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)

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)

A team of high school teachers and university researchers presents a process of their collaboration and learning about teaching multilingual students using an NGSS-focused curriculum.

TAKEAWAYS:
Learn how to design and carry out effective and positive collaboration centered around a specific goal (e.g., establishing a clear structure of work cycle) and several key principles for teaching emergent multilingual students that were developed through the collaboration (e.g., multimodality).

SPEAKERS:
Minjung Ryu (University of Illinois Chicago: Chicago, IL), Laura Decker (Chicago Public Schools: Chicago, IL), Anna Kordek (Science Teacher), Maks Malec (Highschool Physics Teacher: , IL)

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)

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)

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)

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)

Enter a magical world with your students where everyone becomes enchanted with STEM. This budget-friendly lesson can engage and excite your students! Cross-curricular materials provided!

TAKEAWAYS:
1. The cross-curricular unit uses common cost-effective materials, as well as STEM topics, to promote learning for all students in the classroom; 2. there are a variety of assessment tools for different student ability levels, including participation assessments, written assessments, and verbal assessments; and 3. this "station-based" lesson will keep students moving through the STEM topics, captivated by the activities, learning without knowing it is happening.

SPEAKERS:
Elesha Goodfriend (Walters State Community College: Morristown, TN), Kelly Moore (Walters State Community College: Morristown, TN)