By Invitation Only

Shifting from traditional professional development to curriculum-based professional learning is a simple concept but complex to design and execute well. At its core, it means teachers experience the same kind of inquiry-based learning we expect them to provide their students. Learn more about a Carnegie Corporation of New York report, The Elements, which identifies a core set of research-based actions, approaches, and enabling conditions that effective schools and systems have put in place to reinforce and amplify the power of high-quality curriculum and skillful teaching.

TAKEAWAYS:
1. Examine beliefs and assumptions regarding the relationship between high-quality instructional materials, curriculum-based professional learning and student success 2. Gain understanding of the foundation for The Elements, a challenge paper from Carnegie Corporation of New York 3. Learn from science practitioners whose successful curriculum implementation efforts are grounded in the elements and essentials.

SPEAKERS:
Jim Short (Carnegie Corporation of New York: New York, NY)

Since its release, the NSTA Quick-Reference Guide to the NGSS has become an essential tool for many educators across the country. A new version titled the Quick-Reference Guide to the Three Dimension has been developed to not only support teachers in all states that have standards based on the Framework for K-12 Science Education. This new version of the Quick-Reference Guide still contains the most useful features of the original, including descriptions of the practices and the crosscutting concepts from the Framework of K-12 Science Education and K-12 progressions of the elements of all three dimensions. In addition, the new Quick-Reference Guide contains several new features that should make it even more helpful. For example, every element now has a unique code (based on the codes in the NSTA Atlas of the Three Dimensions) that makes it much easier to reference a particular element. In addition, there is an entire chapter devoted to the Performance Expectations. Finally, the guide also contains a number of tools for working with standards. This session will outline all of the features of the guide through the process of unpacking the crosscutting concepts to better understand how to make curriculum, instruction, and assessment more three-dimensional.

TAKEAWAYS:
A deeper understanding of the Crosscutting Concepts and how a well-designed reference guide can make it easier to unpack the three dimensions for work in curriculum, instruction, and assessment.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

The forthcoming OpenSciEd High School chemistry course combines physical science and Earth and space science NGSS performance expectations as a way to engage students in developing understandings around energy and matter. Learn about the focus of the five units that make up this course and their associated performance expectation bundles to see how the three dimensions are used as a way to authentically engage students in making sense of both physical science and earth and space science related phenomena and design solutions. In the session, we will highlight how anchoring phenomena of the first unit, typically associated with earth and space science, helps students make sense of the particulate nature of matter, energy transfers in earth systems, feedback loops, and human interactions with their environment. An in-depth examination of the performance expectation bundles for the following four units will help illustrate the learning progressions students will follow to develop progressively more complex models of the particle nature of matter, its properties, and its interactions using the lenses of all crosscutting concepts, in particular, patterns, energy and matter, structure and function, and stability and change.

TAKEAWAYS:
Incorporation of earth and space science NGSS performance expectations within a chemistry curriculum supports student engagement in and sensemaking of chemistry concepts around properties and interactions of matter and energy.

SPEAKERS:
Nicole Vick (Northwestern University), Dan Voss (Northwestern University: Evanston, IL), Michael Novak (Northwestern University: Evanston, IL), Tara McGill (Northwestern University: Evanston, IL)

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

TAKEAWAYS:
Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

SPEAKERS:
Michael Lach (Township High School District 113)

Explore curriculum of a 10th grade integrated chemistry and biology course that was designed to incorporate the Next Generation Science Standards while placing importance on the Science and Engineering Practices. The course follows the narrative: “Living systems obey the laws of physics and chemistry. Transformations in matter occur in predictable ways and are a function of molecular shape and molecular collisions. Chemical properties are the result of the arrangement of elements and the forces between them. Reception, sequestration, and transfer of chemical elements allow living systems to leverage chemical transformations to survive, grow, and reproduce. Reproduction allows for the transmission of these traits from one generation to the next. Pressures from the environment favors some traits over others which in turn produces new species over time and is responsible for the diversity of all life.” Students were introduced to content via phenomenon and then engaged with the DCIs, Cross-cutting concepts, and SEPs while working towards a culminating project. For example, students learned various topics of chemistry including stoichiometry and gas laws to design and build a functional Class B fire extinguisher. Following this unit, students applied their understanding of cellular respiration, photosynthesis and the carbon cycle to calculate the amount of carbon sequestered on a section of campus trees.

TAKEAWAYS:
Participants will learn how to use phenomena and a 3D design approach to create project -based, integrated Curriculum that assesses SEPS equally with content. Participants will learn how to use student-centered pedagogical practices, hands-on exploration, and more authentic assessment practices. Participants will be familiar with how Integrating biology, chemistry and environmental standards in order to explore an authentic, real-world problem or challenge increases student engagement and performance.

SPEAKERS:
Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)

One of the key features of the NGSS and other standards based on the Framework for K-12 Science Education is the idea that a “a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school.” (NGSS Appendix A, p. 2) The NSTA Atlas of the Three Dimensions has a set of 62 maps that illustrate the how the elements of the three dimensions build on each other and connect to one another. Each map focuses on a particular topic and shows the progression students are expected to make in that topic from one grade-span to the next. Arrows connecting individual elements on a map indicate that competency in one element is useful in learning to achieve the other element. Educators can use maps to deepen their understanding of the standards to plan or improve curriculum, instruction, and assessment. This session will provide participants guidance on how to read the maps in the Atlas and use this powerful tool to deepen their understanding of elements of the standards.

TAKEAWAYS:
A careful review of the connections between elements of the three dimensions can provide a clearer understanding of science standards and important guidance in planning instructional sequences to support three-dimensional teaching and learning.

SPEAKERS:
Ted Willard (Discovery Education: Silver Spring, MD)

Come explore creative storylines for integrating up-to-date, research-driven climate science into high school Chemistry courses.

TAKEAWAYS:
1. Climate-related storylines provide powerful frameworks for students to learn fundamental chemistry core ideas and reinforce understandings of crosscutting concepts and science and engineering practices; 2. The wealth of Earth-orbiting NASA satellite data now available in real time provides us with an unprecedented understanding of the science of climate change and also provides many opportunities for student experiential learning; and The latest advances in climate modeling can allow all students to both see the inequitable impacts that humans are currently having on Earth systems and build a sense of hope in how future changes in human practices can reverse current impact trends.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

To help develop more scientifically curious and literate students, we use scientific literature or documentaries to engage students in developing the NGSS science practices. Students find an interesting topic, generate a question, collect and analyze data and then develop a Science Installation that communicates their learning to the greater community. Our most recent class project had students study how to grow food in a simulated Mars environment with the conditions controlled by student programmed raspberry pis. High school students organized 6th graders to do hands on data collection. They created a 10x12 foot exhibit that looked like a Martian landscape and highlighted the equipment they used with the plants still growing. The display included QR codes to communicate data and research using student-created videos, infographics, and data tables. Other installations include a monochromatic yellow room where everything looks grey and allowed observers to learn about the properties of light and the ways light energy is used in photosynthesis, the way it can be used to promote electrons, and the way it produces color. Other exhibits include sound waves and a history or music and musical instruments, the chemistry of color, and an environmental study of our use of carbon.

TAKEAWAYS:
Participants will learn how to guide students in the reading of scientific literature or the watching of documentaries in order to generate an authentic question and project. (How can we develop the capacity to farm on Mars? How does yellow monochromatic light produce the absence of color (an episode of Abstract, What can we learn about pollen structure from 3D printed files from Bayer’s agricultural division?) Participants will review a process to take the question and generate an authentic study that transcends a single class, grade, or discipline. (Students in 11th grade worked with students in 6th grade to test growing plants under controlled conditions that simulated Mars. Students in art and physics classes explored the properties of light and created a light-based art exhibit with science lessons on QR codes) Participants will explore a template for guiding students through the creation of an installation/exhibit that creatively shows the question, their experiment, their analysis, and potential solutions or conclusions in a creative and community-informing way. The exhibit is similar to an art installation with QR codes and experiment/study artifacts presented in a museum like scenario.

SPEAKERS:
Elizabeth Helfant (Mary Institute and Saint Louis Country Day School: Saint Louis, MO)

Improve inclusive classroom dynamics between teachers, families, and students by reflecting on disability model perspectives, identifying barriers to collaboration, and determining effective avenues of communication.

TAKEAWAYS:
The triangle of inclusion presents pathways that can be used by administrators and teachers to recognize and overcome barriers faced within the inclusive classroom and includes strategies such as early open communications, student advocacy, professional learning opportunities, and mentorships.

SPEAKERS:
Nicole Wack (East Penn School District: Emmaus, PA)

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

TAKEAWAYS:
Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

SPEAKERS:
Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

Ideas and concrete strategies for building collaborative, generative partnerships with community groups, nonprofits, preK–12 schools, museums, and community colleges in order to transform the STEM ecosystem and preservice teachers' futures will be shared.

TAKEAWAYS:
Participants will: 1. hear from different partners about the generative ways we have collaborated to increase diversity in our STEM teacher preparation program; 2. engage in discussion and planning next steps for reaching out to a potential collaborative partner; and 3. learn about the ways in which preservice STEM Noyce Scholars have strengthened their STEM Identity and have been prepared to design culturally sustaining curricula and classrooms that integrate sensemaking.

SPEAKERS:
Sydney Worthen-Jenkins (Sacred Heart University: Fairfield, CT), Nicole Hebert (Sacred Heart University: Fairfield, CT), Bonnie Maur (Sacred Heart University: Fairfield, CT), Kristin Rainville (Sacred Heart University: Fairfield, CT)

Wander your way through 30 different STEM stations to learn about resources, lessons, and teaching strategies to incorporate more STEM into your school and classroom. This farmer's market–type event brings together educators, authors, researchers, and leaders in early childhood through fifth-grade STEM education. Leave with a mindful of great ideas and be inspired!

TAKEAWAYS:
Pick up great ideas and be inspired during this farmer's market–type event.

SPEAKERS:
Sharon Bird (The NEED Project: Manassas, VA), Heather Pacheco-Guffrey (Bridgewater State University: Bridgewater, MA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Susan Erickson (Country School: Weston, MA), Sara Nelson (Iowa State University: Ames, IA), Constance Beecher (Iowa State University: Ames, IA), Elizabeth Dethloff (Robert R. Shaw Center for STEAM: Katy, TX), Christine Preston (The University of Sydney: Sydney, 0), Catherine Scott (Coastal Carolina University: Conway, SC), Kristin Cook (Bellarmine University: Louisville, KY), Richard Cox, Jr. (Atrium Health), Annette Venegas (Kent School District: Kent, WA), Juliette Guarino Berg (The Town School: New York, NY), Katie Morrison (University Child Development School: Seattle, WA), Wendi Laurence (Education Specialist: Park City, UT), Katrina Kmak (Park City Library: Park City, UT), Brittnie Hecht (Park City Library: Park City, UT), Diana Lockwood (Author & Executive Director), Godwyn Morris (Dazzling Discoveries / Skill Mill NYC: New York, NY), Bridget Miller (University of South Carolina: Columbia, SC), Christie Martin (University of South Carolina: Columbia, SC), Rebecca Kurson (Collegiate School: New York, NY), Cori Nelson (Winfield School District 34: Winfield, IL), Shelly Counsell (Self Employed Consultant), Belle Akers (Convent & Stuart Hall's Schools of the Sacred Heart: San Francisco, CA), Kathleen Tate (American Public University System: Charles Town, WV), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Beth Pesnell (Kansas State University: Manhattan, KS), Bill Burton (Tatnall School: Wilmington, DE), Barbara Bromley (Hazelwood Elementary School: Lynnwood, WA), Kim Stilwell (BIOZONE Corp.: Parker, CO), Nancy McIntyre (Robotics Education & Competition Foundation: Greenville, TX), Shari Haug (Science Olympiad: Oakbrook Terrace, IL), Jane Savatski (Janet Berry Elementary School: Appleton, WI), Katrina Pavlik (Deputy Executive Director: Oakbrook Terrace, IL), Mitchell Rosenberg (Kinderlab Robotics, Inc.: Waltham, MA), Tiffany Leones (Digital Promise: Washington, DC), Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA), Danielle Scharen (North Carolina State University: Raleigh, NC), Frances Hamilton (The University of Alabama in Huntsville: Huntsville, AL), Jennifer Williams (Isidore Newman School: New Orleans, LA), Anne Lowry (Aleph Academy: Reno, NV)

TAKEAWAYS:
Attendees will: 1. participate in a discussion on defining STEM based professional development; 2. have an opportunity to view strategies that supports inquiry in science and 3. be able to view research and data that supports the impact of STEM based professional development on achievement.

SPEAKERS:
Takisha Gastile (University of Houston-Clear Lake: Houston, TX)

How many teacher comments on student work are left unread? Or, even if they are read, how useful are they to the student? Can the student positively internalize the feedback and use it to improve their work? Chances are the answer is no! But it doesn’t have to be this way! During this session, participants will learn more effective strategies for giving actionable feedback and methods to help their students utilize feedback to improve their work. First we’ll learn how to ask questions in student feedback and how differently questions are internalized by the student. For example, consider the difference between, “I don’t understand what you mean here,” and “Can you explain in more detail what you meant in this statement?” Then we’ll discover how to make sure teachers' feedback is read and used by students to improve their work. By making self reflection a formalized step in the learning process, teachers provide students opportunities to practice this important skill! Participants will receive a worksheet with feedback tips and tricks.

TAKEAWAYS:
Several methods that can be applied immediately in the classroom, providing feedback encouraging students to be self reflective of their own work.

SPEAKERS:
Regina Borriello (Clifton High School: Edison, NJ)

This session will focus on how educators can support students to change their mindset in relation to the “labels" used to classify their science courses.

TAKEAWAYS:
Attendees will be able to: 1. understand the impact that labels used to classify science courses—such as regular, honors, or AP—can have in the academic performance of high school students; learn simple strategies that can be implemented in the classroom to help students changing their mindset in regards of the courses that they are taking; and 3. learn how these strategies can contribute to foster a more positive attitude and a more productive culture of learning in the classroom.

SPEAKERS:
Ileana Bermudez Luna (University of South Florida: Tampa, FL)

Science teachers at Lindblom Math and Science Academy in Chicago Public Schools have worked with Northwestern University’s CT-STEM department to develop computational thinking in science units aligned with the Next Generation Science Standards. The goal is for students to understand and apply computational thinking practices in their science classrooms to help make sense of phenomena or problems, analyze data, use models and develop explanations. Units, built by teachers, are designed to cover core science concepts in physics, chemistry, and biology. This program allows teachers to work with CT-STEM members to develop new simulations or other CT activities that work best in the unit. This was developed based on teacher need, when simulations didn’t exist to address the big ideas. Integration of NetLogo models, SageModeler, NetTango, and other data analysis activities are used to help students make real world connections. These tools allow students to learn and apply basic computer science ideas and skills as well as the 3-D of NGSS. Developed unit topics include: stoichiometry, climate change, gas laws, and energy. These units are available for public use and can be easily modified on the CT-STEM platform for teachers to use.

TAKEAWAYS:
Overview of how teachers integrated Computational Thinking into science units and how to access units for Biology, Chemistry, Physics, and Earth Science

SPEAKERS:
Carole Namowicz (Lindblom Math and Science Academy: Chicago, IL), Lauren Levites (Lindblom Math and Science Academy: Chicago, IL)

I plan to show examples of narrated, evolving images. I plan to show images of neuranatomy. I plan to show the results of a student performance using visual-based teaching. I plan to discuss other tips for effective teaching.

TAKEAWAYS:
Why students learn more in less time by viewing narrated, evolving images than by reading a textbook.

SPEAKERS:
Sheldon Margulies, M.D. (Fascinating Education: Silver Spring, MD)

A team of high school teachers and university researchers presents a process of their collaboration and learning about teaching multilingual students using an NGSS-focused curriculum.

TAKEAWAYS:
Learn how to design and carry out effective and positive collaboration centered around a specific goal (e.g., establishing a clear structure of work cycle) and several key principles for teaching emergent multilingual students that were developed through the collaboration (e.g., multimodality).

SPEAKERS:
Minjung Ryu (University of Illinois Chicago: Chicago, IL), Laura Decker (Chicago Public Schools: Chicago, IL), Anna Kordek (Science Teacher), Maks Malec (Highschool Physics Teacher: , IL)

Although group projects have been shown to increase learning and cooperation, bullying can sneak into student peer evaluations. Examples and alternatives to ghosting presented.

TAKEAWAYS:
Science classrooms are a great place for group projects to enhance learning, but students may unwittingly be ghosted from their group, ultimately making them seem like they are not a team player. We as teachers must be diligent against bullying/ghosting.

SPEAKERS:
Diane Huelskamp (Wright State University-Lake Campus: Celina, OH)

Resources and strategies to support P–12 and postsecondary students in STEM classrooms who have invisible illnesses/ health-impairment disabilities will be shared.

TAKEAWAYS:
Attendees will get an overview of resources and strategies that address the need for safe and equitable learning environments for P–12 and postsecondary students with invisible disabilities/ health-impairment illnesses in STEM classrooms.

SPEAKERS:
Nancy Grim-Hunter (Chicago State University: Chicago, IL)

Sagan said that when kids are young, they cannot stop asking questions. By high school, they stop asking. This needs to change.

TAKEAWAYS:
Ways we can help students learn and retain science concepts, critical-thinking skills, and inquisitiveness using alternative approaches to teaching.

SPEAKERS:
Juan Bacigalupi (Eagle Hill School: Hardwick, MA)

Engage students, families, and the community in STEAM through Family STEAM Nights in order to equitably build understanding and interest in STEAM.

TAKEAWAYS:
Participants will learn how to create, recruit, and implement a Family STEAM Night to engage students, families, and the community in STEAM.

SPEAKERS:
McKenna Serowka (Lake Zurich High School: Lake Zurich, IL)

A grading system based on total points does not accurately reflect the level of student understanding of science content. Students who demonstrate that they understand half of the content should not earn a failing score. Nor should students earn arbitrary points for doing non-science content related things. Student scores should reflect what a student understands and not how well the student can play the game we call school. We teachers are encouraged to do standards based grading, but not everyone knows how or where to start or even if it is worth putting forth the effort to make the change. Participants will be led through my journey in becoming a teacher who uses standards based grading. The struggles in changing my mindset about grades and the way I grade will be presented as well as the benefits of having a better understanding of what the students actually know, having student grades more accurately reflect what they know, having fewer students fail among other things. Basic strategies for assessing level of understanding will also be presented. Time will be given for questions and answers.

TAKEAWAYS:
Participants will be given strategies about changing their view of scoring students by the total number of points they got correct verses the student's level of understanding.

SPEAKERS:
Meredith Diehl (Northview High School: Sylvania, OH)

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

TAKEAWAYS:
Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA)

Explore how to use phenomena to generate student questions that allow for further investigation to support student sensemaking.

TAKEAWAYS:
Attendees will learn how to effectively use phenomena to allow for authentic student questioning and how to use those questions to increase student engagement and sensemaking.

SPEAKERS:
Nicole Vick (Northwestern University)

Self-paced classrooms are a means to run a STEM class where the teacher becomes a facilitator of learning to their students. A self-paced classroom is one where the students will engage with the class material at a rate that is appropriate for them. Assignments are rated into different categories worth different point values so that students can make a choice each day in how they want to approach their learning. This kind of environment encourages development of executive functioning skills, cooperative learning skills, and other soft skills necessary to be successful as a 21st century learner, scientist, or engineer. It also meets the needs of both the highest and the lowest functioning learners. In this session, we will learn in more detail about self-paced classrooms, how to implement them, and how to develop different types of activities and locate resources that work well for this kind of environment, including interactive digital notebooks, pixel art, EdPuzzles, digital crossword puzzles, lab experiments, digital and live escape rooms, and more! Join me as we learn how we can make equity for all enjoyable for all the students.

TAKEAWAYS:
How to use various computer programs, specifically in the Google Suite, to create an equitable classroom environment.

SPEAKERS:
Elizabeth Stewart-Miranda (Greater Lowell Technical High School: Tyngsboro, MA)

Do the test questions you use adequately reflect your students’ true understanding of science? We’ll share guidelines for writing effective questions that don’t leave any of your students out and will help you determine whether your students are making sense of phenomena they are investigating - do their ideas match science ideas of the NGSS? Using a research-based “citizen science” approach, teachers can volunteer their favorite items and help improve our existing MOSART questions. Crucial item characteristics will be measured and reported, such as difficulty, effectiveness, gender, and racial/ethnic bias. Write new questions or revise ones you already have to address how well students make sense of elements outlined in the NGSS DCIs. The following is a question that is too difficult for middle school students: Matter is made of tiny bits called atoms. What is between the helium atoms in a balloon? a)Tiny particles that bind atoms together. b)A chemical substance that attaches helium atoms together. c)Nothing; the helium atoms touch each other on all sides. d)Nothing, just empty space. e)Air. How would you revise this item? We’ll have “practice” opportunities to look at assessment questions that are difficult or biased and discuss possible revisions with other educators.

TAKEAWAYS:
Write assessment questions to address item characteristics of difficulty, effectiveness, gender, and racial/ethnic bias

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Come start your winning application for the Shell Science Teaching Award, or the Shell Urban Science Educators Development Award. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

TAKEAWAYS:
Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

SPEAKERS:
Amanda Upton (NSTA: Arlington, VA), Melissa Collins (John P. Freeman Optional School: Memphis, TN)

Join us for a chance to learn more about  NSTA-administered competitions and awards from NSTA staff and past participants. NSTA-administered competitions include NSTA Teacher Awards, the Army Educational Outreach Program, Shell Science Lab Regional Challenge, and Toshiba/NSTA ExploraVision competitions. This engaging hour will include discussion and tips on how to engage K–12 students in project-based learning opportunities that are no cost to participate.

TAKEAWAYS:
1. Engage with educators that have participated in NSTA-administered competitions and awards; 2. Learn more about opportunities to engage students in project-based learning; and 3. Share best practices and tips to foster inquiry-based learning and showcase ideas.

SPEAKERS:
Acacia McKenna (NSTA: Arlington, VA)

An introduction for teachers to free standards-based lessons focused on scientific breakthroughs and the positive role of science in our lives provided by #ScienceSaves.

TAKEAWAYS:
1. Teachers will become familiar with free resources to teach how science has benefited human outcomes with lessons, including teacher notes with curriculum standards, student response sheets, rubrics, and lesson plans; 2. Lessons include a variety of topics from handwashing to CRISPR, and several are cross-curricular with Language Arts and Math; and 3. Various activities have students plot data, research topics such as medical inventions, design experiments, and design lifesaving inventions.

SPEAKERS:
Alison Seymour (Science Teacher: Winchester, 0)

Do you impact your school and community with STEM? If you teach K–12, come learn how to apply to win up to $15K through this teacher competition.

TAKEAWAYS:
Learn how to apply for the Shell-sponsored teacher competition and two Shell-sponsored teacher awards.

SPEAKERS:
Amanda Upton (NSTA: Arlington, VA), Ruth Ruud (Cleveland State University: Cleveland, OH)

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

TAKEAWAYS:
Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

SPEAKERS:
Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Stanford, IL)

An understanding of the structure of our educational system will allow us to better navigate this system in ways which promote social justice in the science classroom. Consequently, this session will start with a discussion of accountability reform initiatives (such as high-stakes testing) and the impact those mandates have had on science education. Thus, the first part of the session will focus on the interplay between reform initiatives and equity by examining how mandates worked to widen the achievement gap. The NGSS challenges states to make changes to their curricula and bring the focus back to science. We will then move to a discussion regarding how we can use the vision embodied in the NRC Framework to promote quality teaching practices in the science classroom and bring the focus to science instruction. Here we examine equity-driven practices that can work to promote social justice in the science classroom. Participants will identify components within the NCR Framework which promote equity by engaging all learners—specifically historically marginalized students—in the learning process.

TAKEAWAYS:
Accountability mandates such as high-stakes testing are working to funnel time and resources away from science instruction, however, 3D learning and inclusive practices can mitigate the effects of those mandates by promoting sound pedagogical practices.

SPEAKERS:
Klodia Saad (Dearborn Public Schools: Dearborn, MI)

We are living in an Age of Misinformation. Developing the capabilities to evaluate scientific information is a key goal of scientific literacy. Moreover, “obtaining, evaluating and communicating information” is a core practice of NGSS. The NGSS standards, however, were developed a decade ago before misinformation became so pervasive and were not developed to address this threat. Much of this misinformation is scientific. Therefore, this session will present a set of ideas and materials about how to address this challenge. These have emerged from a report developed at Stanford University drawing on the expertise of an international group of science educators, scientists and psychologists entitled “Science Education in an Age of Misinformation”. In this session, we will present the main arguments and recommendations of the report. Using a set of practical, web-based classroom examples, participants will work in small groups to trial and discuss the suggested teaching approaches and materials we have developed. Opportunities will be provided for feedback, questions and discussion in a final plenary. What we will present will empower teachers of science with ways they can support their students to avoid being misled by the purveyors of misinformation.

TAKEAWAYS:
Participants will learn what are the challenges posed by misinformation and what they can do to help science education address this challenge using practical examples of exercises and ionnovative teaching materials.

SPEAKERS:
Daniel Pimentel (Stanford University: Stanford, CA)

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

Toshiba America Foundation wants to work together with teachers who are looking for a better way to engage the community in STEM. Participants will hear from educators that have won money for their school and communities to implement STEM action projects.

TAKEAWAYS:
Participants will learn how they can receive cash awards and acknowledge for STEM action projects.

SPEAKERS:
John Anderson (Toshiba America Foundation: Irvine, CA)

Carnegie Corporation of New York released a challenge paper calling on the education field to transform teaching and learning through the elements and essentials of curriculum-based professional learning. Learn how schools and systems are helping teachers experience the instruction their students experience to help change instructional practices, leading to better student outcomes.

TAKEAWAYS:
1. Explore the rationale for a challenge paper dedicated solely to the issue of curriculum-based professional learning; 2. Discover the 10 elements and three essentials of professional learning critical to effective implementation of high-quality science instructional materials; and 3. Consider implications of the roles and responsibilities for putting into action the elements of curriculum-based professional learning.

SPEAKERS:
Jim Short (Carnegie Corporation of New York: New York, NY)

Phenomenon-driven assessments can be aligned to standards and engaging to students. This session will answer the question, “How can a 3D assessment engage students’ interest and identity while promoting high-quality science learning?” We call this “5-dimensional” assessment. We will present several examples of phenomenon-driven assessments in grades 5-12 and deconstruct them. What makes them engaging? How does a 3D task unfold over several questions? Where are the big science ideas? Then, we will analyze the student work that 5-dimensional assessments can generate in order to see what 3D learning can result from aligned tasks. Participants will gain a deeper understanding of how to construct a 3D task, investigate student interests, and give meaningful feedback to students that goes beyond “right and wrong” multiple-choice questions. The final part of the presentation will offer examples of tools participants can use to adapt their own assessments by 1) finding meaningful phenomena, 2) connecting the DCIs, SEPs, and CCCs, and 3) writing prompts that integrate all dimensions.

TAKEAWAYS:
How to design meaningful, interest & identity driven 3D assessments for secondary students

SPEAKERS:
Kerri Wingert (Good Question Research: Boulder, CO)

“Kids say the darndest things” don’t they - or do they? Either way, it’s really what they believe, whether it’s correct or incorrect. Do you know what ideas your students bring to the classroom and use to shape their ideas about science? How do we accurately assess their ideas against the disciplinary core ideas of the NGSS? We wonder where those ideas come from and why they own them. Our students make sense of science from many places and venues and then use that as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge using phenomena, observation, and robust assessment as well as a through a deeper understanding of the misconceptions they hold. Know the extent of what your students are thinking and why they think it using research-based assessments and the importance of including their ideas in those assessments. Explore students’ ideas and misconceptions (as well as your own!) in the Physical Sciences at various grade levels and know some of what they bring with them before they walk in the door!

TAKEAWAYS:
Educators will learn research-based misconceptions that students hold across grade bands in the physical sciences in order to incorporate those into assessment.

SPEAKERS:
Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Culturally relevant pedagogy embodies a professional, political, cultural, ethnical, and ideological disposition that supersedes mundane teaching acts; it is centered in fundamental beliefs about teaching, learning, students, their families, and their communities, and an unyielding commitment to see student success become less rhetoric and more of a reality. This session will aid in building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning. In this session, we will exhibit how to identify the key characteristics of culturally responsive lessons. Attendees will acquire lesson design methods that employ cultural competence and effective communication. Attendees will use collaborate boards during the presentation to respond and interact. Activities to exhibit how students identify with what they know in the classroom will be utilized to help educators make connections and apply this information when planning lessons.

TAKEAWAYS:
Building awareness and sensitivity to the culture-based genius that students bring to the classroom using science inquiry strategies. Emphasis will be placed on a model for the inclusion of culturally relevant content that accommodates student backgrounds and methods of learning.

SPEAKERS:
Kelly Haynes (Baker High School: Baker, LA), Jennifer Norwood (Instructional Support Specialist), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)

Students find science difficult or non-stimulating particularly when teachers do not consider cognitive, physiological, and socio-emotional disparities in students. Research has shown that engaging the appropriate parts of the brain helps students make a long-lasting, personalized connection to scientific concepts and practices. Studies show that discipline and learning problems in our classrooms may be associated with a lack of student engagement. Engaged students are less likely to be disruptive and are more likely to retain information longer. The focus of this presentation is to equip teachers with the pedagogical skills and strategies needed to drive student engagement and achievement by recognizing and addressing physiological, cognitive, and socio-emotional disparities in students based on an understanding of how a learner’s brain works. Participating teachers will explore the impact of emotions, storytelling, culturally relevant and hands-on learning on the forebrain and consequently on student engagement and comprehension. Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies. These will enhance student engagement, improve learning outcomes and increase academic achievement in the sciences.

TAKEAWAYS:
Teachers will learn to correctly harness the learning power of the forebrain, particularly, those of the hippocampus and amygdala, by appropriately employing suitable learning strategies

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

Use the Great Lakes as a learning tool! Participate in virtual classroom-ready activities, discover PD opportunities, and learn how to collect authentic water quality data.

TAKEAWAYS:
Attendees will learn: 1. how to request and incorporate the use of the Hydrolab in their classroom to collect authentic water quality data either in the classroom or in the field; 2. how to utilize Nearpod to create engaging lessons that can be utilized virtually or in the classroom; and 3. about professional development opportunities aboard the R/V Lake Guardian and at Ohio State University's Stone Lab.

SPEAKERS:
Melissa Kowalski (Put-in-Bay Local School District: Put in Bay, OH), Shari Insley (North Olmsted Middle School: North Olmsted, OH)

Cognitive science has identified flexible and often counterintuitive cognitive strategies that boost student learning. Teachers will learn how to implement these techniques within their classrooms.

TAKEAWAYS:
Learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples, within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

Our master teacher video case studies are used to facilitate discussion about the science practices of Asking Questions and Modeling with inservice and preservice teachers.

TAKEAWAYS:
1. Using classroom video as a focus of discussion can provide teachers with an avenue for substantive conversations about their teaching practice; 2. Our case studies present real classroom settings where the teachers are having their students work on the practice of questioning and/ or modeling; and 3. Participants will view the videos and reflect on how the teachers are facilitating the use of science practices in their classrooms.

SPEAKERS:
David Henry (SUNY Buffalo State College: Buffalo, NY), Alayla Ende (University at Buffalo, SUNY: Buffalo, NY), Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Alan Baczkiewicz (Sweet Home Middle School: Amherst, NY)

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)

The Carriel Garden is a space where students can explore and experiment in nature while learning about connections to society and citizenship. Starting from a school-wide lunch waste worm composting program, the Carriel Garden has flourished into problem-based learning experience for more than just science classes. This session focuses on the success and failures we have encountered along the way in creating a native pollinator patch, vegetable garden, and small school greenhouse at a junior high school in southern Illinois. The presenter, Mrs. Mellenthin, will share lessons she has experienced first hand with her 7th grade science students from learning the escape routines of monarch caterpillars, how to compost outside in Illinois winters, navigating the local farmers market to sell student grown plants, and techniques for running from gophers, deer, and other garden surprises. ;) Topics addressed in the session will include funding solutions, community connections, staff buy in, summer support, STEM connections, and many lessons learned. The session will end with an opportunity for participants to network with others, ask questions, and formulate solutions for their own school projects.

TAKEAWAYS:
Attendees will gain practical examples of problem based learning in a school garden and gain ideas on how to set up or tackle issues in their own school garden spaces.

SPEAKERS:
Amanda Mellenthin (Carriel Junior High School: O Fallon, IL)

The Illinois Science Assessment is written by Illinois science teachers for Illinois science students. Learn more about the format of this test and how you can model test clusters in your classroom.

TAKEAWAYS:
Illinois Science Teachers will gain insight into how to better prepare students for the ISA by learning how to create clusters for use in their classroom.

SPEAKERS:
Carol Baker (NGSS: Orland Park, IL), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)