How do science teachers and students rebound after a year of interruptions, remote learning, and a compromised learning experience last year?

TAKEAWAYS:
Tips offered on how to engage prior learner experience and content knowledge without student fear of judgement or negative evaluation Looking at 3-dimensional science teaching in terms of broad, transferable skills that can be backfilled if learning loss took place last year Creating opportunities for purposeful, personal self-reflection to help drive instruction and allow learners to connect with material in ways that couldn’t occur with COVID restrictions

SPEAKERS:
Shawn Sutton (Long Valley Middle School: Long Valley, NJ)

This session will take a deep dive into how to engage students experiencing chronic trauma in the science classroom.

TAKEAWAYS:
1. Participants will be exposed to the signs and impacts of chronic trauma on science students. 2. Participants will be provided with strategies for engaging these students in the science classroom. 3. Participants will be provided with ideas and techniques for developing a science classroom environment that supports students living with chronic traums.

SPEAKERS:
Ann MacKenzie (Miami University: Oxford, OH)

The science classroom provides numerous opportunities to reinforce social emotional learning with students. This session will explore several ways we can naturally integrate SEL as we teach science.

TAKEAWAYS:
Define Social Emotional Learning (SEL) and list the 5 SEL competencies. Discuss how to integrate SEL in the science classroom. Provide examples of how SEL naturally aligns with how we teach science.

SPEAKERS:
Zipporah Miller (Educational Consultant: Bowie, MD)