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)

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)

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)

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)

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)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical ADI investigation, allowing teachers to experience instruction as students do.

TAKEAWAYS:
• How to use this instructional model, or way of teaching, to give students an opportunity to learn how to use the DCIs, CCs, and SEPs to make sense of natural phenomena.

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

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)

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)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical day’s lesson, allowing teachers to experience instruction as students do. The session will give teachers an opportunity to participate in the same sort of rich and meaningful learning experiences that are called for by the NGSS. Such learning places the focus squarely on the nature of instruction. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and expand their beliefs about what is possible inside the classroom. The presenter will guide the participants in a series of focused, small-group demonstration activities that are structured like a typical day’s lesson, allowing teachers to experience instruction as students do.

TAKEAWAYS:
• How to make in-person and remote learnings experience more meaningful, relevant, and equitable for students.

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