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, Informal Education

 

Rooms and times subject to change.
4 results
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Inspiring the Next Generation of Zoologists through a High School and Informal Science Partnership

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W180


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

A partnership between University Prep Science and Math High school and the Detroit Zoological Society is providing students with opportunities to explore careers in zoology and conservation. Hands-on learning in the classroom with highly qualified teachers is complemented with regular visits to the Detroit Zoo, local green spaces, and the Belle Isle Aquarium, where students participate in facilitated programming, collect data for individual projects, and engage with content area experts. Over the four years in the Zoology Pathway program, students build their conceptual understanding of science skills through authentic learning experiences and explore topics of their personal interest in depth. This program has the potential to support students from groups who are historically underrepresented in STEM fields, including life sciences, and provide them an advantage as they pursue post-secondary opportunities and future careers with an already established professional network.

TAKEAWAYS:
Partnerships between schools and informal science organizations can support underrepresented students in pursuing post-secondary STEM opportunities. Pairing informal and formal science learning can build interest in STEM content, especially for students who are historically underrepresented in STEM fields. Co-collaboration of learning experiences leads to more robust, long-term partnerships.

SPEAKERS:
Claire Lannoye-Hall (Detroit Zoological Society: Royal Oak, MI)

Use NASA’s Universe of Learning integrated STEM Learning and Literacy Program (UoL) and its network of informal education partners to learn about the universe

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 27



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
NASA's Universe of Learning Astrophysics STEM Outreach Program
National Science Olympiad
UoL NASA NSO Poster.pdf

STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

The Universe of Learning partnerships provides STEM educators tools, from exoplanet searches and robotic telescopes to image analysis, to implement programs specific to individual audiences.

TAKEAWAYS:
NASA’s UoL STEM program partnerships provide a wide range of free materials, projects and interactive activities that can easily be incorporated into any educational setting.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

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)

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