2021 Los Angeles Area Conference

December 9-11, 2021

All sessions added to My Agenda prior to this notice have been exported to the mobile app and will be visible in your account when the app launches. Any sessions added now, will also have to be added in the app.
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FILTERS APPLIED:6 - 8, Presentation, Supporting the Social and Emotional Needs of Students Post-COVID-19


Rooms and times subject to change.
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Supporting SEL and Meeting NGSS Standards Through Citizen Science and Schoolyard Investigations

Thursday, December 9 • 1:00 PM - 2:00 PM

Los Angeles Convention Center - 507

STRAND: Supporting the Social and Emotional Needs of Students Post-COVID-19

Show Details

Support SEL while meeting science standards through student investigations and citizen science. Motivate students with schoolyard projects and real data with our free inquiry curriculum!

Participants will; 1. explore free resources to scaffold citizen science–inspired inquiry projects; 2. discover how outdoor learning and inquiry projects can support social and emotional learning; and 3. discuss the challenges and opportunities related to authentic scientific inquiry and how classroom teachers have successfully implemented these practices.

Jennifer Fee (The Cornell Lab of Ornithology: Ithaca, NY)

Supporting Students in Engaging Fully in Three-Dimensional Instruction

Friday, December 10 • 11:00 AM - 12:00 PM

Los Angeles Convention Center - 507

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
LOMO+2 Presentation_PPT_NSTA LA2021_12-10-21.pdf

STRAND: Supporting the Social and Emotional Needs of Students Post-COVID-19

Show Details

In this interactive session, explore ways that you can support your students in engaging in shifts in your instruction and increase their socio-emotional skills.

1. Build a deeper understanding of two instructional shifts needed to achieve three-dimensional instruction; 2. Consider and identify what students need to know and understand to be able to participate in these shifts; and 3. Identify potential ways to support students to participate in three-dimensional learning.

Ana Houseal (University of Wyoming: Laramie, WY), Martha Inouye (University of Wyoming: Laramie, WY)

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