2022 Chicago National Conference

July 21-23, 2022

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102 results

Lunch: Elements of Curriculum-Based Professional Learning

Wednesday, July 20 • 11:45 AM - 12:45 PM

Hyatt Regency McCormick Place - Regency Ballroom


STRAND: No Strand

Show Details

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)

Increasing Scientific Literacy: Strategies, Free Activities, and Resources That Work!

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W178a


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Participants will learn strategies and receive numerous resources that increase students’ scientific literacy. The hands-on approach has participants engaged in the activities, games, and more.

TAKEAWAYS:
Attendees will: 1. learn new strategies for incorporating scientific literacy into their lessons; and 2. receive numerous activities, templates, games, and other resources to help with doing this. These resources can be used “as is” or modified to allow for differentiation based on the needs of the learners. Strategies and resources will include ones effective with ELL and EC students.

SPEAKERS:
Iris Mudd (Winston-Salem/Forsyth County Schools: Winston Salem, NC)

Universal Design for Learning (UDL) - An Effective Approach to Ensuring an Inclusive Science Classroom

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - Skyline W375a


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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 Francisco, CA)

Strategies to Elevate Students Scientific Literacy with Real-World Data

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W181b



(Please login with your NSTA account to view the materials)
Access to Resource Document
Complete this Google Form to access the Resource Document of links and the slide deck from the workshop.

STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

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, Rutgers University: Princeton, NJ)

Linking Literature and STEM in the PreK-8 Classroom

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W473


Show Details

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)

Humanizing Science: A Rubric for Evaluating Science Trade Books

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - W175c



(Please login with your NSTA account to view the materials)
Humanizing Science Workshop Resources
Access workshop slides, materials, completed examples, and a searchable Outstanding Science Trade Book list at this link.

STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

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: , 0)

Ecological Justice: Why Education Is Our Best Defense

Thursday, July 21 • 8:20 AM - 9:20 AM

McCormick Place - Skyline W375e


STRAND: No Strand

Show Details

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 BexellSarah 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)

Did I really just flip this classroom?

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W185a



(Please login with your NSTA account to view the materials)
Presentation note taking worksheet

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

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)

Engineering for Us All: Exploring the "Why," "What," and "Who" of Engineering

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W194a



(Please login with your NSTA account to view the materials)
Baseball card lesson
Baseball card lesson (complete)
More information on e4usa
Playpump lesson
Product archaeology lesson
Robot arm lesson (with materials list)
Shoe sole sketch and design lesson
Slides from presentation

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

“You’re good at math; be an engineer.” Isn’t there more to it? Who is an engineer? Engineering helps society by solving problems. Let’s explore “why.”

TAKEAWAYS:
Learn that engineering is more than math + science and take away classroom activities addressing engineering identity, ethics, and society (not your typical engineering activities).

SPEAKERS:
Ken Reid (University of Indianapolis: Indianapolis, IN)

The Meaning Beyond the Words

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W178a



(Please login with your NSTA account to view the materials)
https://my.nsta.org/collection/ktURlAGyUA4_E

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

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)

Broaden Science Participation: Unpack “Analyze & Interpret” to Teach Data As an Equalizer

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W179b



(Please login with your NSTA account to view the materials)
Access to Resource Document
Complete this Google Form to access the Resource Document and a slide deck from the workshop.

STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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, Rutgers University: Princeton, NJ)

A Holistic Approach to Building Community

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W185b-c



(Please login with your NSTA account to view the materials)
Slide Deck_NSTA Chicago 2022

STRAND: Coping in Resilience in Science and STEM Teaching

Show Details

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)

What Is Sensemaking? Exploration and Consensus-Building Tasks for Individuals and Teams

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - Skyline W375a


STRAND: No Strand

Show Details

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)

Half-Earth Project Inclusive Mapping Design Challenge and Hummingbird Guided Inquiry

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - W196a


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

The Half-Earth Project team-based Mapping Design Challenge engages students in authentic teamwork to use digital mapping to design their own biodiversity conservation choices.

TAKEAWAYS:
Digital mapping motivated by exploring charismatic species draws diverse students into the multidisciplinary science of conservation decision-making where species, human impacts, and stakeholders have to be considered.

SPEAKERS:
Dennis Liu (E.O. Wilson Biodiversity Foundation: Durham, NC)

3D@NSTA: Strengthening Science Teaching Practice with CCCs

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - Skyline W375c



(Please login with your NSTA account to view the materials)
NSTA 2022 CCCs in 3D Learning PPT 7-21-22.pptx

STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

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)

Using the NSTA Sensemaking Tool to Support Creating, Revising, and Selecting High-Quality Science Lessons

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375a



(Please login with your NSTA account to view the materials)
https://my.nsta.org/collection/x2paxwvcfUQ_E

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

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)

Effective Intervention Strategies: Let’s Hook Students into Learning

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W470a



(Please login with your NSTA account to view the materials)
STEMscopes-2022-July21-Interventions-NSTA.pdf

Show Details

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)

Developing school-based science teacher leadership through a collaborative learning community.

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W181b


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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)

Including Teachers in Developing Large-Scale Assessments for Science

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b


STRAND: No Strand

Show Details

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: Carbondale, IL)

Environmental Justice Coalition: Including and Empowering Students in Civic Action

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W178a



(Please login with your NSTA account to view the materials)
Environmental Justice Coalition Presentation

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

This session will provide educators with a clear understanding of environmental justice and give them tools to integrate this topic into science classrooms and student-led initiatives. We will focus on the case study of the Sonoma County Environmental Justice Coalition. During the 2021-2022 school year, middle and high school teams from across Sonoma County were invited to sign up for a year-long learning and leadership development program hosted by the Sonoma County Office of Education. Student teams received training and mentorship around environmental justice throughout the year and created and implemented local action plans to address an environmental justice issue. Students had the opportunity to receive input and mentorship from professionals and share their actions and future plans with local leaders and industries at a culminating showcase. Participants will hear a brief overview of the structure of the coalition and will view testimonials from student members. Participants will receive tools to integrate environmental justice into their classrooms and resources to help student teams develop and implement environmental justice action plans. Finally, participants will work collaboratively to design next steps for scaling environmental justice in their classroom and beyond by using their local resources and networks.

TAKEAWAYS:
Explore how to integrate environmental justice and civic engagement in science classrooms and programs.

SPEAKERS:
Ryan Kurada (Sonoma County Office of Education: Santa Rosa, CA), Anna Babarinde (Sonoma County Office of Education: Santa Rosa, CA)

Geometric String Art: Something for Everyone!

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W180



(Please login with your NSTA account to view the materials)
Geometric String Art.pdf

STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

Effective Discourse Strategies for Creating Inclusive STEM Classrooms

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W181a


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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: No City, No State), Angela McMurry (The Ohio Academy of Science: Dublin, OH)

Evaluating STEM Curricula with Equity and Inclusivity in Mind

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W178b


STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

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)

Data, Tables, Graphs, Oh My! Strategies to Get All Students Doing & Speaking Science

Thursday, July 21 • 2:20 PM - 3:20 PM

McCormick Place - W176c



(Please login with your NSTA account to view the materials)
Access to Resource Document
Complete the Google Form to gain access to the Resource Document and slide deck from the workshop.

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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, Rutgers University: Princeton, NJ)

Arctic Engagement - Interdisciplinary Opportunities and Strategies from Polar Educators International

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W176a



(Please login with your NSTA account to view the materials)
Arctic Engagement
This is our slideshow with all links, including information about PolarTREC and Polar Educators International.

STRAND: No Strand

Show Details

The Arctic keeps the entire world climate in balance and is a crucial, relevant, and engaging area of study for students. PolarTREC teachers will relate their experiences working with polar research scientists in Greenland to action projects for students in grades 6-12. The session will include interdisciplinary lessons and classroom strategies designed to connect polar science with Arctic geography and ecosystems and also economic and cultural systems . Moreover, the presenters are on the Council of Polar Educators International and will introduce participants to that organization and its strategies for building greater inclusion of Indigenous Arctic peoples in the global conversation about climate change and its repercussions..

TAKEAWAYS:
Practical multicurricular resources and activities ready for immediate implementation into curriculum and classroom

SPEAKERS:
Anne Farley Schoeffler (Seton Catholic School: Hudson, OH)

La Ciencia Del Folklore: Connecting Latino Legends to Elementary Science

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W179b


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

Executive Function Supports for Creating Inclusive Science Classrooms

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W179a



(Please login with your NSTA account to view the materials)
EF Supports for Inclusive Science Classrooms Presentation PDF
https://drive.google.com/drive/folders/1TUPMxotRYq0ZsboPp7i1jxMVKthb0vnv?usp=sharing
NSTA Presentation 7_21 (1).pdf

STRAND: No Strand

Show Details

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)

Inclusive Grading of 3-D Science

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W178b


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

How can grading better represent students’ 3-D learning? This workshop will take a specific focus on grading phenomenon-driven curricula that do not have typical worksheets.

TAKEAWAYS:
Standards-based grading and careful selection of student work aligned to lesson-level PEs for feedback can help make 3-D learning more meaningful for students.

SPEAKERS:
Kerri Wingert (University of Colorado Boulder: Boulder, CO)

Meet Me in the Middle, Lite: A Share-a-Thon

Thursday, July 21 • 3:40 PM - 5:40 PM

McCormick Place - W183b



(Please login with your NSTA account to view the materials)
UIC Teacher Fellows Info
Informational Flyer on Teacher Fellows program to develop classroom learning companion robots

STRAND: No Strand

Show Details

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 (NSTA: Arlington, VA), 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 Farley 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)

Using GeoSpatial Data to Teach Climate Justice

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W176a



(Please login with your NSTA account to view the materials)
Link to Schools for Climate Action Campaign
Free resources for student advocacy for climate justice on local, state and federal level.
Presentation
Resources, curriculum, lesson plans, sample case studies of student advocacy

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Let's discuss the expansion and availability of geospatial data (arcGIS, EJScreen, CalAdapt) to examine environmental justice issues in their own community and create climate resilience action plans for an authentic audience (city council, school district, state lawmakers).

TAKEAWAYS:
Attendees will explore strategies for using geospatial data to examine, interpret, and act on place-based environmental justice issues in their communities.

SPEAKERS:
Nancy Metzger-Carter (Sonoma Academy: Santa Rosa, CA)

Scientific Tools to Identify and Correct Student Misconceptions

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W186b


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

STEM-Inquiry-SEL Connections

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W186a



(Please login with your NSTA account to view the materials)
SEL-PBL Session Slides
SEL-PBL Toolkit

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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 (RTI International: Durham, NC)

That doesn't look like a science fair!

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W179a


STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

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)

The Student Design Guild

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W187a


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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)

Planning More Accessible Science Lessons with Universal Design for Learning (UDL)

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W184d



(Please login with your NSTA account to view the materials)
Claims and evidence.jpg
Debate.jpg
Final Planning Science Lessons For ALL- NSTA Chicago.pptx
Planning Science Lessons For ALL- NSTA Chicago.pdf
Speaking like a scientist.pdf - Inv. Part 1.pdf

STRAND: No Strand

Show Details

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 (The Help Group: State College, PA), Gargi Adhikari (Holland Brook School: Whitehouse Station, NJ)

Making Group Work Fair: The Potential Pitfalls of Student Peer Evaluations

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W178b


STRAND: No Strand

Show Details

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)

Lessons Learned: Strategies to Address Invisible Illnesses and Health-Impairment Disabilities in STEM Classrooms

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W179a


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

Build a K–12 STEAM Pipeline Through Family STEAM Night

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W180


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

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)

CMU CS Academy: Free Python Courses and Teacher Tools for the CS and STEM Classroom

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W175a



(Please login with your NSTA account to view the materials)
CMU CS Academy Free Python Courses for Middle School and High School

STRAND: No Strand

Show Details

Come learn about a free CS curriculum for teachers with Carnegie Mellon University's CS Academy: Creative and Exiting Tools for STEM Classrooms Using Python.

TAKEAWAYS:
Learn how to create your accounts and the different types of Python courses available, all free of charge. You can use the curriculum immediately upon account creation for small projects or entire classes.

SPEAKERS:
Sofia De Jesus (Carnegie Mellon University: Pittsburgh, PA)

Approaches to Assessment and Grading that Support Student Sensemaking

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - Skyline W375a


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

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 Francisco, CA)

Self-Paced STEM and Equity for All Learners

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W181c



(Please login with your NSTA account to view the materials)
Self-Paced STEM and Equity for All Learners Slideshow

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

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)

Unraveling the Mysteries of Color: Adding (and Subtracting) It All Up!

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W193b


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

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)

Energizing Your Achievement - Shell Teacher Awards

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W193a



(Please login with your NSTA account to view the materials)
Instructional Methods and Teaching Philosophy tips
Shell Awards Requirements
Shell Combined flyer 2022-23.pdf
Shell Programs presentation

STRAND: No Strand

Show Details

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)

Formative Fundamentals - Designing meaningful assessment opportunities in an inclusive science curriculum

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W181c


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

In this session, we will look at current research on the purpose and method of formative assessment. We will then pair the research with student work samples to examine different methods of providing meaningful and actionable feedback to encourage student growth. We will also reflect on our assessment practices through the lens of creating equitable classrooms to ensure that all of our students learn at their potential. This session’s formative assessment focus will also extend to designing science storylines with an emphasis on universal design for learning. We will highlight tools that all students can use in order to have access to content. We will examine opportunities for incorporating social-emotional learning in meaningful ways as we strive to encourage all students to think like scientists. We will culminate the session with a discussion on intentionally cultivating student agency. Join this interactive session to elevate how you are using formative assessment to drive student learning.

TAKEAWAYS:
Attendees will leave with practical classroom strategies for elevating the importance of formative assessment and meaningful feedback to foster student inclusive science classrooms.

SPEAKERS:
Mike Jones (Illinois State University: Normal, IL)

Discussion-Based Learning: How to Use Talk as a Tool

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - Skyline W375b


STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

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)

How Argument-Driven Inquiry Can Make Learning Experiences More Meaningful, Rigorous, and Equitable

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - Skyline W375c


STRAND: No Strand