Explore how to take advantage of NSTA’s vast resources and pathways, including both asynchronous and synchronous options to create personalized professional learning.

TAKEAWAYS:
1. Discover the value of being a School or District NSTA Partner; 2. Explore how to maximize online professional learning for all teachers; and 3. Discover how to utilize NSTA's online learning resources to support in-person professional learning.

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

Participants will learn about the successful and varied informal and formal science partnerships developed by members of the NSELA leadership community.

TAKEAWAYS:
1. Successful partnerships between formal and informal science institutions increase student and community engagement in STEM education; 2. Success stories include STEM ecosystems; and 3. The NSELA Learning Center provides resources and support for ongoing learning about formal and informal science partnerships.

SPEAKERS:
Linda Cook (The University of Texas at Dallas: Richardson, TX)

Learn how ungrading works in a science classroom as feedback and reflection replace points to increase student autonomy and connection to learning.

TAKEAWAYS:
1. Connect deep 3-D learning with the tenets of ungrading to see how they work together; 2. Explore concrete ways of tracking student progress and feedback while devaluing points and centering learning; and 3. Leave with access to resources that support ungrading in STEM classrooms.

SPEAKERS:
Johanna Brown (Washington State OSPI: No City, No State)

How can we elevate equity and justice in our work in science education, personally and in community? Learn about Oregon’s efforts in this critical process.

TAKEAWAYS:
Participants will: 1. learn about the Oregon Equity in Science Teaching and Learning Symposium; 2. experience (briefly) several components of the symposium; and 3. contribute to our collective understanding of this critical work.

SPEAKERS:
Jennifer Mayo (Portland Public Schools: Portland, OR), Jamie Rumage (Oregon Dept. of Education: Salem, OR), Noelle Gorbett (Oregon Dept. of Education: Salem, OR)

We share inclusive approaches to science and engineering “flipped labs” that enabled hundreds of high school students to connect STEM with home and families.

TAKEAWAYS:
1. Design guidelines for affordable and accessible STEM design activities that can expand from classroom to home and allow students to engage in inquiry and engineering exploration; 2. Example case studies, from high schools with diverse demographics, of integrated science and engineering “flipped lab” design projects that bridged the classroom to home; and 3. Suggestions for improving flipped labs into full 3-D learning experiences.

SPEAKERS:
Mihir Ravel (Visiting Scholar: Portland, OR), Stephen Scannell (Gresham High School: Gresham, OR), Dan Robinette (Clackamas High School: Clackamas, OR), Cary Sneider (Portland State University: Portland, OR)

Elementary teachers can become comfortable teaching science without "adding to their plate." Our training sessions have led to a natural approach to cross-curricular instruction.

TAKEAWAYS:
Participants will learn: 1. an approach to decrease the load or stress for elementary teachers to help them feel more comfortable implementing inquiry; 2. how literacy is foundational to a robust cross-curricular science inquiry approach; and 3. an approach to help students "think like a scientist."

SPEAKERS:
Douglas Hunnings (Elkhart Community Schools: Elkhart, IN), John Taylor (Marvin Ridge High School: No City, No State)

Link computer science and SEL through computational thinking! Make a classroom procedure integrating CS and SEL through coding and leave with resources for classroom routines.

TAKEAWAYS:
1. A classroom-ready procedure integrating CS and SEL to immediately use with students; 2. An expanded knowledge of coding in Scratch and for those new to the tool, a baseline for its and other similar tools' uses and instructional integration; and 3. A model for coaching students through interpersonal communication using computational thinking concepts in social-emotional situations.

SPEAKERS:
Erin Lark (Kognity: Stockholm, 0), Katherine Livick (Educational Service District 112: Vancouver, WA)

Explore NSTA’s new Professional Learning Units. Discover these bite-sized asynchronous professional learning experiences that support student sensemaking to earn credit to submit to your school or district.

TAKEAWAYS:
1. Discover how NSTA can provide asynchronous and bite-sized continuing education credit options (2 hours per PLU); 2. Explore how each PLU contains reflections or tasks connected to the classroom that are submitted to NSTA for review or feedback; and 3. Explore how we can support professional learning for individuals or schools/districts including the flexible options available for Professional Learning Unit topics, and how these fit into our Professional Learning pathways.

SPEAKERS:
Tricia Shelton (NSTA: Arlington, VA), Elizabeth Allan (University of Central Oklahoma: Edmond, OK)

Participants will learn how to create a culturally relevant science lesson using an Earth science unit on conflict minerals in electronic devices as an example.

TAKEAWAYS:
Participants will: 1. learn how to identify concepts that readily lend themselves to connecting and engaging students in culturally relevant content; 2. brainstorm science content that can lead to social activism; and 3. learn how to connect the NGSS crosscutting concepts and science and engineering practices.

SPEAKERS:
Lesley Urasky (Saratoga Middle/High School: Saratoga, WY)