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)

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)

Wander your way through 30 different STEM stations to learn about resources, lessons, and teaching strategies to incorporate more STEM into your school and classroom. This farmer's market–type event brings together educators, authors, researchers, and leaders in early childhood through fifth-grade STEM education. Leave with a mindful of great ideas and be inspired!

TAKEAWAYS:
Pick up great ideas and be inspired during this farmer's market–type event.

SPEAKERS:
Sharon Bird (The NEED Project: Manassas, VA), Heather Pacheco-Guffrey (Bridgewater State University: Bridgewater, MA), Lauren Burrow (Stephen F. Austin State University: Nacogdoches, TX), Susan Erickson (Country School: Weston, MA), Sara Nelson (Iowa State University: Ames, IA), Constance Beecher (Iowa State University: Ames, IA), Elizabeth Dethloff (Robert R. Shaw Center for STEAM: Katy, TX), Christine Preston (The University of Sydney: Sydney, Australia), Catherine Scott (Coastal Carolina University: Conway, SC), Kristin Cook (Bellarmine University: Louisville, KY), Richard Cox, Jr. (Atrium Health: No City, No State), Annette Venegas (Kent School District: Kent, WA), Juliette Guarino Berg (The Town School: New York, NY), Katie Morrison (University Child Development School: Seattle, WA), Wendi Laurence (Create-osity: Park City, UT), Katrina Kmak (Park City Library: Park City, UT), Brittnie Hecht (Park City Library: Park City, UT), Diana Lockwood (Author & Executive Director), Godwyn Morris (Dazzling Discoveries / Skill Mill NYC: New York, NY), Bridget Miller (University of South Carolina: Columbia, SC), Christie Martin (University of South Carolina: Columbia, SC), Rebecca Kurson (Collegiate School: New York, NY), Cori Nelson (Winfield School District 34: Winfield, IL), Shelly Counsell (Self Employed Consultant: No City, No State), Belle Akers (Convent & Stuart Hall's Schools of the Sacred Heart: San Francisco, CA), Kathleen Tate (American Public University System: Charles Town, WV), Dennis Schatz (Institute for Learning Innovation: Beaverton, OR), Beth Pesnell (Kansas State University: Manhattan, KS), Bill Burton (Tatnall School: No City, No State), Barbara Bromley (Hazelwood Elementary School: Lynnwood, WA), Kim Stilwell (STAFF - Director, Business Development: Arlington, VA), Nancy McIntyre (Robotics Education & Competition Foundation: Greenville, TX), Shari Haug (Science Olympiad: Oakbrook Terrace, IL), Jane Savatski (Janet Berry Elementary School: Appleton, WI), Katrina Pavlik (Deputy Executive Director: Oakbrook Terrace, IL), Mitchell Rosenberg (Kinderlab Robotics, Inc.: Waltham, MA), Tiffany Leones (Digital Promise: Washington, DC), Beth Dykstra VanMeeteren (University of Northern Iowa: Cedar Falls, IA), Danielle Scharen (North Carolina State University: Raleigh, NC), Frances Hamilton (The University of Alabama in Huntsville: Huntsville, AL), Jennifer Williams (Isidore Newman School: New Orleans, LA), Anne Lowry (Aleph Academy: Reno, NV)

Growth mindset teaching strategies and standards-aligned engineering design challenges were tested with rural elementary students in out-of-school-time and classroom settings. Results, resources, and best practices.

TAKEAWAYS:
In this poster, growth mindset and engineering design will be explored as tools for enhancing student engagement and equity. During 2019-2021, standards-aligned engineering design challenges were tested with different elementary age groups in out-of-school-time and classroom settings (schools, afterschool programs, and 4-H summer camps). For each challenge module, students were given time to explore the topic and test materials, emphasizing the importance of prototype revision so that students viewed each design change as a step toward success. Early outcomes of the research will be shared, as well as resources and best practices for program replication.

SPEAKERS:
Suzanne McDonald (West Virginia University: Morgantown, WV), Jennifer Robertson (West Virginia University: Morgantown, WV)

Educators have a mandate to provide quality science/STEM instruction for ALL students, but making instruction accessible to every student presents enormous challenges. In order to teach students with broad ranging abilities and experiences, differentiating science/STEM instruction is imperative. We must differentiate instruction to accommodate the differences in readiness and background knowledge, fluency and facility with English, differences in learning styles, and the broad range of student interests that comprise our schools. Accessibility, inclusivity, and collaboration must be assured for special needs and ELL learners, whose instructional needs can definitely be accommodated with effective differentiation strategies and resources. When teachers differentiate, they enhance learning, creating environments where instruction and assessment are matched to student abilities and needs. Differentiation is an approach involving numerous strategies, while students all access the same curriculum. Content, process, and products can all be differentiated. Students who lack experience and background knowledge can have targeted instruction, to provide hands-on explorations and build knowledge. Likewise, gifted students can extend and expand their science/STEM experiences, keeping them challenged and interested. Presenter will offer strategies and exploration ideas, tiered assignments that increase levels of complexity, instructional grouping and collaboration techniques, and suggest a variety of resources, to enable teachers to advance and evaluate student learning for ALL children. Attendees will actively engage with discourse and exploration of hands-on resources.

TAKEAWAYS:
1. Attendees will learn differentiation strategies to engage all learners actively with hands-on explorations, assuring collaboration and accessibility for ALL, incorporating collaborative explorations where students of varying abilities share the learning experience, to advance learning and deepen conceptual understanding and sense-making for all K-6 students.

SPEAKERS:
Donna Knoell (Educational and Technology Consultant: Prairie Village, KS)

It takes time and intentionality to build a community of learners who trust each other, respect differing perspectives, share ideas freely, and seek feedback from their peers. This session explores a variety of strategies that can be easily implemented to build this culture and community from day one. Strategies that foster this type of connection, collaboration, and camaraderie will be discussed using examples and tips to implement in the classroom, starting with some fresh ideas for getting to know students and helping them get to know their classmates. Many of these ideas combine strategies we already know and add a collaborative and inclusive spin to them. Allowing for multiple types of student interaction is important to ensure all voices are heard and valued, not just the loud and proud. Including time for students to process independently, in small groups, and in the large group is important to developing an inclusive community. A variety of strategies will be shared to support these levels of interaction in the classroom, making student thinking visible in individual, small group, and whole group displays.

TAKEAWAYS:
Teachers can elevate their practices to include all students and develop a classroom culture that invites student interaction, increases student engagement, and fosters equitable experiences on a daily basis.

SPEAKERS:
Beth Pesnell (Kansas State University: Manhattan, KS)

Through the 2021-2022 school year, Pulaski County Special School District sought to scale inclusive STEM experiences throughout grades K-5. Considering the need for sense-making opportunities provided in an inclusive and culturally relevant environment, a new districtwide initiative was birthed- STEM is Lit! STEM is LIT! seeks to take culturally relevant literature as the framework for authentic STEM experiences through sense-making practices. The idea is simple. Find a culturally relevant and diverse piece of literature. Frame a STEM challenge experience around this piece of literature. Design authentic lesson plans and resources for teachers to implement these challenges in their schools. Organize your supplies. Support your teachers and students. By creating districtwide monthly STEM challenges for all students in grades K-5, PCSSD was able to integrate literacy with mathematical sense-making, scientific inquiry, and the engineering design process creating memories that will last a life time. In addition to monthly challenges, STEM is Lit! also became the driving bus behind the Deputy Superintendent's book club for all 4th graders throughout the district, where a special STEM challenge was added and performed at each elementary in the district. This presentation seeks to share those authentic practices that can be scaled in any district to expose broad elementary audiences to equitable STEM experiences and conversation.

TAKEAWAYS:
How can districts expand STEM experiences through culturally relevant and inclusive practices in a large-scaled initiative?

SPEAKERS:
Justin Luttrell (Pulaski County Special School District: Little Rock, AR), Alesia Smith (Pulaski County Special School District: Littel Rock, AR)

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)