2022 Chicago National Conference

July 21-23, 2022

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Pathway/Course

FILTERS APPLIED:9 - 12, Strategies for Creating Inclusive Science and STEM Learning Environments, General Science

 

Rooms and times subject to change.
6 results
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Strategies to Improve Communications in Inclusive Classrooms

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181c


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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

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

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

Importance of incorporating cultural standards in science instruction - Rural West Alaska as a case study.

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 18



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Official Booklet of Alaska Education Cultural Standards
28 page document describing the cultural standards used to complement Education in Alaska

STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

Alaska has cultural standards take an important role in science instruction. Using rural Alaska for case studies, learn how cultural standards can enhance science teaching.

TAKEAWAYS:
Session participants will learn: 1. what cultural standards are; 2. how they were applied in instruction in several sites in the YK Delta in Alaska; and 3. how the proper application of cultural standards can be applied in any setting with any demographic group.

SPEAKERS:
Andrew West (Lower Kuskokwim School District: Bethel, AK)

Cultural Competence Matters: Improving Cultural Competence through Effective Interpersonal Communication

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W185b-c


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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

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

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

The Science of Student Engagement- How stress and the brain affect learning

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

McCormick Place - W181c


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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

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

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

People to Ponder: Using Science History in the NGSS Classroom

Saturday, July 23 • 10:40 AM - 11:40 AM

McCormick Place - W179a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
People to Ponder

STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

This workshop highlights one way to incorporate science history on a routine basis in the science classroom. Participants will receive a brief overview of the neuroscience research that explains why storytelling is emerging as one of the most effective educational tools for students of all ages. They will also explore how telling stories from science history promotes understanding of science practices, supports strong student science identities, and leads to discussion about the human nature of science and the underlying ethical and cultural implications. The presenter will share about the development of People to Ponder, a series of science profiles that can be used throughout a school year. This is not one specific set of scientists but rather a strategy to consistently include science history in instruction. Participants will experience through a student lens what a typical People to Ponder lesson might involve. Once they’ve experienced the strategy, participants will have a chance to reflect on and discuss how they might structure something similar in their classrooms. Participants will be provided with resources and instructional scaffolds that can assist them in their planning. They will leave with at least one activity or lesson planned for implementation in their classroom.

TAKEAWAYS:
Explore a strategy for sharing science biographies that promotes student engagement and understanding of science topics while creating an inclusive and culturally responsive teaching environment.

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

The Four Corners Potato: A Story of Indigenous Food Sovereignty, Deep History, and Biology

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - W185d



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Indigenous Foods Curriculum Overview
Indigenous Foods Curriculum Slideshow

STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

I would like to present an overview of an interdisciplinary curriculum titled Indigenous Foods, which I developed for the Natural History Museum of Utah in partnership with the nonprofit Utah Diné Bikéyah. Weaving together indigenous knowledge, Utah history, archaeological findings, plant biology, and nutritional data, this curriculum shares the importance of indigenous food sovereignty through the story of a tiny, highly nutritious superfood called the Four Corners potato (Solanum jamesii). Over the past 5-10 years, University of Utah researchers, Lisbeth Lauderback (archaeologist) and Bruce Pavlik (botanist), have pieced together evidence from stone tool starch granules, plant genetics, and historical accounts to show that the Four Corners potato is the earliest known domesticated plant in the Western United States. Currently, these same researchers are working closely with Utah Tribes to reincorporate the Four Corners potato into indigenous communities with the hopes of restoring community health and traditional practices. In summary, this curriculum aims to show the importance of including different ways of knowing in science education, as well as to inspire others to learn about the incredible indigenous knowledge that exists within their own communities.

TAKEAWAYS:
Weaving together indigenous food sovereignty, archaeological findings, and plant biology, this curriculum overview offers examples for how to include indigenous knowledge in science education.

SPEAKERS:
Kirsten Walker (Waterford School: Sandy, UT)

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