This workshop focuses on how high-quality instructional materials designed for the NGSS provide for language skills to be developed by all students, including emerging multilingual students, by engaging in Science and Engineering Practices.

TAKEAWAYS:
(1) By engaging with content first before learning science-specific vocabulary, students of varying language proficiencies are provided with an opportunity to express their ideas using the language they have. (2) Implementing meaningful student discourse in the science classroom can shift the focus on science and engineering practices and away from academic vocabulary. (3) Strategies that support emerging multilingual learners actually support all learners in developing proficiency in the science and engineering practices.

SPEAKERS:
Neelo Soltanzadeh (WestEd: San Francisco, CA)

Discussion centers on tools to properly analyze black students’ scientific work to determine if the misconceptions and misunderstandings are a learning issue or language issue. Emphasis will be placed on the use of language to reduce the ethnic achievement gap in science.

TAKEAWAYS:
1. Analyzing students’ work from a linguistic lens; 2. Recognizing biases when it comes to student language; and 3. Pushing Black students academically forward without making them feel torn between two language worlds.

SPEAKERS:
Jonte' Lee (Whittier Elementary: Kansas City, KS)

Learn how to integrate the cultural resources your students bring to class with your science teaching and learning. Come explore equity-based cultural formative assessments.

TAKEAWAYS:
1. Resources for instructional leaders and educators to support and create meaningful connections between classroom science concepts and the application of those ideas in everyday situations; 2. Discuss the implementation of these tools and resources in dynamic school environments; and 3. The strategies presented in this workshop can be used with any curricula, at any grade level, and in all subjects of science and engineering.

SPEAKERS:
Lauren Thompson Allen (D.C. Office of the State Superintendent of Education: Washington, DC), Deb Morrison (University of Washington)

Students bring amazing intellectual resources to make sense of natural phenomena. Come learn how to notice and leverage these resources in your teaching.

TAKEAWAYS:
1. identify equity dimensions of sense-making through the science and engineering practices 2. learn to see different ways students contribute to making sense of phenomena - and connect to science. 3. better appreciate that navigating multiple ways of knowing is the basic human condition, not the exception.

SPEAKERS:
Michael Heinz (New Jersey Dept. of Education: Trenton, NJ), Lauren Thompson Allen (D.C. Office of the State Superintendent of Education: Washington, DC), Deb Morrison (University of Washington), Tana Luther (Louisiana Dept. of Education: Baton Rouge, LA)