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NSTA Engage: Spring21 - Sessions

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Saturday, April 24
4:30 PM - 5:15 PM
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Raising the Bar for At-Risk Youth

It is a challenge to work with at-risk youth. Our discussion will center on successful strategies for motivating, assessing, and nurturing the science mind of students.

Takeaways: 1. Strategies for motivating at-risk youth in the science classroom; 2. Examples of adaptations of assignments for at-risk youth; and 3. Aligning building relationships with building a growth mindset with at-risk youth.

Speakers

Nadene Klein (Daniel C. Oakes High School: Castle Rock, CO)

Wednesday, April 28
4:00 PM - 4:45 PM
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Combating Ableism in the Biology Classroom by Teaching Disability as a Natural Form of Human Variation to Promote an Inclusive Classroom and School Environment

Unsure how to address disability in biology? Learn models of disability, identify ableism, and learn how to accept disability as a natural form of variation.

Takeaways: Attendees will: 1. be able to identify and remedy common examples of ableism, while learning about the beliefs and practices of the ability-inclusive mindset to promote an inclusive classroom and school environment; 2. be provided a set of slides that teach how disability is a natural form of human variation, the other above concepts in the context of a biology lesson on the natural sources of variation (meiosis, mutation, sexual reproduction); and 3. learn about the positives and negatives of the social, medical, inspirational, and social justice models of disability.

Speakers

John Gensic (Penn High School: Mishawaka, IN), Katy Fattaleh (The Nora Project: Highland Park, IL), Lainey Bristow (Penn High School: Mishawaka, IN)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Combating Ableism In Biology Slides
There are lots of slides here. Some will be directly used in the presentation, others (especially those at the end) will serve as a resource as teachers navigate presenting these concepts to students.

Wednesday, April 28
5:00 PM - 5:45 PM
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ASTE-Sponsored Session: The Birth of a Movement

How did the Environmental Justice movement begin? Come discover how science inquiry and justice-oriented practices support teachers and students as changemakers in their communities.

Takeaways: Attendees will learn: 1. that research supports connecting science content and opportunities for students to serve their communities as an essential facet of culturally relevant science instruction; 2. how to support students’ and teachers’ understanding of systemic inequities through science practices; and 3. how to create a critical inquiry instructional case study for students engaged in virtual or face-to-face instruction.

Speakers

Lenora Crabtree (The University of North Carolina at Charlotte: Charlotte, NC)

Wednesday, April 28
6:00 PM - 6:45 PM
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Spreading and Retaining Black Girl Magic in STEM Classrooms and Beyond

Learn strategies to be more culturally responsive from an equity framework to not only retain but spread Black girl magic in STEM in school settings!

Takeaways: 1. The school-based and classroom-based factors that are contributing to Black girls starting off with the highest interest in STEM but resulting in the lowest retention of STEM; 2. The seven elements of the ICUCARE equity framework in the classroom; and 3. Three to five strategies (to then develop and apply) for providing learning experiences in the school setting that empower our Black girls to remain in STEM.

Speakers

Princess Francois (Math, Engineering, and Science Academy: Brooklyn, NY)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Culturally Responsive Instruction Observation Protocol (CRIOP) Rubric
BGM in STEM Classrooms (PowerPoint Deck)
BGM STEM Case Study Notes.pdf
Culturally Responsive Sustaining Education (CRSE) STEAM Scorecard

Wednesday, April 28
7:00 PM - 7:45 PM
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Making Science Inquiry Work for Emergent Bilinguals

Learn how the language and structure of your inquiry activities can produce roadblocks for emergent bilinguals, and how subtle shifts dramatically increase engagement and success.

Takeaways: 1. A resource versus-deficit perspective and building lessons around abilities; 2. Breaking down language barriers in student-student collaborations through effective modeling; and 3. Using multiple representations in science, utilizing emergent bilingual's strength with translanguaging.

Speakers

Christopher Moore (University of Nebraska Omaha: Omaha, NE)

Saturday, May 1
5:30 PM - 6:15 PM
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NARST-Sponsored Session: Affirming Science Experiences in a STEM-Focused Urban High School

“When the learning experience is fun and sometimes a challenge, that intrigues me.” Participants will engage with materials/activities that advance a scientifically and culturally responsive perspective that is affirming for racial, ethnic, and linguistically diverse high-achieving students.

Takeaways: Participants will learn about: 1. science classroom cultures that are affirming and inclusive; and 2. hands-on STEM experiences that promote strong science identities.

Speakers

Jennifer Tripp (University at Buffalo, SUNY: Buffalo, NY), Noemi Waight (University at Buffalo, SUNY: Buffalo, NY)

Thursday, May 6
6:30 PM - 7:15 PM
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Bringing Indigenous Ways of Knowing into Place-Based STEM Projects

Explore with Indigenous Knowledge Keepers how and why to include Indigenous Ways of Knowing and voices in your place-based STEM projects.

Takeaways: With guidance from an Indigenous Knowledge Keeper: 1. gather examples of, and reasons for, looking at NGSS PEs, DCIs, SEPs, and CCCs through the complementary lens of Indigenous Ways of Knowing, which we call Indigenizing STEM; 2. create an ancestral land acknowledgement statement, with instructions, that can be used at your school, organization, or project site; and 3. create an honoring (blessing) protocol from the Indigenous perspective that acknowledges the respected human-environment relationship. This protocol could be done on the land of STEM project before changing or taking from the ecosystem.

Speakers

RunningHorse Livingston (Mathematize, Inc.: Madison, WI), Pte Ska Hinapa Wi Poor Bear (Indigenous Educator and Knowledge Keeper: Denver, CO), Laura Arndt (Global GreenSTEM: Franktown, CO)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

https://native-land.ca/
Go to Native-Land.ca to learn of the Native Nations who originally lived on and cared for the land where you are on. Do an internet search for information about this tribe or nation to learn about their relationship with and stories about the natural world. How could you respectfully contact someone to learn more? Use guidance on the website A Guide to Indigenous Land Acknowledgement and download The Honor Native Land Guide pdf another website to write a land acknowledgement for your land-bas
Why include Indigenous Knowledge in Your Land-based Project
In this fun and thought-provoking video, RunningHorse Livingston, a member of the Bad River Band of Lake Superior Chippewa, creatively shows the benefits and value of bringing Indigenous Ways into your scientific study of land and all parts of nature. After watching his video, think about how your land-based project might benefit by including relevant Indigenous Ways of Knowing. In the previous video, you learned who the ancestral Indigenous People are for your land.

Saturday, May 8
5:30 PM - 6:15 PM
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NSTA-WIDA Session: Creating Equitable Science Instruction for Multilingual Learners

This session will utilize the design principles for engaging multilingual learners in 3-D science to create engaging and equitable learning experiences for ALL students, but especially MLLs.

Takeaways: 1. Examine a set of principles co-developed by NSTA and WIDA and discuss how these "show up" in classroom; 2. Explore ways to help a linguistically diverse group of students engage together in sensemaking discourse; 3. Explore the role of modeling as a sensemaking support in linguistically diverse classrooms; 4. Learn about WIDA’s four Language Practices to authentically engage ALL students in using language for sensemaking; and 5. Learn how the Teacher Discourse Moves and Student Discourse Moves facilitate the exploration and transformation of science understanding.

Speakers

David Crowther (University of Nevada, Reno: Reno, NV), Rita MacDonald (Wisconsin Center for Education Research: Madison, WI)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

MSM Design Principles
presentation slides

Saturday, May 8
5:30 PM - 6:15 PM
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Engaging Nature Through Multiple Lenses

Bring science processes and SEL alive using wonder and the natural world. Free online resources help in-person or virtual teachers access nature with students.

Note: If you are able to watch this short video "Pocket Worlds" BEFORE the session, it will be beneficial to you. 

Takeaways: Participants will: 1. learn how to access and use a suite of free web-based resources designed to promote discovery learning in nature; 2. experience the lesson individually and discuss it with colleagues to make meaning and increase relevance for both teachers and their students; and 3. share and discuss applications for using these tools for discovery learning in their own setting.

Speakers

John DiDiego (Great Smoky Mountains Institute at Tremont: Townsend, TN)

Saturday, May 8
5:30 PM - 6:15 PM
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ASTC-Sponsored Session: Inspiring the Next Generation of Women in STEM

Do you care about inspiring girls to pursue STEM careers? Then join us to learn about the IF/THEN Collection designed to help ensure equitable gender representation in STEM! The IF/THEN Collection is the world’s largest FREE library of images, videos, and other content portraying women in STEM.

Takeaways: Participants will: 1. learn about the background and purpose of the IF/THEN Collection; 2. learn how to use the IF/THEN Collection to support STEM learning programs; and 3. get hands-on experience utilizing assets from the IF/THEN Collection.

Speakers

Jessica Hay (National Girls Collaborative Project: Seattle, WA)