught me that lessons, or rather what all of us might better, more honestly, term fragments of lessons can be presented in very short bursts. As an example, this slide pairs a picture of the fictional bat stellaluna created by children's book author Janelle Cannon, with a kind of scary looking image of Charles Darwin from the Utah Museum of Natural History. Back in February, in an online event that combined Valentine's Day with Darwin's birthday, the Utah Museum solicited what they described as love letters to science. I sent in, sent in a very short lesson description that I like to share with you. I'm reading from what was in the previous slide. It ended up on the Utah Museum's website. For elementary school lessons about bats, my principal visual prop is a copy of Stellaluna Janell Cannon 1993 Masterpiece children's book about a young bat forced to try life as a bird. When I explain to students how well the author's illustrations reveal that correspondence between the bones in a bat swing in those in our hands, I'm echoing an observation. Charles Darwin made long ago in sat down in the origin of species. Quoting Darwin now? What can be more curious than that? The hand of man formed for grasping that of a mole for digging the leg of a horse, the paddle of a porpoise, the wing of a bat should all be constructed on the same pattern and shouldn't include the same bones in the same relative positions. Thank you very much for your time and interest and thank you particularly for the important work that you do coming up next is a a friend and colleague in educator from Tree Pittsburgh. Joe stavish. OK, thank you very much. Pat though. I'm going to just start off with a brief introduction. Again, my name is Joe Stavish and I'm the associate director of education at the local nonprofit in Pennsylvania called Tree Pittsburgh. Our mission is to protect and restore our urban forest, and we do that through community tree planting, aftercare events, education programs, advocacy and land conservation. My role at the organization. Is educating youth and adults sometimes in the schools, sometimes in non formal situations and we have collaborated with the Carnegie Museum for a few years now. Both the scientific staff and the education and program staff. I'm going to start off with a poll question for everyone here. I'm curious, so please check all that apply. How have you used trees as a learning tool? And so maybe your first option, but you've never used trees. Maybe you've used them as part of an Earth Day or an Arbor Day celebration. Maybe you've used them as part of science curriculum or part of a school service project, or maybe something other. And I think I wrote, type it in and you can't type it in. So you can still select that one. Maybe type something in chat for a different way that you've used trees, either as a learning tool or a teaching tool, because that's what I get to do on a daily basis in my career path, so I'll give it a few more seconds here for everyone to. Vote and think about you know what you've maybe done with trees, hopefully something. And then once they get a little more responses, we'll move on. And just to kind of connect this back to the Carnegie Museum. When I teach about trees, I often try to connect the birds, the insects, the mammals, the reptiles, things that use trees in our urban forest locally here. OK, let's go and check out some of our results. So it looks like the majority of us here have used trees as part of an Earth Day or an Arbor Day celebration, and that's probably mirrored as to what I see here in Pittsburgh. I don't think a lot of schools celebrate Arbor Day anymore, but that's a big holiday for us tree groups. So don't forget that one when you're celebrating Earth Day here. No matter what part of the country you're in. And I am curious, some of you wrote other and you couldn't type in what it was that type that in the chat so I can see some. Other interesting ways that you have used trees as a learning tool. Thank you for all the participated. So tree Pittsburgh is really volunteer based. We have a lot of work out in communities and for us we don't really have a museum or a facility that's welcoming to the public, so we try to go out into the communities and take our programs on the road. One of the things that we do have on our campus is a tree nursery and we have approximately 15,000 containerized trees that we grow from seed. And we use those trees for local projects at schools. Along the streets along trails, primarily public space in and around the city of Pittsburgh property and one of the things we realized early on during COVID is that we couldn't bring people to us, so we wanted to get our seeds and our materials out to the public. So we started packaging up the things that we had on site and in this slide you see an example of 1 type of tree seed that's pretty popular with schools, students and teachers. Called the Kentucky Coffee tree and this is a seed that has been growing here in the US for thousands of years and was primarily distributed and moved around by extinct animals like giant ground sloths and mastodons. The tree still does grow here in the United States but it really needs people to help break the hard waterproof seed coating that each seed has. So we sent home kits with sandpaper. And instructions and actual seeds from trees to schools to community centers. Local YMCA's boys and Girls Club scout leaders, even adults that were interested in in growing a tree from a seed. We realize that a lot of schools had grown plants from seed, typically flowers and vegetables, but not many people knew about growing trees from seeds, so this was a good educational opportunity to kind of try out some remote learning. We created some videos to go along with this and started to distribute those seeds out and we did that with lots of other local seeds as well and it was pretty popular. To go along with some of the video content that we created with our seed packets, I just started picking up my cell phone and making sort of simple educational videos that we shared on our social media platform. A lot of the people viewing these videos where schools but a lot of them were just the general public wanting to know what was happening in the urban forest throughout the seasons and our videos live on the Vimeo platform. We don't use YouTube, so if you want to look us up on Vimeo. You can see some of our videos. The early videos that I created were were quite crude. It was my cellphone and myself for three to five minutes of filming. One take, no editing, no software knowledge and we still got a lot of viewers to that, but schools started to get interested in certain types of videos that we we would put out and comment back to us on how they use that in their classroom. Maybe for cultural history, learning or mathematics, different subjects than just simply science. And then we started getting requests to shoot short videos specifically for a school or a class, and then we would share those with a private link. I think I was probably the only staff comfortable being on camera at that point, but in our later videos you can learn from some of our other staff members as well. The check some of those out if you're interested. A large audience that we were trying to educate were not only students in schools, we're trying to reach the general public that live in the Pittsburgh area. Volunteers that were you know previously caring for trees in public spaces at their local parks at their schools, along the streets. And so we still needed to educate them on what they could do on their own as an individual. Normally we would have big volunteer events and they would come out and work with us. But we started some social media tree care tips. Pictured there is Jake Milevsky. He's our tree care and reforestation director and he was happy to just type some information in little chat bubbles and teach people that way to get information out about urban trees and what they should be doing throughout the year. Whether that's mulching, weeding, pruning, doing things to their trees. Going back to the schools, we had partnered a lot with many organizations to teach, but one of our partnerships existed with the City of Pittsburgh Park Rangers and we had been going and teaching schools in the north side of Pittsburgh about their parks and going out and teaching leave no trace principles and how they can safely explore parks and also understand the multi use of these public green spaces. And then when the pandemic hit, no schools were going back in session and the students weren't leaving the home. So we put all of our content together on a on a website. Or they could go out and explore their local parks and just learn from the same content we had been previously teaching in person. And they could explore this on their own or with their teachers virtually, or with their parents or caretakers. Sort of for fun, and so there's lots of games and activities on there and even maps of the local Pittsburgh parks to kind of show highlights, features things that they could go explore safely, and we just simply, you know, pulled one of our design friends on board and said, hey, take our type content, make it look fun. Put it onto this website, which is which is live and anyone can visit this to get ideas and to learn from. We use some of that content virtually. With schools you know over the past year or so, many schools have been back in session and so they still were not allowing presenters in the classroom. But we could do virtual programs. We could deliver a box of tree seeds a week before we connect virtually, and then talk through steps and have the students interact with the materials. Even though we were behind a screen and some schools were happy to send us an invite to come in and teach. So it's sort of varied on our audience. In what we were able to do, the big thing the big challenge for us was planting because as a tree organization you know we plant thousands of trees every year with community members with students and the public and we weren't able to do that with large scale student plantings. But we still needed to plant at schools and near schools so we really engaged a lot of these school administrators. Teachers that were interested in coming out and planting trees for their students. And a lot of Groves of trees. We planted for graduating classes of 2020 and 2021. We did have some student groups that kind of came out after hours and volunteered on their own to plant trees and care for those trees and so getting you know your hands dirty and interacting with the trees is sort of our big educational learning program that we had been doing for many years and still continue to do. And then we put together discovery boxes for the teachers that needed some supplemental material similar to what the Carnegie Museum has. We just wrote some grants and and gave these kits away. So the schools got to keep these kits and we just loaded them up with everything tree related. We could so that teachers could educate, you know, with students in person or through a virtual platform, and then my final slides here is sort of a weird educational opportunity that came about working with the local brewery, so this was not for the students. This was for the older audience. Educating about trees through beer cans and dancing, Gnome Brewery decided that every month they would release a new tree can design and we worked with them to highlight 12 trees. And they had peel off labels that you could open up and read. Sort of a small tree ID guide to highlight 12 trees in the Pittsburgh region, and so that has ended. But there's still continuing the can design with other nonprofits. They're working with the community Garden group now called Grow Pittsburgh, and they're highlighting garden tools. And previously they had highlighted birds and flowers and one of our local watershed partners. That's all my slides for now. I'm going to turn it back to another country. Carnegie Museum employee Mandy and she's going to continue on with some wonderful slides as well. Thank you all. And Mandy, I can't hear you so I think you need done music. I forgot to click the button. How is it that we're two years into this and I can still forget to click the unmute button? Here we go so hey everybody, and thanks Joe, my name is Mandy Lyon and I am the program manager for schools and groups here at Carnegie Museum of Natural History and so I manage all of the on site field trip programs and what I would love is if you who are out there watching we're so glad to be here with you today if you can just type in the chat and I didn't give you a text. Truck for that, and I apologize, but just when you think of bringing a class to a museum on a field trip, what is a word or a phrase that comes to mind? Is it something like exciting or overwhelming? I would love to know just as a quick kind of thermometer. What are some words that come to mind when it comes to like planning or bringing a group to a museum field trip? And this is a picture of a field trip at our museum in the pre pandemic times and we were in the middle of. Preparing for our spring busy season in March 2020, when all field trips were shut down and the museum closed, and like everybody else, we had to make rapid adjustments. And so we adjusted by developing virtual field trips which we had had some long distance educational programs in the past, but we hadn't been doing regularly in the moment that the world kind of shut down due to the pandemic, and so we quickly discovered that we could bring the museum to our audiences. Through zoom, so this is a picture of our engaging field trip team meeting over zoom to prepare a virtual field trip and what I wanted to talk about today. Just briefly are kind of three big things that we learned that we think anyone can take away from a virtual engagement with the museum. One is the importance of a really engaging and welcoming staff modeling collaboration in an online space. Another one is. Come the joint focus in the close attention that a virtual program in the museum can bring to a classroom, and then the third thing I was gonna talk about our multi modal engagements with audiences, different ways of interacting with students beyond having a conversation. What are other ways to engage students in this virtual setting that takes place in the museum? And so we have a. Staff who go out into our galleries and they film just using a camera and a stabilizer and then the rest of our team get on zoom and interact with each other and with students trying to keep it as warm and welcoming and conversational as we do on our in person field trips. But one of the things that we heard from teachers as we started doing surveys and offering these virtual field trips is that by handing off the. The expertise by passing off different activities from one person to another and thanking each other by asking students questions and making time for hearing from students, their observations, their ideas, those really warm and welcoming engagements and the modeling of the collaborative aspect of the program. Teachers were very much appreciating, seeing that demonstrated by our team, so that's one thing we learned as a result of the pandemic, because in a normal field trip setting. Our staff are moving individually from each other. They're with a small group, just one person and they don't interact with each other, but that modeling of a productive work environment where people are thinking each other and building on each others expertise was something teachers really shared with us as a valuable part of their virtual experience. We also noticed. That oftentimes our students have a feeling of kind of overwhelmed and just distraction when you move into a gallery space that looks like this, there's so much to look at. There's so much to see, and it's hard to focus on any key stories that you're really working on or want to tell in any given moment. By using a camera and students watching on their own screens at home, or on a screen in their classroom. You can really zoom in and use this joint focused attention where everyone is looking at basically the same thing, and we can even get a little closer and just focus on one part of this animal that we're looking at Stegosaurus right here and so kind of wanted to model some things we've done using that joint focused attention. We can trace the different shapes that we see on this body. We can compare contrast, we can count. We can ask students. What questions did they have when they look just at this specimen and not be distracted by all of the other amazing things that are in the same space with it and so in a recent virtual field trip, these are all the questions that came up when everyone was looking at the same skeleton together and we could listen to these student questions and we could address them in the moment before moving on to the next object that we were all interested in in the hall. So joint focused attention is another really big advantage we noticed in the virtual world. That is a lot harder to manage in a big busy exhibition space at our museum. And then one of the key things that we really noticed in virtual field trips that we just didn't have materials, time or space for during our in person field trips is the ability to engage different senses and different modes of learning and working with each other. So just like we're doing here today, using the poles using the chat, but also providing the opportunity for students to draw or tell stories, so these are drawings that were done during. Virtual field trip. About a month and a half ago, where they were all looking at this same dinosaur stegosaurus and they were given some instructions for what to draw and from the same classroom. All of these different shapes and sizes and colors came out and when I saw especially that picture on the bottom there I was so excited because the student they are color coded the different parts of the stegosaurus body. The plates are green, the ribs are blue. The different sets of legs are different colors. The pubic bones are different colors. This is the way a scientist would approach a scientific illustration of a skeleton as well, and I thought, Oh my gosh, this person is in kindergarten and they've caught on to a really important advanced concept. So drawing is something that we don't often do in our halls as part of our field trips, and I think what we're learning from these virtual field trips is that maybe that's something we should reconsider because we've had such productive engagements with students. They come up to the cameras and show us the amazing drawings that they're doing. We get packets of scanned pictures from teachers. It's really another way to engage the different senses and think about something that's different than science, illustration, art and bring that into a scientific museum. And so I just wanted to end with one last seen here, which is from our wildlife diorama hall. And here is where we engage with students in storytelling. And sometimes we do this in our galleries and sometimes we don't. But there's actually a story here that the exhibition designers wanted to tell. And what we do is we ask students. What do you think is happening in this scene right now? And if we were to turn this scene on and let everything start moving, what do you think would happen next? And this is something that students then get time to write. If they have notes in front of them, or we'll let them share in the chat or come up to the class screen and unmute and share with us out loud. The story of what they think is happening in this scene, and I think that also brings in creativity the use of observation and evidence. All of these different ways of kind of engaging. With the scene that everyone is looking at together, and so I'm wondering, kind of as I wrap up if anyone would want to type in the chat. What you are noticing in this screen and what you think would happen next if this scene were to come to life. And so with that, please feel free to take a look and type that in the chat, but I'm going to hand this off to also to my colleague John Bitzer's so we can wrap up. Right cool many thank you so much. I am gonna let this scene play out for a little bit while I say hi and folks in the chat share their predictions on what's going to happen next. So hi there folks, my name is John but Sarah and I am the offsite program manager here at essentially. That means that I am Mandy's counterpart and outreach her team stays here at the museum to do field trips. My team gets paid to leave the museum so we have been taking programs out to learners in schools, libraries, hospitals and we've also been streaming virtually all around the world for about 40 years now. As part of our museum on the move, a program here at the Museum Museum on the move is our main focus during the school year where we work with neurotypical learners. Learners who are staying in hospitals for a bit. All around Pittsburgh. Because I am outreach because I am used to literally picking up a replica or a specimen like this diplacus skull which is a replica. If I went up and I Rep Debbie's head off, I would go to dinosaur jail for museum crimes. I am so used to being able to hand this to a kid and say hey go ahead and touch this. Let me know what you think. Let me know what you can learn. So when COVID hit I was faced with these two really big challenges. First was well. How do I keep these virtual only programs unique to Carnegie Museum of Natural History? And then I also had to ask myself the same thing we all did. How am I going to keep my learners engaged? So. I can see we're getting some really awesome stuff down in chat, but I'm gonna move on to this because, just like Mandy discovered. One of our main interactive tools, especially over zoom, especially over teams, was art. This is a sample of our paleoart activity. In this activity, our learners take on the well, they pretend to be the very real job of a paleoartist. A paleoartist is someone who brings dinosaurs and other extinct animals back to life through art. So on the right there you can see my buddy protoceratops. Protoceratops is a really cool little plant. Peter from the Cretaceous era and then on the left. You've got some really awesome paleoart of protoceratops that was made by one of our museum. On the move, kiddos. Normally the art stays with the student, but this student was really insistent that we took the art with us. So if you ever come here, this is actually on the front of my office door. Please come on in and say hi, let's see, but. Basically, the reason we came up with this activity and the reason we all came up with this is as we all took stock of ways that we could engage with our learners without physically handing them things either on zoom or through asynchronous activities. My team and I started to ask ourselves, hey, what do we offer besides just the museum stuff? What else are we? What are we besides our lesson plans, our toolkits, our outreach kits, and the answer there. Was that we've always really been able to expand the perception of our students. We've always encouraged. We've always encouraged. I'm sorry our learners to think like a scientist, or imagine that they were living in a different time so that expansive perception that is really what we doubled down on to keep our students engaged, especially through early COVID The other strength that we had to play with is that our our collections are museum educators. Still had this really big impact even though they were on the other side of a webcam. So here you could see a few of my favorite coworkers. We've got pepper Jack the skunk, we've got mango, the sun conure, and we've got Miley the lizard. Oh, we also have my human coworkers, Jess and Aaron, so our living collection also proved to be instrumental. And by asking the students on the other side of things like our animal tales, virtual programs or alive animal encounters to identify and sketch the adaptations of these animals, we're still stretching those perspectives. In addition to thinking like a scientist who is going to sketch those animals. We also asked our our students to please like move and think like the animals themselves show us how you would use those adaptations. And here I actually have a couple of those sketches. I'm sure you can recognize mangoes bright colors. I'm sure you can see Pepperjax awesome. Asymtomatic stripes uhm? But you can also see that there is an impressive amount of detail on that right one, just like Mandy wanted to take a second to point out how that kindergartner was using color coding to really think like a scientist. This was from one of our virtual animal tails pretty early on in the I think the summer of 2020 where we had a student label. Absolutely every single adaptation that they could find on every single one of our animals, which I think. Is great, this is not something we were asking them to do. This is something that you know our kids have the. Capability to just sort of launch into already. We just need to give them something to unlock it with, so these pictures actually bring to mind. Our next poll question. What we're wondering is, as a result of your experience with remote teaching, are you using picture taking and video recording capabilities on your phone in creating your teaching materials? This one I'll only leave up for a few moments, just a yes or no answer. I will move on in just a little bit once I could see about 30 or so folks have answered. Cool. I almost thought about bringing down a skunk with me today, but I didn't want us to get sidetracked. Yeah. Besides that, pepper Jack had to go out for a program earlier today. We were able to bring back some other stuff here at the museum that used them, so yeah. OK, cool. Just gonna let us get over the 50% mark. Alright. So looks like about half of us had a chance to get through. I'm gonna go ahead and advance the slide. Let's see what we came up with. OK, it is an overwhelming yes, that is what we figured we would see here. We found the same thing in order to help keep our learners connected, we would use basically any form of technology we could get our hands on and understand. And also some stuff that we didn't really understand yet, but we got a handle on really quick to try and keep our learners engaged. So as a result, we've got a ton of picture flipbooks social stories, things for our students to look through. There's also more than a couple embarrassing videos of me acting like a dinosaur in my mask up in the halls of the closed museum. I am not going to share any of those today, but I did want to share something a little less cringeworthy. So my last few slides are one example of using a specific specimen to try. And expand a student's perspective by literally altering their perspective by altering their point of view. So this is a replica longhouse. This was a type of structure traditionally built by the Haudenosaunee people. They live in what would later become upstate New York and parts of Canada during our virtual three sisters program. What we normally do is we normally pick up the webcam and we move it all around the longhouse. What we want to do there is we want to place it inside. Give a first person perspective of what it felt like to be inside the longhouse, however. That I've been told can also cause a little bit of motion sickness, so I'm going to spare you all the motion sickness and just show you this instead. This is a really great shot by my coordinator Aaron Young from his cell phone of what it might feel like to be standing at the front of this long house for a little bit of context, this style of housing was really only used until the early 1700s. Throughout the program, we use inquiry learning to help students. Take what they see and turn it into questions that help them to understand what family life was in like within this longhouse, what natural resources would be really important to live here to build this longhouse to repair and live within it? We also want to encourage them to think about the similarities as well as the differences to their homes today and 2022. Uhm? The goal with all these shots is to once again try to expand the percept perception. Sorry, we're hoping by giving them the literal point of view of a hidden ashani kid sitting up on their cot in the 1600s looking down at their family. We're really hoping that's going to make it easier for our lessons to sink in, but also a major goal that we have here is to reduce the other ring that we have a tendency to pick up whenever we're either teaching about history or learning about other cultures. We've a tendency to think of people who lived a long time ago or belonging to a different group than us or a different nation than us to be not as smart as we are, or to be not as compassionate as we are. So we have a responsibility as folks who teach Natural History to try and break those molds a little bit. That's really what I'm trying to do with these shots. Alright, cool. Oh, it was on his Canon. I'm so sorry. I thought it was on his cell phone. It was on Dang. The shot was taken on his professional camera. Dang Dang Dang. Thank you Kathleen. OK, so I am actually the last one to present today. I'm going to release you from my pontificating. Thank you all so much for hanging out with us today. If your amazing attention. I can already see that we've got a couple of questions hanging out in the Q&A. We are going to give a little bit of time for those sort of saturate before we divvy them up and send the best answers through. Arm. I am seeing a lot of questions that I can answer. Is that OK? I feel like I've been talking for a bit. No one saying no. Two lessons to classes of different state. Yeah oh, we do zoom lessons to other countries sometimes. I know Mandy has this great story that I'll let her tell and a little bit. But yeah, I was. I was in LA last week so we definitely do. There's a couple of other questions about doing doing lessons with class on zoom. Mandy and I are the right folks, folks. Talk about that cantada. I'm so sorry if I got your name wrong or from the tree. Pittsburgh organization, Joe, I can let you talk a little bit about your online programs. Sure, I mean, we definitely do not have boundaries for online programs, so if you're interested in learning about trees in the urban forest, and I'm sure the museum would say yes as well, just get in touch with us and we can talk some options. And I'll take this opportunity to share that story that John referred to midway through the pandemic. We did a program. It was about a year ago for a preschool in Bali, Indonesia, and the kiddos went home. Had dinner, came back to school in their pajamas, and watched the the virtual field trip projected on the screen a white sheet that was just billowing in the tropical winds in the evening, and they were great drawers and knew so much about dinosaurs. That was one of our. Favorite programs that year. It was wonderful, so we yeah we will do and have been interacting a lot lately with schools in California. Washington state, a lot of West Coast folks. And the thing that I love about the virtual programs is schools in rural areas that may not have any opportunity to get to a museum in person, can interact with US online and have a museum experience this way that they might not ever get in person regardless of the pandemic. I thought you added that Mandy. One other thing is. We all spent the better part of a year developing these skills and teaching our students these skills of how to learn and teach online. We here at Siemens aren't getting rid of those skills or getting rid of the programs that let us use those skills anytime soon. So being connected with all these different states with all these different countries has gone from like a necessity to a really core part of what our education programs look like. Are we missing any other questions that have popped up in the chat that maybe didn't make it into Q&A that you're seeing Carlo and or Susan? No, that's it. OK, well that was fabulous. I love those slides and information was phenomenal. I think I might have to take a trip. I want to thank all of our presenters. Patrick mitche. Joe stab it. Mandylion and John. But Sarah, you were wonderful. I want to thank the audience for joining us. Now we have one more short remaining video before we close out. Please everyone. Be sure to download your certificates and enjoy the rest of your evening. Hi everyone, Kelly booze rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. Today you can access that PDF certificate using one of the widgets, the one with the checkbox. From here you should be able to open up that PDF certificate and download it. The certificate will be saved to your name for up to a year. Now you are required to have answered at least 2 poll questions and met the criteria for watching the minimum amount of time when you open up that PDF certificate, it will be populated with your name, the date, and the title of the web, and our second. When we closeout this webinar, you will get access to an evaluation for today's webinar. We really appreciate. 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And finally, keep this great dialogue going with your fellow participants and your share my lesson team and join our Virtual conference webinar community. Sharemylesson.com/VC 2022 will continue to highlight great content, great webinars that are happening year round, including our summer of Learning Webinar series. Reading opens the World Literacy Series and so many great Wellness series that we're doing throughout the year. In addition to other great exciting stuff coming your way. _1708661420010

Two years ago, as Carnegie Museum of Natural History (CMNH) and partner educational organizations experienced lockdowns, staff furloughs, and other COVID-19 related disruptions, continued communication with the teachers and other educators we had long served informed decisions about necessary and frequently drastic program adjustments. In this three-segment session, presenters from CMNH and Tree Pittsburgh, an environmental non-profit organization dedicated to enhancing the city’s urban forest, will share lessons learned about engaging neuro-atypical learners in virtual space, overcoming the challenge of gaining and retaining the attention of scattered remote audience members, and how the primacy of authentic objects in learning is not diminished through a virtual interface. Time for participant questions will be provided.

Available for one-hour of PD credit.*

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