2022 Chicago National Conference

July 21-23, 2022

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Grade Level



Session Type


FILTERS APPLIED:6 - 8, Hands-On Workshop, No Strand, Equity


Rooms and times subject to change.
4 results
Save up to 50 sessions in your agenda.

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

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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.

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.

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

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

Thursday, July 21 • 3:40 PM - 5:40 PM

McCormick Place - W183b

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
UIC Teacher Fellows Info
Informational Flyer on Teacher Fellows program to develop classroom learning companion robots

STRAND: No Strand

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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.

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.

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)

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

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This session introduces a way to create learning experiences that are meaningful, rigorous, and equitable for students. Participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS.

The characteristics of learning experiences that are meaningful, relevant, and equitable for students and how to give students an opportunity to use their own ideas along with the DCIs, CCs, and SEPs in the service of sensemaking during these experiences.

Todd Hutner (The University of Alabama: Austin, TX)

Creating phenomena for YOUR students

Saturday, July 23 • 9:20 AM - 10:20 AM

McCormick Place - W178b

STRAND: No Strand

Show Details

The use of natural phenomena and driving questions to motivate student learning are key in the NGSS. With so many different science phenomena being posted for use in the classroom it can be difficult to determine what makes a good phenomenon and if that phenomena would be appropriate in all educational settings. The focus of this hands-on workshop is to give science teachers the tools needed to find, evaluate and use phenomena and driving questions for Performance Expectations that are consistent with the culture of their classroom. We will first explore and evaluate different phenomena used to teach the NGSS from various sources (websites, kits, science texts). Then we will apply cognitive learning theory and practices to those same phenomena and evaluate them considering different classroom cultures. Finally, participants will choose and discourse about alternative phenomena which might be used given different classroom cultures. The ultimate goal is to help science teachers evaluate and choose phenomena and create driving questions which can drive excellent science pedagogy in THEIR classrooms.

Science phenomena and driving questions need to be tailored to the real-world of students in YOUR classroom

Rob Keys (Cornerstone University: Grand Rapids, MI)

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