Twitter Slow Chat.

A typical Twitter chat takes place over a sixty minute period. Commonly, the chat will hosted by a moderator/s who will post pre-written questions for chat participants to answer. The chat will use a particular hashtag to allow all posts with the hashtag to show up in a hashtag search. This gives anyone on Twitter the opportunity to each others tweets without needing to follow everyone in the chat. Participants are encouraged to answer the questions as well engage in side conversations related to the topic by replying to other participant’s tweets. The goal is to have a productive conversation which can take many forms  including vigorous debate or atta-boy accolades. These Twitter discussions are often beneficial because of ideas and resource sharing. If the Twitter chat has high participation the flow of the tweets can be hard to keep up with. Sometimes this can be overwhelming for some individuals who do not have experience. Regardless of your experience level, these fast paced chats can be fun and exciting. 

An alternate form of Twitter chat is the “Twitter Slow Chat,” although, it can have other names. The Twitter slow chat takes place over a predetermined time frame decided by the moderator/s.  Sometimes the chat can be over a 12-24  hour, or can even last as long as a week. These chats are designed to run at a much slower pace. Sometimes the moderators will post all the questions at one time or spread the questions out over the allotted time period. Participants are encouraged to answer questions and respond to other participant’s tweets when it is convenient for them. Slow Chats can be just as engaging as the faster Twitter chats, however, slow chats give you the advantage of responding or posting when it works for you as well as giving you more time to think about your posts and responses. 

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Create Classroom Connections on Twitter while Tweeting the Science and Engineering Practices: #StuScience #Sci4allSs

It is often the goal of educators to encourage topic specific interactions and discussion between students within the classroom. When students share their learning with each other it helps them retain information and feel like part of a community.  A more significant reason for sharing student learning comes to light in A Framework for K-12 Science Education.  The Framework describes eight science and engineering practices. These practices are behaviors that scientists and engineers engage in to investigate phenomena and design solutions to problems.  When students develop proficiency in these eight practices the student become better equipped to be critical thinkers and critical consumers.

The eight practices are listed below. For more support on the practices from NSTA check out For a free download of A Framework for K-12 Science Education go to,

Here are the practices:

  1. Asking Questions and Defining Problems.
  2. Developing and Using Models.
  3. Planning and Carrying Out Investigations.
  4. Analyzing and Interpreting Data.
  5. Using Mathematics and Computational Thinking.
  6. Constructing Explanations and Designing Solutions.
  7. Engaging in Argument from Evidence.
  8. Obtaining, Evaluating, and Communicating Information

Many educators have discovered Twitter as a way to help students share learning in class as a backchannel. A backchannel is often a projector displaying tweets in response to questions or ideas being discussed in class. These background tweets allow all students (introvert and extrovert) to have a voice. Twitter also allows connection with a bigger audience as well as an opportunity to engage in intelligent discourse with students outside their own classroom.

Science classroom tweeting could include:

  • Tweeting student classroom learning
  • Tweeting student ideas of understanding
  • Tweeting student Ah-ha moments
  • Tweeting answers to questions or sharing suggestions
  • Tweeting corrections to science misconceptions
  • Sharing new science findings in various fields of science
  • Conversations with scientists, science writers, or other science professionals
  • Replying to other students learning with professional and positive comments or questions
  • “Liking” and “retweeting” other students or scientists tweets

As many educators are working to a 3D (3 Dimensional Classroom: 1. science and engineering practices, disciplinary core ideas, and cross cutting concepts) Twitter can provide a way to share understanding through the Science and Engineering practices. Tweets from students addressing the practices can have many different appearances. Here are a few suggestions for the content of tweets using the practices.

Tweets might include an explanation of particular phenomenon or a claim with evidence to support. Tweets could also include a data set (image) with a short analysis. In other Twitter posts, it would be possible to list the steps to a student designed investigation along with the results in a tweet. Students could share how their model of a particular phenomenon has improved over time. Learners, perhaps, would simply share observations that help move the thinking of the class and lesson forward. As students generate their own questions about phenomenon they might post them as a way to show their thinking on the hashtag. Many of the tweet suggestions above could also be accompanied with a short explainer video created by students and embedded in the tweet.

Participation by students is encouraged on a class or individual level.

When possible students and teachers are encouraged to post original content at least once a week. Students are also encouraged to reply and retweet other student tweets at least once a week. There are no obligations to post. All grade levels are encouraged. Younger grades often post from teachers accounts. All posts to the hashtags are encouraged be positive, professional, and thoughtful. As a result of Twitter being an open forum individuals with less than stellar intentions may post on the hashtag. When and if these posts happen, use it as an opportunity to teach students about their digital footprint and how to be safe on the internet and specifically the need to be responsible social media users.

Why two hashtags? The first hashtag #StuScience was made by consensus of core group of educators. The second hashtag #Sci4AllSs is an older hashtag that is based on access to quality science standards for all students. Feel free to use one or both.

In room 115 at Dickson County High School I use tweets for formative assessment. So students are asked to include the hashtags listed above and a hashtag for the period they are in my class. Ex, #taysci1 (Taylor Science period 1) #taysci2 etc… Students paste three hashtags into each tweet.

alivia tweet

I am excited for the collaboration between students.

Keep in mind the information shared above are suggestions and not requirements to use the hashtags. The hashtags are open for all to use as you see fit in your class.

Please join us on the hashtags and help create a community for science communication for science classrooms across the country. Please reach-out to me if you have more questions. @2footgiraffe on Twitter is the best method. An archive of the hashtags will be accessible on a view only spreadsheet if current archiving methods persist. Contact me and I will share the link.

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Student Questions and Citizen Science for #Eclipse2017

Leading up to the eclipse I have heard a lot of interesting questions from students.

I would like to address some of the questions students have had as I am sure they have asked you as well. This is an effort to make sure we are as informed as possible and can help students understand more about the sun and the solar eclipse.

#1 Why does the eclipse make the sun more dangerous?

To be clear, it is always dangerous to look at the sun. As a result of the high emphasis for eye protection during the eclipse some people have felt the event must add power to the sun in some way. This idea is wrong however. The difference is we typically do not try to look at the sun. And for good reason. The eclipse does not change the power of the sun in anyway. You should never look at the sun without proper eye protection. Eclipse glasses should be called sun glasses because the truly protect our eyes from the sun. Sunglasses should called “it is brighter out here than I can tolerate” glasses Or brightness glasses because they help us deal with a bright environment. Here is a link to give more detail about the dangers of looking at the sun.

#2 Can we take off our eclipse glasses during the eclipse.

If you are watching the eclipse from Out of the totality zone, you should NOT remove your glasses at any time while you are looking at the sun. Totality of course means the moon totally or completely blocks the sun. A small portion of the sun, a sliver if you will, will always be exposed. That small sliver will still emit a lot of powerful UV light which will cause permit damage to eyes that look at it. According to Rick Fienberg in the AAS video “How to safely watch a solar eclipse” the eclipse glasses reduce the sun’s power to a millionth of what it would be without the glasses. If you have a million times the power blasting into your eyeballs, that is going to be problematic.

#3 I look at the sun all the time and do not have any problems.

Yes, you have likely glanced at the sun for less than half a second. That half a second did cause some damage but it did not cause permanent damage. The duration of time spent looking at the sun was so short your eyes will repair. That being said, after you glance at the sun, often times when you close your eyes you can still see the sun. That is because the bright image has been temporarily burned into your eyes. The longer you look at the sun the less temporary (and more permanent) the image becomes in your eyes.

#4 We are not in the path of totality so why do we even bother to look?

Even if you do not get to experience a total eclipse, partial eclipses are still really cool and very beautiful. We will be exposed to a 99% eclipse. From our vantage point in Dickson TN, the sun and moon combine to create a diamond ring effect. There will be a gentle ring of light around the moon and the part to the sun that peeks out will make the ring look like is has a big bright diamond.

#5 What about my animals, do I need to worry about them going blind during the eclipse?

No, your animals should be perfectly fine. Most animals of this planet to not have the sense of curiosity and capability to wonder the way humans do. Most organisms will not have the wherewithal to even realize something is different. Likely they will think nothing more than, Wow, that was a short day, and a shorter night, and it is day again already?! The animals may go through their night time behaviors during the eclipse because to them it seems to be night. They will not take the time to look up and burn their eyes.

Besides watching the eclipse there are some cool science experiments for which you can help scientists collect data as citizen scientists. Here is the NASA list of #citsci projects for the eclipse

There are two projects that caught my eye. Both are good because anyone can participate. The first one is called, How Cool is the Eclipse – – This project asks citizen scientists like you and I to record changes in the clouds and air temperature before, during, and after the eclipse. Past eclipses observers have seen air temperature drop as the sun is covered by the moon. Scientists would like to know more about any atmospheric changes that occur. Go to the site and download the app Global Observer to learn more about how to participate. It is free.

The second project is called, Life Responds – – This project asks citizen scientists to look at plants and animals and observe any changes in behavior during the eclipse. It is possible that animals and plants may react to their environment during the changes that occur with the solar eclipse. To learn more, visit the site above and download the iNaturalist app. This app is also free.

I have encouraged my students to participate in both citizen science projects and I will be participating with my offspring on Monday. We have already identified a few species of web building spiders in the yard for observation. Also curious to see if lightning bugs come out although it might be a little out of season. I expect it is going to be a lot of fun.

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Talking to Parents about Social Media (Twitter) in Class

I received the following email from a parent about her daughter using Twitter for school.  If you have time, please share what else should I have included in the email. 🙂

Mr. Taylor,

My name is JoeAnna Hasen and I am Kimberly Hansen’s mother. We try to limit Kimberly’s social media. Can you please better explain the reason why she will need a Twitter account for your class? Thank you.

Ms. Hansen, (names have been changed to protect the innocent)

Thank you for your email and questions about Twitter. I do not know if Kimberly showed you the document I sent home about Twitter. Just in case she didn’t, I have it for you copy and pasted below. – I will give more detail under the document. 🙂

Parents and Students,

An essential part of the Earth Science class is science communication.

  1. We need to communicate our learning with others.
  2. We need to talk to experts out in the real world.

In order to meet this criterion, students are asked to make a school/class twitter account for science communication and learning purposes. The account will be used in and out of class time and should be treated as a “professional account.”

To be clear, a professional account is an account that is public and open and also has the potential to be seen by future employers, universities, or other organizations to which the student might hope to work for, attend, or be involved with.

The most important part of managing a twitter account is to make sure all posts/updates are positive and professional.

Students will be taught proper tweeting technique and etiquette (yes, there are unspoken rules for tweeting by people who use twitter for professional purposes). Students will  also receive weekly digital responsibility and safety training.

Once the class is over for the year if the student wishes to continue using their class twitter account for professional and educational reasons, they are encouraged to do so.

Here are guidelines for setting up a twitter account for class.

  • Go to and click sign up for Twitter.
  • Watch the following screencast FIRST.
  • Use your school email and common password for our class.
  • Make your username:
    • example : 7ataylor18
      • Period you have my class
      • First initial
      • Last name
      • Year you graduate
  • No eggs: use a photo of yourself or something that’s easily identifiable as YOU for your profile pic (AVI). Your photo cannot be of someone else.
  • Your bio! Keep it brief & informative, and it may include information about you that makes you unique as well as what you want people to know about you as you build your professional learning network or PLN. You can put your state for location, but please leave the website blank.
  • Follow Mr. Taylor @TayHighSci . Do NOT follow anyone else until receiving specific information about this in class.


More detailed information for Ms. Hansen.

Twitter is the fastest way to connect people across the planet. It is like instant messaging but it is public and as a result of being public it can be safer. As a parent, I would ask “if it is public how is it safer?” It is safer because anyone can see what is being said at any time. This gives the Twitter user the responsibility to keep their tweets positive and professional. If you know the individual’s Twitter handle/Twitter name, you can look them up without an account and see their tweets, likes, retweets, followings, and followers (Tweets can be made private but that defeats the purpose of Twitter.

In my class, student activity on Twitter will be limited to science learning and communication. We will not spend time looking at tweets from celebrities unless it is to talk about the importance of digital responsibility and safety. Students will be trained how to identify who to “follow” and what kind of activity might warrant “unfollowing” someone and maybe even “blocking” an individual.


Student safety is number 1. Students are told to block someone who is sending them inappropriate tweets and to notify their parents and teacher immediately. At that point parents and/or teacher can talk to admin and decide if more steps are needed to resolve the problem and what legal actions might need to be taken.

We also discuss the etiquette behind tweeting, example: proper way to reference sources, methods of replying and retweeting messages and posts. We will talk about how to properly vet someone before we follow them.

Fortunately, over the past 6 years of using Twitter in the classroom, I haven’t had any problems other than one student being a little rude and that rudeness was directed at me.

One suggestion, if you decide you are okay with Kimberly making a Twitter account, that the two of you make it together. Make sure that the both of you know the password and username. This will allow you to access the account any time you want.

Today we did a little practice tweeting in class. Here is a link that will take you to the tweets we shared during class. You can see there is a little joking around and the tweets were not of any significance, just practice.

I would be happy to answer any questions or meet to show you more of how we use it. You are also welcome to come to my class anytime. Your daughter’s class usually meets from 12:30 till 1:18 pm.  RM 115

Thank you
Adam Taylor

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Goals for my Science Class this Year. – (

Over the last 2 years, I have been implementing a few simple ingredients from the Next Generation Science Standards. This year I am going to make a much bigger jump into the standards. For those who are not familiar with the NGSS, a major goal behind it is to help students think like a scientist, do science, and figure things out. Here is a list as to what thinking like a scientist, doing science, and figuring things out looks like. This list is called Practices for K-12 Science Classrooms. (Image from Dimension 1: Practices)


These practices are also the type of skills that are needed to think critically and could even define the term, critical thinking.

I also plan to use Cross Cutting Concepts (Dimension 2) of science and engineering. These concepts are:

  1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
  2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
  3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.
  4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
  5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.
  6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
  7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

(The list above was taken from Dimension 1: Crosscutting Concepts.)

I have dreamed of leading my students to become critical thinkers and science literate. This is the path I will follow to achieve my goal. Good or bad, the plan is to reflect often and share progress, obstacles, triumphs, and failures.

– If I make the time. 🙂

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Transitioning to an NGSS Classroom: Starting simple —

Pedagogically speaking I am new to the NGSS and I am in a state that decided to write their “own standards” (almost carbon copies of the Next Generation Science Standards). The standards are so close to the NGSS that I feel comfortable saying they are NGSS standards

As a result of my NGSS “newbieness” I am starting at a basic level for my NGSS focus this year with my students. My focus is evidence-based thinking (EBT). Although EBT is the foundation of science/critical thinking. Helping students develop thinking skills instead of guessing the right answer is a major shift, at least for many of the students I work will.

For example: What do you observe in the image below?


At the beginning of the school year students responses to the question might include:

“A tree, a tree in a field,” and if I’m lucky “a tree in a field in the fall.”

“How do you know it is a tree?” I ask

“Because I can see it is a tree!”

“What is your evidence?”

“I know what a tree looks like and that is a tree.”

At this point students have not supplied evidence and some of the students are annoyed with my questioning. To be fair I do bait them a bit and if I gave more precise instructions, the task I ask of them would be much easier to complete.

So then I ask the question again. List some observations about this image. Possible responses from students might include: There is a tree, the tree is in a field, the tree has red/orange/yellow leaves.

My followup question would be, “What is your evidence there is a tree in the image” –

“I can see it.”

“What about it tells you it is a tree?”

Finally I start to hear things like, leaves, branches, a trunk. They might tell me about the color of the leaves and how they vary in hue on the same branch.

I feel starting the year this way to help students see that evidence is simple. Evidence does not need to be a Law-and-Order smack-down that sends everyone into a whirlwind because of the profoundness of the evidence. More times than not the evidence for a claim is painfully obvious. This can be tricky for some students because they feel they are wasting their time. It is a necessary step however.

So what is next? Practice is key. Once students begin to recognize evidence for the obvious things like images or various objects we can start to visit more complex things like concepts and hypotheses.

We will see how it goes.

Suggestions and feedback are encouraged.  

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So Comes the Start of #SciStuChat for 2015-2016 School Year. (

We are thrilled to announce our first #SciStuChat of the school year will be a collaboration with the US Department of Energy. With the help of NSTA (National Science Teachers Association) the DoE reached out and asked if we would be willing to co-host a Twitter chat about bio-energy on the #SciStuChat hashtag. We jumped at the chance to work with the Department of Energy and their wealth of resources and connections.


For those who are unfamiliar with #SciStuChat you can learn more at but here are some of the basics. Sci = scientists. Stu = Students (high school). Chat = Twitter synchronous discussion using a hashtag.  The discussions were first organized in 2011 and have continued once a month between Sept and May of the school year. Topics have covered Earth Science, ie, volcanoes, tornadoes, black holes. Life science ie, cloning, evolution, sharks. Physical science, ie, green chemistry and everything in between.


All high school students are invited to participate along with their science teachers. Science/STEM minded professionals ex, scientists, science writers, engineers, technology, mathematicians, and anyone with strong energy toward science and science education are also encouraged to join the discussion whether or not they are experts on the topic for that month. Science thinkers are all we really need.

The monthly discussion takes place on the 2nd Thursday of each month at 9 pm Eastern Time. The chat runs for an hour using the #scistuchat hashtag on Twitter. If you are not familiar with how to use a hashtag to facilitate a discussion or how to participate, check out the video below.

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Twitter in high school, a short journey. –

Below are links to several of my blog posts that document many of the benefits for using Twitter (social media in general) in the high school classroom. Some of the links also show the steps myself and others took in our school district to encourage the unblocking of Twitter.

  • Benefits of Social Media in class. – vine instagram twitter
  • Twitter finally unblockd in my school district. includes benefits to students and the process I went through to keep pushing the district.
  • This Google Hangout On Air was only possible because of the connections I was able to make on twitter.
  • Twitter can provide on the spot connection with experts
  • You might concider sitting down with the super and show them the benefits by hand – if you have the time. – This is what I would show them 3 ways to use twitter. Without an account, with an accout, with an account and actually tweeting.
  • Points for trying to convince my district to unblock Twitter. – there is a chance you have already covered these topics with your higher-ups but thought it might help anyway.
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Suspended, blocked, and lock accounts Oh My – How can we get our students signed up on Twitter?

If you have attempted to get your students sign up for Twitter accounts at the beginning of the school year in class you know that it can be a huge pain.

Some of the problems include…

  • Verify the account with a phone number when the students already had an account linked to that phone number
  • Limiting confirmation to phone number, some students don’t have cell phones, there is no confirmation through e-mail.
  • On the rare chance you can use email confirmation…..
    • Twitter will tell you the email account is already being used when it actually had never been used for Twitter.
  • Twitter not allowing multiple signups from the IP address.

We realize the problems listed above are safety measures to prevent Twitter bots and computers from making mass accounts to spam all of us.  But we are still hoping to find solutions to the problems before we start the new school year.

Please share you thoughts and ideas with Joshua Marsh @jjsmarsh or myself, Adam Taylor @2footgiraffe. Or post ideas in the comments section.

If we collect solutions that work, we will post them here. 

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Scientist on Twitter: Compilation Video

(Thanks for the RT and visit but please submit a video…. Pretty please)

Hey all, I realized my little project needs a little better explanation.

Here is my original request with a short video explanation.

As you know some individuals need a little coaxing to get started on Twitter. My friend Tricia Shelton @TdiShelton and I are presenting at the NSTA conference in March. We will have several opportunities to share Twitter with science educators. One of the biggest benefits of Twitter is the easy access we get to scientists like you.

So I am asking you to make a short 10 video clip to include in a video compilation that will be shared at the conference and passed around the interwebs in the future.

How do I want the videos sent to me?

Lots of options

  • Instagram – @taylorsci
  • Vine app, but you will only have 6 seconds
  • Record on your phone and email it to me
  • Load to dropbox and share with me
  • Upload on youtube and send me the link
  • I am open to other suggestions as well
  • Contact me if you need my email address

It is important to know that the video quality isn’t a big deal. I am more concerned about the content being coherent and concise.

Please, don’t be shy, remember this is for the progress of science and for all human kind. If you have scientists friends who are willing to help, please invite them for me. 🙂 Thanks to @Choosy_Female and @DoreenMcVeigh who have already submitted a 10 second clip.


Adam Taylor

ps – once the compilation is complete you are welcome to share with any and all.  

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