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)

The Universal Design for Learning (UDL) Guidelines are a tool that can be used to design learning experiences that meet the needs of all learners (CAST, 2018). Instructional designers and teachers can use these principles to create learning environments that reduce barriers to access for all students, while keeping in mind the learning goals of the lesson. The three guiding principles of UDL are engagement, representation, and action and expression. In this session educators will be provided with examples of these principles in action in sample materials from OpenSciEd and classroom videos. In these examples, participating will identify how the materials have been purposefully designed with multiple avenues for engagement, representation, and action and expression. Additionally, they will identify the built-in supports for teachers to highlight student assets and to address potential barriers to learning for their local student population. Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

TAKEAWAYS:
Teachers will utilize a tool to help them analyze their own lessons to identify goals, potential barriers, and ways to use the UDL Principles to remove barriers and create flexible paths to learning.

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

Science literacy is essential to be informed and engaged citizens in the 21st century. Data are what we use to do science. Thus, reading and making sense of real-world data are fundamental skills to being scientifically literate and a fun way to engage learners with science. However, how do we incorporate data into K-8 science without feeling overburdened with yet another thing to teach? By integrating it into what we are already doing! Join us to explore the connections between data, science, and literacy. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. The goal is to increase our data toolkit of strategies and resources to increase science literacy and relevance for students. Participants will leave more empowered to integrate data into their science content in purposeful ways to better helps students do and communicate science. Working with and learning from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ literacy skills. Let’s set our students up for success now and in the future!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century and how to leverage existing strategies to authentically integrate data into K-8 science instruction to teach their science content and increase literacy simultaneously.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

Sponsoring Company: SAE International

Attendees will explore different methods and student & teacher resources for enhancing real-world STEM skills with meaning-making literature. Using AWIM's award-winning STEM curriculum and complementary comic & children's books as examples, teachers will engage in discussions and hands-on activities they can facilitate in their classrooms. This workshop will also address how diverse representation in storytelling can foster more accessible & impactful STEM learning for all students. Participants will receive a free AWIM book.

TAKEAWAYS:
Learn methods and resources for incorporating age-appropriate literature into hands-on STEM activities.

SPEAKERS:
Bonnie Thibodeau (SAE International: Warrendale, PA)

Sponsoring Company: Legends of Learning

Attendees will learn how employing game-based learning (GBL) engages and develops all learners. Understand how games empower students, develop critical thinking skills, provide instant feedback (and more) to develop content mastery as well as social-emotional learning. Game-Based Learning: encourages players to take risks without fear of failure, provides instant feedback that takes advantage of the richest teachable moments, creates individualized experiences through student agency, develops 21st century skills such as critical thinking, communication, collaboration, and creativity, allows students to experience that actions have ramifications, and invites all students to engage, providing expanded opportunities for equitable learning. Attendees will experience examples of each of these benefits, discuss how they could apply to their own classrooms, and will learn about the research that supports them. Attendees will collaborate with each other as they explore and discuss concepts during the session. They will also investigate how to apply game-based learning to creating experiences that address their own learning objectives.

TAKEAWAYS:
Apply game-based learning to make a difference to your students.

SPEAKERS:
Janet Pittock (director: , CA)

Trade books are often used to support science instruction, and are an effective way to connect ideas about how science works to classroom science experiences. In this workshop, we will share a rubric for evaluating trade books for science read-alouds and discuss how the tool can be used to inform instruction (e.g., developing discussion questions). The rubric focuses on four concepts related to humanizing science, and aligned with views of nature of science in the Next Generation Science Standards: Science is done by diverse people, Scientists interpret empirical evidence to support their claims, Scientists use a variety of methods, and Scientists are creative at all stages of their investigations. These four concepts support students’ understanding of how science works, laying the foundation for being an effective consumer of science. Additionally, these four concepts present a more accurate representation of scientists, in contrast with many long-standing stereotypes about scientists. Attendees will have the opportunity to use the rubric to analyze elementary-level science trade books and develop a plan for implementing the read-alouds in class. We will conclude by examining how teachers can layer selected trade books effectively into their existing science curriculum.

TAKEAWAYS:
Attendees will learn why representing science as a human activity is important for students’ understanding of how science works, and will learn how to select and plan for read-alouds of books that humanize science into their existing science curriculum.

SPEAKERS:
Jeanne Brunner (University of Massachusetts Amherst: Amherst, MA), Kathleen Mahoney (Doctoral Student)

From A Silent Spring, The Limits to Growth and Population Bomb of the 1960s and 70s to today’s planetary boundary science, overshoot, and creating a safe and just space for humanity, some would say that “the science is in” and that it is pretty gloomy. Additionally, now in the frenetic information age, humans are overwhelmingly aware of the multitude of crises we face as a species. Our collective mental health is tanking. Knowing our predicament is one thing, but knowing what to do about it is another. Education may be one of our most powerful tools. However, delivery, content, and reach are impaired by multiple factors including politics, economics, religion, and the numerous influences affecting everyone’s social construction of knowledge. This presentation will share examples from the fields of environmental, conservation, and humane education and then focus on the potential promise of comprehensive education for ecological justice.

About the Speaker
Sarah M. Bexell is clinical associate professor with the Graduate School of Social Work and Director of Humane Education with the Institute for Human-Animal Connection, both at the University of Denver, Colorado. Sarah is also a faculty member teaching Animal Protection for the Institute for Humane Education at Antioch University New England and senior advisor to the Education Department of the Chengdu Research Base for Giant Pandas, China. She teaches and does research in the areas of ecological justice, humane education, and animal protection.

SPEAKERS:
Sarah Bexell (University of Denver: Denver, CO)

The purpose of the presentation is to model how to flip a classroom from the traditional methods to more innovative methods to engage students. The participants will be able to create a deck by the end of the session. Participants will be given the background and research based strategies that Pear Deck uses to ensure that equity and inclusion are met while ensuring the seamless integration of the platform. Participants will be given the pedagogy of why this tool is needed in their classroom. Participants will be introduced to EdPuzzle and Screencastify to highlight how these tools can be used as well to flip their classrooms. A Pear Deck interactive slide will be presented to the audience. The audience will log in with the given code. As I present the audience will have my screen on their device. The audience will participate in a series of interactive activities designed to immerse them platform and give them the experience that students will have. The presentation is highly interactive with the first half of the presentation be using to interact with the platforms and the second half given for participants to explore and ask questions. The audience will be engaged with device-based activities from the beginning to the end of the presentation. The presentation style will be catch and release. I will capture their attention for some time and then I will release them to navigate through the platforms while I offer support. Attendees will learn how to create a Pear Deck, a screencastify recording and how to navigate through EdPuzzle to either create or utilize existing videos. Attendees will learn how to take the materials they are already using to flip them into a more blended learning model. The attendees will walk away with a Deck that can be used immediately in their classroom and my information to reach out to me if they have any questions during implementation.

TAKEAWAYS:
Participants will walk away with the basic knowledge of how to flip their classroom and be able to implement the strategies immediately into their classroom so that they are able to increase equity and inclusion.

SPEAKERS:
Cecelia Gillam (Hahnville High School: La Place, LA)

As a K-5 English Learner Teacher, I work with all grades, and for the last five years I've been helping students reach NGSS Performance Expectations through inductive, hands-on science lessons. I’m also a Science Methods Professor at North Central College, where I coach pre-service teachers in how to create and teach NGSS-aligned, three-dimensional science lessons. In this session, teachers will experience several hands-on mini-lessons and explore the meaning of inductive learning in science. Teachers will inductively discover how circuits work and engineer solutions for erosion. We’ll also use digital microscopes to explore the needs of plants and the structure and function living things, so please bring a device with a USB port if you can. Throughout the session, I’ll showcase digital portfolio examples from my K-5 students over the last 5 years. Elementary teachers are often intimidated by teaching and assessing the ambitious performance expectations of the NGSS, especially given the limited class time available for science instruction. Incorporating experiential science lessons with reading, writing, and speaking allows cross-curricular connections with ELA. Teachers will see many examples of digital notebooks used with English Learners and special education students for ongoing performance assessment of both Science and ELA standards.

TAKEAWAYS:
Inductive, and inclusive hands-on science experiences and the use of digital portfolios lead to deeper learning as well as ELA & Math connections for K-5 students.

SPEAKERS:
Melissa Eaton (Cowlishaw Elementary School: Naperville, IL)

To effectively engage audience members, I will balance their readiness to learn, cognitive load, and stimulating activities. Using real-world examples, I will demonstrate the power of STEM in elementary classrooms to grow all learners and provide necessary 21st-century skills. Often STEM is an enrichment offered to high-achiever but struggling learners have even more to gain from STEM including confidence and leadership. I will focus on practical application, but valuable references and data will be included to support my practices. I will begin the session with a survey to identify the needs and perceptions of participants regarding STEM integration. Based on input, I will share research-based strategies, classroom integration examples, or dispel misconceptions. I will include an interactive STEM activity using index cards and paper clips to provide a STEM lesson model and demonstrate the ease of integrating STEM with simple, classroom supplies. Participants will leave the session with a better understanding of the benefits of STEM in K-5 classrooms and feel more comfortable integrating STEM into their own classrooms.

TAKEAWAYS:
Participants will understand the value of STEM integration beyond the four letters of the acronym, including the benefits of productive struggle of high achievers and how the grit of struggling learners are paramount in the success of STEM challenges.

SPEAKERS:
Erika Neuman (University of Texas at San Antonio: No City, No State)

For years, research on the language of classrooms explored how the way we say things impacts students’ sense of belonging. This session uses the NSTA Teacher Tip Tuesday—The Meaning Beyond The Words: How Language, Race, and Culture Impact Science Teaching and Learning web seminar to consider how we signal to students that we value their ideas and how they communicate those ideas in the science classroom and what we can do as educators to help ensure our students know they belong in the classroom and can do science. Participants will learn about opportunities to continue the learning after the session ends through NSTA’s new Professional Learning Units.

TAKEAWAYS:
1. Become aware of how we signal (or don’t signal) to students their ideas and how they communicate their ideas are valued in the science classroom; and 2. Learn strategies to support students in building on their ideas and each other's ideas to move toward building deep conceptual understanding of big ideas in science (disciplinary core ideas).

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

We live in a data-driven world, and our students will be working in a data-driven workforce. Therefore, it is critical that our Pre-K-12 students learn foundational data literacy skills. However, currently these skills are too often only taught in upper-level classes. All students need these skills and all students, down to our little Pre-Kers, can work with and make sense of science data. Let’s make sure data is an equalizer, rather than another divider in our educational system and society! Join us as we explore what perception and learning science tell us about how our brains process data. We will experience research-based strategies and freely available resources to build science knowledge and self-efficacy through data. Finally, we will explore ways to adapt our existing curriculum activities and data visualizations to help our students more equitably access science. Through hands-on activities and group discussions, participants will leave more empowered to leverage data and data visualizations into their science content in purposeful ways for all learners. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall 21st century skills. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century for all students and ways to adjust existing curriculum to leverage data as entry points into science inquiry, sensemaking, and knowledge for all learners to see themselves in STEM.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

Sponsoring Company: Great Minds

Explore the five social-emotional competencies as defined by CASEL. Research instructional routines that foster these competencies and learn how to incorporate these routines in your classroom.

TAKEAWAYS:
PhD Science® was designed with the research-based understanding that social, emotional, and academic learning are interconnected multidirectionally.

SPEAKERS:
Ranell Blue (Great Minds: Washington, DC), Isaac Stauffer (Great Minds: Washington, DC)

Finding support and collaboration, especially in rural settings, can be challenging for educators. The Interstate Science Collaborative (ISC) was formed by state science leaders from a handful of rural states to provide free professional learning for the teachers they serve. Fall and spring book study sessions and a summer learning series were offered with considerations toward equitable participation including making the sessions virtual, being mindful of schedules and capacity, and providing continuing education credits. Feedback from the sessions centered around appreciation from participants for the opportunity to connect with teachers from other states to discuss and share in conversations around common problems of practice. In addition to providing support for educators, the ISC became a safe space for the founding members to share challenges and successes in their own work. Join this presentation to learn about how to set up a professional community in your context that will not only support student learning but can also become a way to create the comradery and community we all need as educators.

TAKEAWAYS:
Participants will engage in whole and small group discussion to learn about and share strategies to build a professional community that not only focuses on how to improve student learning but also creates a support network for educators.

SPEAKERS:
Sharon Cates (Phenomenon Science Education: Amherst, MA), Christy Krenek (New Mexico Public Education Department: Santa Fe, NM), Shannon Wachowski (EdReports.org: Fort Collins, CO)

Join us to learn what sensemaking is and how to use research-based resources to engage students in making sense of the world around them. Leave with a collection of resources to move your professional learning forward no matter where you are on the sensemaking continuum.

TAKEAWAYS:
Develop an understanding of what sensemaking is and how it can help build classrooms where students are able to make sense of the world around them. Leaders walk away with a consensus-building exercise for their team.

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

In this session, the co-editors of the recent NSTA Press book, Crosscutting Concepts: Strengthening Science and Engineering Learning, will take a deep dive into how crosscutting concepts can be more explicitly leveraged to strengthen science instruction. Presenters will illustrate how two instructional units—one elementary and one secondary—have developed CCCs as lenses on phenomena in order to better connect with students’ everyday experiences and to enhance students’ ability to meaningfully integrate SEPs, DCIs, and CCCs to make sense of authentic phenomena and problems.

TAKEAWAYS:
CCCs are: 1) lenses on phenomena and problems; 2) critical to sensemaking about phenomena and problems; and 3) most useful when meaningfully integrated with SEPs and DCIs.

SPEAKERS:
Jeff Nordine (The University of Iowa: Iowa City, IA), Okhee Lee (New York University: New York, NY)

Gain experience using the NSTA Sensmaking Tool to become critical consumers of curricular materials and support creating/revising lessons for sensemaking.

TAKEAWAYS:
1. Learn how to use the NSTA Sensemaking Tool to review science lessons for the four critical aspects of sensemaking; and 2. Understand how to use the Sensemaking Tool to support creating and revising existing science lessons for sensemaking.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA)

Sponsoring Company: STEMscopes by Accelerate Learning

Explore several intervention strategies to help struggling students in STEM, moving beyond differentiation and scaffolding. Learn other proven intervention techniques and discover how to modify traditional outreach to connect with students so that they gain greater understanding.

TAKEAWAYS:
Explore several intervention strategies to help struggling students in STEM.

SPEAKERS:
Leslie Spaeny (STEMscopes by Accelerate Learning: Houston, TX), Jacque Garcia (STEMscopes by Accelerate Learning: Houston, TX)

Participants will be introduced to an ongoing partnership between Chicago Public Schools and Loyola University Chicago in which 40 K-8 teachers participated in a Master Teacher Leadership Cohort to support the rollout of a newly-adopted science curriculum. The cohort supports teachers in becoming leaders in their schools and across the district, ensuring a greater impact on underrepresented students by removing barriers to appropriate grade-level content and high-quality instruction. We will begin by highlighting activities from the cohort that develop teacher knowledge of the NGSS and best practices in science instruction, including learning cycle action plans and other strategies to make practice public and engage in collaborative problem-solving (20 min). We will then share strategies for the development of teacher leadership, including case study work, leadership self-assessment and goal-setting, and leadership breakout discussions, where teachers were invited to share individual areas of expertise in science teacher leadership. (15 min) We will then engage participants in preparing for two of the cohort activities: an instructional strategy share-out (“pineapple share”) and leadership breakout discussions. (15 min) We will end with thoughts from a teacher leader in the cohort about how to recruit, retain, and engage teachers in this type of community. (10 min)

TAKEAWAYS:
Participants will leave this session with the tools they can use to develop collaboration, leadership, and high-quality science instruction among science teacher leaders.

SPEAKERS:
Andre Botello (Chicago Public Schools: Chicago, IL), Julie Jacobi (Loyola University Chicago: Chicago, IL), Allison Grandberry (Chicago Public Schools: Chicago, IL), Kayla Cherry (Loyola University Chicago: Chicago, IL)

Learn about the novel approach taken by Illinois to include teacher voice in developing a statewide three-dimensional science assessment.

TAKEAWAYS:
Participants will learn about the process of developing a state-wide assessment written by local educators.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)

During this session, I will provide participants with black card stock, needles, string, graph paper and tape. We will start by creating the artwork as this will fuel the discussion later. I will walk participants through the steps using a guided slideshow with pictures. They will be given multiple options and allowed to experiment with their selections. I will give them time to work at their tables to create their art and walk around to help. The discussion portion will happen after the art creation. I will ask the groups to share their art with their table. The valuable portion of the session is when we will brainstorm the modifications that can be done to help all students access this activity. I will ask groups to discuss and share out as I create a list. I will add any modifications not already mentioned. Next, I would like the groups to discuss how this can be used in their classes, including the modifications they would need to suit their students. As a take away, participants will have a note taking sheet, access to the slideshow (includes examples and instructions), list of supplies needed and where to purchase, their beautiful artwork, and valuable discussions.

TAKEAWAYS:
In addition to the art work, participants will leave with ideas, templates and modifications for a variety of students.

SPEAKERS:
Terri Serey (Orange Grove Middle School: Hacienda Heights, CA)

This session by members of NSTA’s Professional Learning Committee is designed to help teachers deepen their understanding of the effective and practical strategies to facilitate academic discourse that promotes inclusive science and STEM classrooms. Participants will engage in a variety of instructional strategies to ensure that all students have access to scientific discourse, and opportunities to collaborate with peers, through intentional planning. Participants will engage in a variety of formative assessment classroom techniques (FACTS) from Page Keeley’s Uncovering Student Ideas texts, including commit and toss, pro/con pairs, structured think-pair-share, and more. In addition, we will be discussing the shift away from traditional talk patterns- like I-R-E (Initiate, Response, Evaluation) and towards Productive Talk to promote an inclusive science and STEM classroom where discourse supports student sensemaking. Finally, we will provide resources and discussion around the “lead4ward Instructional Strategies Playlist”, which provides teachers with detailed descriptions of specific, instructional strategies. Links to additional discourse resources will also be provided. The instructional strategies used in this presentation will promote student engagement, differentiation, and scientific understanding to help form a more inclusive learning environment where all students can participate in scientific discourse.

TAKEAWAYS:
Participants will experience a variety of impactful instructional strategies that promote scientific discourse to help create an inclusive STEM learning environment.

SPEAKERS:
Kimberley Astle (Washington Office of Superintendent of Public Instruction: Olympia, WA), Rebecca Garelli (Arizona Science Teachers Association), Angela McMurry (The Ohio Academy of Science: Dublin, OH)

Explore EiE’s curriculum design principles for inclusivity and NSTA’s sensemaking pillars as tools to evaluate curricula for inclusivity and equity.

TAKEAWAYS:
Participants will leave this session with a framework for evaluating curricula with equity and inclusivity in mind.

SPEAKERS:
Diana Christopherson (Museum of Science, Boston: Boston, MA)

We are naturally curious, prone to ask why? How? What? Unfortunately, somewhere along the way students lose the trust in their voices to ask questions of and from data. But data are what we use to do science and it permeates all aspects of society today. What should we do? Stop teaching the vocabulary of science and data first, and instead leverage classroom-ready strategies to empower students to lead with their innate curiosity to practice critical 21st century data literacy skills and master the science content. Join us to explore connections between our science content, inquiry-based activities, and data skills. We will experience research-based strategies and freely available resources for integrating phenomenon-based and local data into our science instruction to promote science literacy and student empowerment. We will participate in activities ourselves and reflect on approaches for how to bring these into our classrooms. Participants will leave more empowered to integrate data into their science content in purposeful ways to better help students do and communicate science. Working with and learning science from data fosters critical thinking skills, lifelong interests in science, and facilitates learners’ overall self-identity as a scientist. Let’s set all of our students up for success!

TAKEAWAYS:
Participants will identify how data literacy is a critical aspect of science literacy in the 21st century, how students can do a lot more with data than we often think or presume from their science vocabulary alone, and how to leverage existing strategies to authentically integrate data into 6-12 science instruction to teach their science content and increase literacy simultaneously.

SPEAKERS:
Kristin Hunter-Thomson (Dataspire Education & Evaluation, LLC: No City, No State)

In this session we will explore the experience of an instructional coach working with a fifth-grade teacher to engage students in three-dimensional learning using an NGSS curriculum at an urban school.

TAKEAWAYS:
This session will explore how instructional coaches can be leveraged in elementary schools to support teachers and students in implementing the NGSS.

SPEAKERS:
Alayla Ende (University at Buffalo, SUNY: Buffalo, NY)

We will model activities that link Latino folktales to science and ELA learning as a means to connect natural phenomena and culture.

TAKEAWAYS:
Attendees will walk away with Latin American folktales that connect to science phenomena for quick implementation in the classroom.

SPEAKERS:
Ivan Ochoa Martinez (Irene C. Hernandez Middle School for the Advancement of Science: Chicago, IL), Julio Mendez (Friedrich W. Von Steuben Metropolitan Science Center: Chicago, IL), Madison Delaney (Teacher: , IL)

Come learn about simple, applicable strategies to support your students' executive function skills in the science classroom, with an emphasis on project planning, organization, flexible thinking, and time management.

TAKEAWAYS:
Attendees will identify the educational impact of the 11 main executive functions, as well as learn concrete strategies for supporting their students in both general and special education settings.

SPEAKERS:
Krista Northcutt (New Way Academy: Phoenix, AZ)

Engage in a variety of activities, collect information and resources, and network with middle level leaders. Discover new ideas and materials that you can use next week.

TAKEAWAYS:
The participants will network with other middle level science educators and leaders to discover and engage in activities that will expand their knowledge and be usable in all aspects of their work.

SPEAKERS:
Mary Lou Lipscomb (National Middle Level Science Teachers Association: Naperville, IL), Alison Betz Seymour (Science Teacher: Winchester, 0), Carey Dieleman (National Science Teaching Association: No City, No State), Loris Chen (Science Education Consultant: Fair Lawn, NJ), Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Suzanne Cunningham (Purdue University: West Lafayette, IN), Katy Garvey (The Source for Learning, Inc.: Reston, VA), Nicole Green (Animalearn: Jenkintown, PA), Joseph Michaelis (University of Illinois Chicago: Chicago, IL), Kim Nagle (Brooks Middle School: Bolingbrook, IL), Cori Nelson (Winfield School District 34: Winfield, IL), Anne Schoeffler (Seton Catholic School: Hudson, OH), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Alison Betz Seymour (Science Teacher: Winchester, 0), Corydon Strawser (Lake Nona Middle School: Orlando, FL), Stacy Thibodeaux (Southside High School: Youngsville, LA), Barbara Phillips-Bredlow (Northeast Nodaway School District: Ravenwood, MO), Dawn Konieczny (Brooks Middle School: Bolingbrook, IL), Erin Towns (Edward Little High School: Auburn, ME)

Misconceptions are both worrisome and problematic to STEM educators because students continue to build knowledge on their current understanding, negatively impacting their learning.

TAKEAWAYS:
In this session, participants will be provided with a framework to deconstruct, reconstruct, and construct (D.R.C. Model) the teaching and learning experience in the STEM classroom.

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA), Catherine Alexander (Franciscan Missionaries of Our Lady University: Baton Rouge, LA)

Explore connections between inquiry, project-based learning (PBL), and social-emotional learning (SEL) through a new essential practices guide. Learn strategies that build SEL skills, making PBL accessible to all students.

TAKEAWAYS:
In order to make project-based learning accessible for all students, the development of social-emotional skills must be intentionally planned and explicitly taught.

SPEAKERS:
Kristana Rogers (DoD STEM/RTI International: Research Triangle Park, NC)

This session is designed to help teachers deepen their understanding of the effective and practical strategies needed to facilitate a successful science fair competition or symposium in either a face-to-face or hybrid environment. Participants will be provided with a variety of instructional strategies and free curriculum materials to ensure that all students have access to a social learning platform that will encourage opportunities to collaborate with peers and mentors through intentional planning. The instructional strategies used in this presentation will promote student engagement, differentiation, and scientific understanding to help form a more inclusive learning environment within the classroom and within the district community.

TAKEAWAYS:
--Participants will experience a variety of impactful instructional strategies that promote authentic scientific research and presentation to promote access to equitable future opportunities for students regarding college and/or career endeavors

SPEAKERS:
Angela McMurry (The Ohio Academy of Science: Dublin, OH)

During the pandemic, STEM leaders took on the challenge of connecting PK-5 students with each other in inclusive community events that focused on expanding access to STEM learning. The Student Design Guild (SDG) is a program bringing students and families together in a Covid-safe environment. SDG had three goals in mind: continue to provide STEM outreach for elementary students, provide a sense of community at a time when schools looked different and new, and provide ways for students to make sense of the pandemic. The SDG united students through a common need and engaged them in STEM learning. Through the design thinking process (a human-centered problem-solving process) and STEM stations, the guild developed opportunities for students that included designing, creating, building, iterating and sharing, all to lay a foundation for developing essential skills necessary for secondary education / work-force readiness. Participants will -learn how to design their own district/school-based Student Design Guild -have access to a model for creating a streamlined district-wide program that expands access and participation in STEM learning view design thinking as a STEM practice -view design thinking as a STEM practice -receive a district-wide student design challenge and a variety of turn-key STEM Stations

TAKEAWAYS:
Learn about one district's model for creating district-wide programming that expands access and participation in STEM learning and understand how that model can be adapted to fit the needs of the user. Understand how to use the design thinking process as a STEM practice and receive a rubric for using design thinking. Have access to a district-wide design challenge and a variety of turn-key STEM Stations for students.

SPEAKERS:
Kristen Brohm (Innovation Center of St. Vrain Valley Schools: Longmont, CO), Colin Rickman (Innovation Lab Coordinator: Longmont, CO)

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (Penn State University: No City, No State), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Learn how to assist educators in facilitating purposeful STEM clubs for elementary girls, focusing on strategies promoting female student achievement, confidence, and interest in science.

TAKEAWAYS:
1. Strategies to establish and facilitate STEM clubs that are fun, develop collaboration, actively combat stereotypes, and provide students with female role models in the STEM community; 2. An exploration of options for club formats and in-class applications, possible equity protocols, as well as a discussion of potential barriers and possible solutions for educators; and 3. Tools and resources for further research and strategies.

SPEAKERS:
David Rosengrant (University of South Florida St. Petersburg: St. Petersburg, FL), Nicole Caltabellotta (Mt. Vernon Elementary: St. Petersburg, FL)

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)

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)

Professional learning opportunities for elementary science teachers are scarce but crucial for all elementary teachers to meet the goals of the NGSS. We argue that schools and districts should leverage the routines teachers are already doing for professional learning. In a study of three districts, we found opportunities for learning about science content, teaching, the NGSS, and instructional leadership. This may not happen in all spaces: there are likely more opportunities if teacher learning is centered alongside administrative function. This presentation will focus on how facilitation for curriculum adoption routines supported particular kinds of teacher learning, through leaning into contentious moments and using tools to mediate perspectives and develop teachers’ knowledge. We will also pose a key dilemma which emerged from our focal districts around membership selection: hand-selecting committee members leveraged their instructional expertise and ensured the selection of high-quality curriculum materials but limited both representation and opportunities for less expert elementary science teachers to learn about teaching science within the routine. We will then facilitate a discussion focused on strategies for supporting teacher learning, including around critical issues of equity which were mostly absent from our data collection, and strategies for managing the key dilemma of membership selection.

TAKEAWAYS:
Committees for adopting new science curricula are an example of an often untapped opportunity for teacher learning; leaning into points of contention and leveraging tools to mediate committee deliberations contribute to teacher learning.

SPEAKERS:
Emily Seeber (University of Michigan: Ann Arbor, MI), Christa Haverly (Northwestern University: Evanston, IL)

Investigate how colors mix, by adding light sources or by removing colors from white light, and discover how cell phones and newspapers use these methods.

TAKEAWAYS:
Color mixing has different outcomes when light sources are added than when dyes or inks subtract colors from a white background. Additive color systems are used in TVs and computer screens, while subtractive colors are found in photos and paintings.

SPEAKERS:
Gary Benenson (The City College of New York: New York, NY), Stephanie Codrington (Benjamin Banneker Magnet School of Architecture and Engineering: Brooklyn, NY), Kathy Gutierrez (P.S. 536: Bronx, NY), Gary Benenson (The City College of New York: New York, NY)

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)

Academic discourse is a vital part of promoting student sensemaking. Learn how discourse can be used to promote equity and access in the science classroom.

TAKEAWAYS:
Attendees will learn how to use discussion strategies in the classroom to move student thinking forward, use talk as a formative assessment, and build a classroom culture that promotes student discussion.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Cheryl Knight (Orland Junior High School: Orland Park, IL)

Sponsoring Company: STEMscopes by Accelerate Learning

Are you looking for an engaging and innovative way to get your students to understand not only the meaning of a word, but how it fits into the bigger picture? Put on your thinking cap and join us as we use vocabulary to take students on a learning adventure! Experience ways to zoom in and zoom out of science content using a variety of differentiated strategies and structures. Take these ideas straight back to your classroom for immediate use. Great for intervention!

TAKEAWAYS:
Explore intervention strategies to help struggling students in STEM.

SPEAKERS:
Jacque Garcia (STEMscopes by Accelerate Learning: Houston, TX)

Join the members of NSTA as they share how to create a classroom culture that supports equitable participation, and learn how to implement these best practices within your own classroom. A roundtable discussion will follow.

TAKEAWAYS:
Sharing of ideas on creating a classroom culture that supports equitable participation

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

Creating an equitable classroom requires the creation of a learning community that integrates supports for all students to succeed. Learn how to use common strategies with intentionality to build a classroom community that supports sensemaking. In this session participants will learn strategies that allow you to take your students to the next level as a community.

TAKEAWAYS:
Participants will learn how different strategies can be used to support ALL learners to create a community that learns together.

SPEAKERS:
Megan Elmore (Glenn Westlake Middle School: Lombard, IL), Randie Johnson (Glenn Westlake Middle School: Lombard, IL)

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

TAKEAWAYS:
Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

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

This poster session connects phenomena-based teaching to Funds of Knowledge and the development of science identities.

TAKEAWAYS:
Attendees will learn how to support language development in the science classroom. Attendees will learn about the research between developing science identities and success in science. Attendees will learn about Funds of Knowledge and its role in connecting students to the science classroom.

SPEAKERS:
Helen Brandon (Bloomington Junior High School: Bloomington, IL)

Growth mindset teaching strategies and standards-aligned engineering design challenges were tested with rural elementary students in out-of-school-time and classroom settings. Results, resources, and best practices.

TAKEAWAYS:
In this poster, growth mindset and engineering design will be explored as tools for enhancing student engagement and equity. During 2019-2021, standards-aligned engineering design challenges were tested with different elementary age groups in out-of-school-time and classroom settings (schools, afterschool programs, and 4-H summer camps). For each challenge module, students were given time to explore the topic and test materials, emphasizing the importance of prototype revision so that students viewed each design change as a step toward success. Early outcomes of the research will be shared, as well as resources and best practices for program replication.

SPEAKERS:
Suzanne McDonald (West Virginia University: Morgantown, WV), Jennifer Robertson (West Virginia University: Morgantown, WV)

Improving STEM instruction for students with disabilities is a national need. Come explore one project's work to support coaches and teachers to do just that!

TAKEAWAYS:
Attendees will take away knowledge of, and enthusiasm for, the free tools and resources being developed to support teachers and coaches.

SPEAKERS:
Rachel Hallett-Njuguna (University of Central Florida: Orlando, FL)

You can't grow a flower without seeds, just like students can't grow their STEM identity without a growth mindset.

TAKEAWAYS:
Attendees will learn why growth mindset is a vital aspect of the foundation of students' STEM identity.

SPEAKERS:
Nicole Hebert (Sacred Heart University: Fairfield, CT), Abigail Lupinacci (Student)

Babyscientist organizes/operates STEM workshops/camps in underserved communities engaging students in hands-on scientific experiments. We’re in the business of creating dreamers, believers, and creating scientist!

TAKEAWAYS:
How our method of informal learning inspires and motivates children of color from underserved communities to pursue careers in STEM.

SPEAKERS:
Kristy McDowell (Merrimack College: North Andover, MA)