Build student understanding and ability to look for patterns, analyze data, and use their own mathematical rules in the context of a photo finish they orchestrate.

TAKEAWAYS:
Build positive mathematical identity by using math to describe their situation. Create a richer understanding of the mathematics they do when they create rules (functions) to describe the movement of their object. Collaborate and problem solve with others to create an collective experience connecting mathematics and science.

SPEAKERS:
Katelyn Barnes (Riverside High School: Leesburg, VA), David Barnes (National Council of Teachers of Mathematics: Reston, VA)

If you’re new to coding, come get up to speed! By combining coding and hands-on activities, you can learn how to program a robotic vehicle to perform different challenges.

TAKEAWAYS:
Bring coding and hands-on science learning together; Learn creative ways to use the engineering design process to teach science; Write simple code to use a Rover to explore the relationship between speed, distance, and time.

SPEAKERS:
Karlheinz Haas (Science/Math Instructor, Retired: Tequesta, FL)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

How are you prepping your kids? If you are letting them make and teaching them coding, then you know they will be OK. Why not attend a session where you can learn both? We will dive into building your own hardware to work with any subject.

TAKEAWAYS:
Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks. Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts, or solving authentic problems. Students develop, test, and refine prototypes as part of a cyclical design process

SPEAKERS:
David Lockett (Meharry School of Applied Computational Sciences: Nashville, TN), Denise Wright (Ocean Bay Middle School: Myrtle Beach, SC)

Culture is the key to engaging underrepresented populations in STEM education. Understanding the pedagogy is necessary to grow STEM diversity.

TAKEAWAYS:
Understanding the role culture plays in learning ; Application of strategies that can be used in the learning experience to meet the needs of culturally diverse learners ; Understanding the framework of culturally relevant pedagogy

SPEAKERS:
Rochelle Darville (West St. John High School: Edgard, LA), Nikita LaCour (Scotlandville Pre-Engineering Magnet Academy: Baton Rouge, LA), Ashley McClure (Southern University and A&M College: Baton Rouge, LA), Bobbie Shujaa (Southern University and A&M College: Baton Rouge, LA)

The Engaged Quality Instruction through Professional Development (EQuIPD project) provides weeklong summer sessions for teachers. To aid teachers in implementing the project goal of increased inquiry, coaches met with teachers twice per month for one year. The coaching model used was a facilitative one. Come learn about the EQuIPD Facilitative Coaching Model and its effect on teachers and student performance.

TAKEAWAYS:
1) A copy of the EQuIPD Facilitative Coaching Model will be disseminated to elucidate the meaning of facilitative coaching. 2) Strategic Activities coaches used across three phases of inquiry implementation: Planning, Implementation, and Sustainability phases will be distributed so participants can utilize these to increase the use of inquiry in their own schools. 3) Sample Coaching Reports, Logs, and Coaching Work Plans utilized in the project will also be shared to illuminate goal setting and progress tracking.

SPEAKERS:
Krista Dulany (University of Florida: Gainesville, FL), Xavier Rozas (University of Florida: Gainesville, FL), Nancy Ruzycki (University of Florida: Gainesville, FL), Julie Edmunds (SERVE Center: Durham, NC)

Discussion centers on the concept of artificial intelligence and how it is taught in the middle school classroom. Emphasis will be placed on real-life examples and how they interact with AI. Resources/technology that support teaching AI will be shared, especially the AI4All movement.

TAKEAWAYS:
Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community. Attendees will be exposed to a variety of resources that assist educators, so they, may introduce middle school students to AI. Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

SPEAKERS:
Denise Wright (Ocean Bay Middle School: Myrtle Beach, SC), David Lockett (Meharry School of Applied Computational Sciences: Nashville, TN)

Daily Do sensemaking tasks are designed to engage students in authentic, relevant science learning whether at home or in the classroom. Join us to explore how these phenomenon-driven tasks motivate students to engage in science and engineering practices to make sense of science ideas (disciplinary core ideas) they need to explain how or why the phenomenon occurs. No matter the grade level or science subject you teach, we have Daily Do sensemaking tasks for you!

TAKEAWAYS:
Understand what sensemaking is and how to create opportunities for sensemaking (recognize sensemaking tasks). Strategies for ensuring students are part of a rich learning community (science is social)—remote or classroom—and how being part of that community supports sensemaking. Opportunities for family engagement in sensemaking tasks to build a family-school connection/community that supports all students learning science.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

Walk through a unit design centered upon the student question, “What is blood and how is it used in a transfusion?” Emphasis will be placed on analyzing science education tools with the eye of a scientist so as to maximize student-scientist discovery of evidence, as well as communication of its significance (meaning).

TAKEAWAYS:
Unit design walk-through the process for creating a student-scientist adventure from freely available internet resources Science and interdisciplinary (math and literacy) lesson materials that serve to promote efficient communication of student-scientist discovery Ideas for generating and sample student guided notes sheets

SPEAKERS:
Helen Flavin (Scientist and Educator: Fall River, MA)