2022 Chicago National Conference

July 21-23, 2022

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

 

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

Making A Career In Science Education In 2022

Thursday, July 21 • 9:40 AM - 10:40 AM

McCormick Place - Skyline W375b


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

Confused about what to do post COVID? Thinking about switching careers? Learn about the experiences, challenges, and mistakes made by several esteemed science education leaders in this engaging and interactive panel discussion. This panel will feature current and former teachers, school leaders, district leaders, consultants, academics, national STEM education leaders.

TAKEAWAYS:
Participants will learn about the increasing number of opportunities available for educators both inside and outside of the classroom.

SPEAKERS:
Michael Lach (Township High School District 113)

Crash Science: When Physics Meets Biology

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W185b-c


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Use innovative video-assisted STEM activities, demonstrations, award-winning videos, and behind-the-crash-tests tours to teach the science of car crashes. Visit classroom.iihs.org for more information.

TAKEAWAYS:
Participants learn how to incorporate culminating STEM design challenges (Project Pedestrian Sensors and Egg-Carrying Paper Car Crash) into their curriculum to promote student awareness and understanding of how engineering and technology are used to build safer vehicles.

SPEAKERS:
Griff Jones (University of Florida: No City, No State), Pini Kalnite (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA)

Using Climate Science Storylines to Anchor a High School Chemistry Class

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W196c


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Come explore creative storylines for integrating up-to-date, research-driven climate science into high school Chemistry courses.

TAKEAWAYS:
1. Climate-related storylines provide powerful frameworks for students to learn fundamental chemistry core ideas and reinforce understandings of crosscutting concepts and science and engineering practices; 2. The wealth of Earth-orbiting NASA satellite data now available in real time provides us with an unprecedented understanding of the science of climate change and also provides many opportunities for student experiential learning; and The latest advances in climate modeling can allow all students to both see the inequitable impacts that humans are currently having on Earth systems and build a sense of hope in how future changes in human practices can reverse current impact trends.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

Cloudy with a Chance of Modeling

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - W175a


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Our students use field work, computer modeling, and long term databases to understand the Earth's changing system. Students collect local weather data. They compare this data with regional and national databases, satellites databases, and climate modeling software (EdGCM).

TAKEAWAYS:
Teachers will learn how to introduce climate science in a non-threatening way by empowering their students to take a stand in their communities regarding decisions that affect their future by seamlessly incorporating field studies with professional climate studies.

SPEAKERS:
Carolyn Mohr (University Center of Lake County: Grayslake, IL)

Including Teachers in Developing Large-Scale Assessments for Science

Thursday, July 21 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b


STRAND: No Strand

Show Details

Learn about the novel approach taken by Illinois to include teacher voice in developing a statewide three-dimensional science assessment.

TAKEAWAYS:
Participants will learn about the process of developing a state-wide assessment written by local educators.

SPEAKERS:
Kristin Rademaker (NSTA: Arlington, VA), Harvey Henson (Southern Illinois University Carbondale: Carbondale, IL), ANGELA BOX (Southern Illinois University Carbondale: CARTERVILLE, IL)

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)

Preparing for the 2023 Annular and 2024 Total Solar Eclipses

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W175a


STRAND: No Strand

Show Details

Learn about the many resources available to help plan your viewing of the 2023 annular and 2024 total solar eclipses.

TAKEAWAYS:
In order to see the maximum coverage of the Sun in a solar eclipse, the most important detail is a clear sky and fewer clouds. According to current climate data, the best locations to observe each solar eclipse will be reviewed.

SPEAKERS:
Richard Thomas (Beacon High School: Naples, FL)

Teaching Critical-Thinking Skills to Reluctant Teenagers

Thursday, July 21 • 3:40 PM - 4:10 PM

McCormick Place - W181b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Teaching Critical Thinking skills to reluctant teenagers.pptx

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Learn how to overcome the apathy of teenagers, understand their motivations for not asking questions, and get them to be curious again!

TAKEAWAYS:
Attendees will take away multiple strategies to implement in their classroom to spark the curiosity of teens they teach.

SPEAKERS:
Jamye Carr (Cedar Ridge High School: Hillsborough, NC)

Providing actionable feedback to build students’ self-reflection skills

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W181a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Actionable Feedback.pdf

STRAND: No Strand

Show Details

How many teacher comments on student work are left unread? Or, even if they are read, how useful are they to the student? Can the student positively internalize the feedback and use it to improve their work? Chances are the answer is no! But it doesn’t have to be this way! During this session, participants will learn more effective strategies for giving actionable feedback and methods to help their students utilize feedback to improve their work. First we’ll learn how to ask questions in student feedback and how differently questions are internalized by the student. For example, consider the difference between, “I don’t understand what you mean here,” and “Can you explain in more detail what you meant in this statement?” Then we’ll discover how to make sure teachers' feedback is read and used by students to improve their work. By making self reflection a formalized step in the learning process, teachers provide students opportunities to practice this important skill! Participants will receive a worksheet with feedback tips and tricks.

TAKEAWAYS:
Several methods that can be applied immediately in the classroom, providing feedback encouraging students to be self reflective of their own work.

SPEAKERS:
Regina Borriello (Clifton High School: Edison, NJ)

Planning More Accessible Science Lessons with Universal Design for Learning (UDL)

Thursday, July 21 • 4:25 PM - 4:55 PM

McCormick Place - W184d



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Claims and evidence.jpg
Debate.jpg
Final Planning Science Lessons For ALL- NSTA Chicago.pptx
Planning Science Lessons For ALL- NSTA Chicago.pdf
Speaking like a scientist.pdf - Inv. Part 1.pdf

STRAND: No Strand

Show Details

In this presentation we will start with an existing basic physical science lesson that uses disciplinary core ideas on electricity, the engineering practice of making a model by constructing a basic electrical circuit, and the cross-cutting concept of cause and effect (closing the circuit starts current flow and turns on the light). We will then modify it using Universal Design for Learning (UDL) so it is more accessible, especially for students with disabilities. UDL encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson and gives students several ways to acquire the lesson knowledge, Multiple means of expression allows the students several choices in how they can “show what they know” and multiple means of engagement offers learners offers appropriate challenges to get students interested and motivated. Planning or modifying lessons using UDL not only makes lessons more accessible, but it also makes lessons more engaging for all students in inclusive classrooms.

TAKEAWAYS:
1) Universal Design for Learning (UDL) encourages multiple means of representation, expression, and engagement for presenting and receiving content and information related to the lesson. Use of UDL makes lessons more engaging for all students. 2) Applying UDL (Universal Design for Learning) will make the lesson more accessible, especially for students with special needs. 3) You may start with a lesson you already have. It is not necessary to develop a lesson from scratch when using UDL.

SPEAKERS:
Mary O'Donnell (Penn State University), Gargi Adhikari (Holland Brook School/Readington Township Schools: Whitehouse Station, NJ)

Using Historic Articles As Case Studies In Physics

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W179b


STRAND: No Strand

Show Details

Older science magazines (from the early 1900’s) are replete with articles and photos of unusual inventions and ideas which can be transformed into case studies that elicit active discussions in science classrooms. Magazines like Popular Science and Science and Invention often had articles on proposed scientific inventions, their ‘technology of the future’, that were never successfully produced. We use their proposals as the basis for mini-case studies in physics classes. Ideas like rocket mail, houses powered by radium, and jumping over Niagara Falls in the family sedan were all proposed in the first half of the 20th century. Determining whether or not the proposals were scientifically viable makes for engaging physics activities. In addition, students can look at aspects other than the pure science: the proposed idea might be scientifically feasible, but would it be prohibitively expensive or damage the environment or the users? Additionally, students can explore how historically the ideas might have made sense (e.g. a radium house in 1900 would have been thought of differently than it is now). In this talk we will give participants ideas of where to find free articles, work through several case studies, and give examples of many others.

TAKEAWAYS:
Attendees will learn ways to implement case studies based on historical scientific innovations.

SPEAKERS:
Todd Brown (University of Pittsburgh at Greensburg: Greensburg, PA)

What do these numbers actually mean? Rethinking Student Grades and Scoring.

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W181b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Biology Assessment Standards.docx
What do these numbers actually mean.pptx

STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

A grading system based on total points does not accurately reflect the level of student understanding of science content. Students who demonstrate that they understand half of the content should not earn a failing score. Nor should students earn arbitrary points for doing non-science content related things. Student scores should reflect what a student understands and not how well the student can play the game we call school. We teachers are encouraged to do standards based grading, but not everyone knows how or where to start or even if it is worth putting forth the effort to make the change. Participants will be led through my journey in becoming a teacher who uses standards based grading. The struggles in changing my mindset about grades and the way I grade will be presented as well as the benefits of having a better understanding of what the students actually know, having student grades more accurately reflect what they know, having fewer students fail among other things. Basic strategies for assessing level of understanding will also be presented. Time will be given for questions and answers.

TAKEAWAYS:
Participants will be given strategies about changing their view of scoring students by the total number of points they got correct verses the student's level of understanding.

SPEAKERS:
Meredith Diehl (Northview High School: Sylvania, OH)

Integrating Computer Science into Science Courses Without Losing Your Mind

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W175a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Orban_nsta22.pdf

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Computer science CAN be integrated into high school science classes. Here are some ideas from the STEMcoding Project!

TAKEAWAYS:
Attendees will work on three "STEMcoding" activities on: 1. climate change with connection to spreadsheets; 2. orbital motion for Earth science; and 3. the first of the "physics of video games" activities.

SPEAKERS:
Chris Orban (The Ohio State University at Marion: Marion, OH)

Phenomena to Questions: Practical Engagement Strategies for Student Sensemaking

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - Skyline W375b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Phenomena to Questions .pdf

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Explore how to use phenomena to generate student questions that allow for further investigation to support student sensemaking.

TAKEAWAYS:
Attendees will learn how to effectively use phenomena to allow for authentic student questioning and how to use those questions to increase student engagement and sensemaking.

SPEAKERS:
Nicole Vick (Northwestern University)

Self-Paced STEM and Equity for All Learners

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W181c



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Self-Paced STEM and Equity for All Learners Slideshow

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

Self-paced classrooms are a means to run a STEM class where the teacher becomes a facilitator of learning to their students. A self-paced classroom is one where the students will engage with the class material at a rate that is appropriate for them. Assignments are rated into different categories worth different point values so that students can make a choice each day in how they want to approach their learning. This kind of environment encourages development of executive functioning skills, cooperative learning skills, and other soft skills necessary to be successful as a 21st century learner, scientist, or engineer. It also meets the needs of both the highest and the lowest functioning learners. In this session, we will learn in more detail about self-paced classrooms, how to implement them, and how to develop different types of activities and locate resources that work well for this kind of environment, including interactive digital notebooks, pixel art, EdPuzzles, digital crossword puzzles, lab experiments, digital and live escape rooms, and more! Join me as we learn how we can make equity for all enjoyable for all the students.

TAKEAWAYS:
How to use various computer programs, specifically in the Google Suite, to create an equitable classroom environment.

SPEAKERS:
Elizabeth Stewart-Miranda (Greater Lowell Technical High School: Tyngsboro, MA)

Energizing Your Achievement - Shell Teacher Awards

Friday, July 22 • 8:00 AM - 9:00 AM

McCormick Place - W193a



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Instructional Methods and Teaching Philosophy tips
Shell Awards Requirements
Shell Combined flyer 2022-23.pdf
Shell Programs presentation

STRAND: No Strand

Show Details

Come start your winning application for the Shell Science Teaching Award, or the Shell Urban Science Educators Development Award. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

TAKEAWAYS:
Collaborate with past winners and judges to learn how to start your winning application for the Shell Teaching Awards. We'll walk through the application step by step and you'll be able to begin your application or nomination form live.

SPEAKERS:
Amanda Upton (NSTA: Arlington, VA), Melissa Collins (John P. Freeman Optional School: Memphis, TN)

Using Earth and Space Science Storylines to Anchor a High School Physics Class

Friday, July 22 • 10:40 AM - 11:40 AM

McCormick Place - W195


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Let's explore creative storylines for integrating up-to-date, research-driven Earth and space science into high school physics courses.

TAKEAWAYS:
1. Earth and space science storylines provide engaging avenues for students to learn fundamental physics core ideas and reinforce understandings of both crosscutting concepts and science and engineering practices; 2. Most of the classical physics curriculum originated within fields of Earth and space science, so aspects of geophysics integrate naturally within a modern high school physics curriculum; and 3. For most high schools, aligning a high school curriculum with the NGSS requires the addition of a substantial amount of Earth and space science, and integrating relevant geophysical content into a high school course can help do this.

SPEAKERS:
Michael Wysession (Washington University in St. Louis: Saint Louis, MO)

PBL Learning in the Physics Classroom- a year long journey

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - W195



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Circuits/Solar Cell Project
Collision Unit
https://drive.google.com/drive/folders/15CxV3iPSte05jvUEQlqYffUW4ZQa0UGY?usp=sharing
Music Project Folder
Music Project Folder
Sail Car Unit- Newton's Laws
Note- Not a pbl unit per se but including it because it includes materials that I use to get kids ready for the Collision unit.
Solar Water Heater Project

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Presentation outlines four project based learning units related to a central theme, what do we need to survive and thrive. The first unit is a Forces and motion unit where the culminating project is to design an object to protect a valuable object from the force of a collision. The second unit explores waves through the context of music. Students think about the role of culture and music in thriving and then learn about how waves work through designing their own instruments from recycled materials. The energy unit focuses on sustainable energy, conservation of energy as well as mirrors and optics as students build either their own solar collectors or their own solar ovens and finally students study projectiles through writing their own bow and arrow user safety manual. Participants will leave with ready to use Project based units. Participants will have time to brainstorm modifications to one unit of choice to make it applicable to their personal teaching style and setting.

TAKEAWAYS:
Participants will leave with ready to use PBL Physics units as well as have time to modify those units to make them their own.

SPEAKERS:
Sara Plowman (Millennium High School: Santa Monica, CA)

NSTA/ISTA Session- Bridging the Gap: Connecting STEM/Science Learning in CTE

Friday, July 22 • 1:00 PM - 2:00 PM

McCormick Place - Skyline W375b



(Only registered attendees may view session materials. Please login with your NSTA account to view.)
Bridging the GAP

STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Student understanding of how science and STEM ideas and concepts are applied within their chosen career pathway is a critical component of many Career and Technical Education (CTE) programs, but for a variety of reasons these connections are often overlooked. Some states even provide CTE courses and Career Pathway standards that seem to go against the three-dimensional and student-centered learning grain. Yet, to truly meet the vision of the K-12 Framework, students in CTE and Vocational Education pathways should also be provided opportunities to engage in three-dimensional sensemaking in the context of their CTE course. In this session, we explore explicit connections between three-dimensional science learning and Agricultural, Food and Natural Resources as just one example of how three-dimensional student learning and sensemaking can be incorporated into CTE. We then explore how similar strategies can be utilized in other pathways with the goal of bridging the gap between science learning and practical application for students in CTE.

TAKEAWAYS:
Attendees will learn strategies for integrating scientific sensemaking into CTE courses to support their students' mastery of the scientific concepts they will apply in those fields.

SPEAKERS:
Bridina Lemmer (Illinois Science Teaching Association: Jacksonville, IL), Chris Embry Mohr (Olympia High School: Stanford, IL)

Science Education in an Age of Misinformation

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W184d


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

We are living in an Age of Misinformation. Developing the capabilities to evaluate scientific information is a key goal of scientific literacy. Moreover, “obtaining, evaluating and communicating information” is a core practice of NGSS. The NGSS standards, however, were developed a decade ago before misinformation became so pervasive and were not developed to address this threat. Much of this misinformation is scientific. Therefore, this session will present a set of ideas and materials about how to address this challenge. These have emerged from a report developed at Stanford University drawing on the expertise of an international group of science educators, scientists and psychologists entitled “Science Education in an Age of Misinformation”. In this session, we will present the main arguments and recommendations of the report. Using a set of practical, web-based classroom examples, participants will work in small groups to trial and discuss the suggested teaching approaches and materials we have developed. Opportunities will be provided for feedback, questions and discussion in a final plenary. What we will present will empower teachers of science with ways they can support their students to avoid being misled by the purveyors of misinformation.

TAKEAWAYS:
Participants will learn what are the challenges posed by misinformation and what they can do to help science education address this challenge using practical examples of exercises and ionnovative teaching materials.

SPEAKERS:
Daniel Pimentel (Stanford University: Stanford, CA)

Getting Carried Away: The UpLab

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W176a



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

STRAND: Students and Sensemaking: Promoting Science and STEM Teaching Strategies That Place Equity at the Center of Learning

Show Details

Using the Dual Range Force Sensor, participants will determine how many helium balloons are needed to lift themselves and the house from Disney’s film Up.

TAKEAWAYS:
1. Using the phenomenon of the helium balloon lifted house from the movie "Up," attendees will leave with a lab using the Dual Range Force Sensor to determine the amount of balloons needed to lift themselves and the house; and 2. the session will show how this can be used for any level of student, and as a bonus will also incorporate how the data collection and analysis can be collected using Python coding.

SPEAKERS:
Todd Graba (Crystal Lake South High School: Crystal Lake, IL), Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

Engaging with Your STEM Ecosystem Through After-School Programs: Lessons from Science Olympiad

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W179b


STRAND: No Strand

Show Details

A challenge that STEM education presents to educators is how to stay current in an ever-evolving field to accurately represent and engage their students with new topics, activities, and careers. Too often STEM teachers become locked-in on a set of topics, activities, and careers because of the resources and opportunities to which they have access. After-school programs, and their ability to foster partnerships within a school’s larger STEM ecosystem, are one mechanism to open up STEM programs within schools to new topics, activities, and careers while offering avenues for professional growth and learning for the classroom teacher. By introducing the Science Olympiad program and the strategies used by our school participants for over three decades to build partnerships, connect to their STEM ecosystem, and expand learning we intend to help attendees draw parallels to their STEM ecosystems and their after-school programs. Building off of this information, attendees will analyze and discuss ways their STEM ecosystem can contribute to their STEM program, develop approaches for asking ecosystem members for support, and recognize opportunities to grow their STEM program through after-school programs. The session will close with a discussion of attendees’ specific challenges and issues ensuring attendees leave with actionable solutions.

TAKEAWAYS:
The big takeaway from this session will attendees examining their STEM ecosystem to identify potential partners who align with their programming and can support student learning.

SPEAKERS:
John Loehr (Science Olympiad: Oakbrook Terrace, IL)

Toshiba America Foundation wants to work together with teachers who are looking for a better way of doing the right thing

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W175c


STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

Show Details

Toshiba America Foundation wants to work together with teachers who are looking for a better way to engage the community in STEM. Participants will hear from educators that have won money for their school and communities to implement STEM action projects.

TAKEAWAYS:
Participants will learn how they can receive cash awards and acknowledge for STEM action projects.

SPEAKERS:
John Anderson (Toshiba America Foundation: Irvine, CA)

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)

It’s Not Just Algebra—Assessing Student Thinking in Physics Problem-Solving

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

McCormick Place - W196c


STRAND: Promoting Effective Assessments in the Science and STEM Classroom

Show Details

Good problem-solving in physics is more than algebraic manipulation. Students can learn and you can assess problem-solving through multiple avenues, including graphs, representations, and more.

TAKEAWAYS:
Attendees will learn how to assess student problem-solving ability and conceptual understanding through students' use of multiple representations and approaches in physics classrooms.

SPEAKERS:
Christopher Moore (University of Nebraska Omaha: Omaha, NE)

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)

Brain-Based Instruction: Using Cognitive Psychology to Boost Science Learning

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

McCormick Place - W178b


STRAND: No Strand

Show Details

Cognitive science has identified flexible and often counterintuitive cognitive strategies that boost student learning. Teachers will learn how to implement these techniques within their classrooms.

TAKEAWAYS:
Learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples, within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

Science Practices in Action: Video Case Studies of Science Practices of Questioning and Modeling

Saturday, July 23 • 1:00 PM - 2:00 PM

McCormick Place - W180


STRAND: Developing Scientific Literacy in the Science and STEM Classroom

Show Details

Our master teacher video case studies are used to facilitate discussion about the science practices of Asking Questions and Modeling with inservice and preservice teachers.

TAKEAWAYS:
1. Using classroom video as a focus of discussion can provide teachers with an avenue for substantive conversations about their teaching practice; 2. Our case studies present real classroom settings where the teachers are having their students work on the practice of questioning and/ or modeling; and 3. Participants will view the videos and reflect on how the teachers are facilitating the use of science practices in their classrooms.

SPEAKERS:
David Henry (SUNY Buffalo State College: Buffalo, NY), Alayla Ende (University at Buffalo, SUNY: Buffalo, NY), Lisa Brosnick (SUNY Buffalo State College: Buffalo, NY), Alan Baczkiewicz (Sweet Home Middle School: Amherst, NY)

Phenomenon-based Instruction - Unpacking the 3-D NGSS

Saturday, July 23 • 2:20 PM - 3:20 PM

McCormick Place - W180


STRAND: Using Inquiry-Based STEM to Facilitate Learning for ALL

Show Details

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

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

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