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2022 Chicago National Conference - Sessions

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Displaying 8 results

Thursday, July 21
8:20 AM - 9:20 AM
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Universal Design for Learning (UDL) - An Effective Approach to Ensuring an Inclusive Science Classroom

McCormick Place - Skyline W375a

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)

Thursday, July 21
4:25 PM - 4:55 PM
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Scientific Tools to Identify and Correct Student Misconceptions

McCormick Place - W186b

Misconceptions are both worrisome and problematic to STEM educators because students continue to build knowledge on their current understanding, negatively impacting their learning.

Takeaways: In this session, participants will be provided with a framework to deconstruct, reconstruct, and construct (D.R.C. Model) the teaching and learning experience in the STEM classroom.

Speakers

Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA), Catherine Alexander (Franciscan Missionaries of Our Lady University: Baton Rouge, LA)

Thursday, July 21
5:10 PM - 5:40 PM
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Lessons Learned: Strategies to Address Invisible Illnesses and Health-Impairment Disabilities in STEM Classrooms

McCormick Place - W179a

Resources and strategies to support P–12 and postsecondary students in STEM classrooms who have invisible illnesses/ health-impairment disabilities will be shared.

Takeaways: Attendees will get an overview of resources and strategies that address the need for safe and equitable learning environments for P–12 and postsecondary students with invisible disabilities/ health-impairment illnesses in STEM classrooms.

Speakers

Nancy Grim-Hunter (Chicago State University: Chicago, IL)

Thursday, July 21
5:10 PM - 5:40 PM
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Science Education for All Preparing Preservice Teachers for Promoting Equity in Elementary Science Methods Classes

McCormick Place - W187b

Learn about strategies and tools to guide preservice teachers to understand how to provide meaningful experiences for ALL students, including those with special needs.

Takeaways: Attendees will learn how to support their preservice teachers as they learn how to meet the individual needs of students.

Speakers

Lisa Brooks (University of Central Florida: Orlando, FL)

Friday, July 22
10:40 AM - 11:40 AM
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TEST Speed Sharing: Creating a Classroom Culture That Supports Equitable Participation

McCormick Place - W183a

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

https://my.nsta.org/collection/k3k8DzZ6ckE_E

Friday, July 22
11:50 AM - 12:50 PM
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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

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

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

UoL NASA NSO Poster.pdf
NASA's Universe of Learning Astrophysics STEM Outreach Program
National Science Olympiad

Friday, July 22
3:40 PM - 4:40 PM
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Classroom Communities that Thrive through Camaraderie and Connection

McCormick Place - W185a

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)

Presenter Materials for this Session:
(Please login with your NSTA account to view the materials)

Classroom Communities that Thrive through Camaraderie and Connection Folder

Saturday, July 23
8:00 AM - 9:00 AM
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Cultural Competence Matters: Improving Cultural Competence through Effective Interpersonal Communication

McCormick Place - W185b-c

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: , 0), Tara Hollins (Exceptional Student Services Educator: Zachary, LA)