2022 Chicago National Conference

July 21-23, 2022

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FILTERS APPLIED:6 - 8, Hands-On Workshop, Strategies for Creating Inclusive Science and STEM Learning Environments, Technical and Vocational Education


Rooms and times subject to change.
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Hexagonal Thinking in the Science Classroom

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

McCormick Place - W185d

STRAND: Developing Scientific Literacy in the Science and STEM Classroom

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Hexagonal Thinking ensures the learning environment features a high degree of student engagement by providing a framework for academic discussion where all students participate. Participants will collaborate with colleagues to experience Hexagonal Thinking using science and math content vocabulary and visuals that will then be used to synthesize information into a piece of critical writing.

Participants will learn a strategy for making thinking, learning and content connections visible in the classroom.

Michelle Yates (Aledo ISD: Aledo, TX), Miranda Rosenhoover (Aledo ISD: Aledo, TX)

Problem Centered Teaching by Tomorrow

Saturday, July 23 • 8:00 AM - 9:00 AM

McCormick Place - W193a

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
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STRAND: Learn and Lead: Developing a Community for Expanded Participation in Science and STEM

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Problem centered instruction is a great way to engage students, integrate content, inspire learning, and naturally incorporate all three dimensions of the NRC Framework. However, true problem centered instruction requires a major shift in both teaching and learning, requiring the one thing teachers don't have: time--the last thing teachers need is another pedagogical strategy that disrupts their entire routine. Teachers will have the opportunity to voice their concerns and discuss some barriers of problem centered teaching and learning, while also addressing the benefits for both teachers and students. Considering the benefits, there are some immediate changes that teachers can use to help shift to a problem centered environment. Recalling that problem centered learning should be complex, meaningful, and open-ended, the four strategies are: 1) Make the Content Relatable, 2) Structure: Less is More, 3) Be a Resource, Not an Answer Key, and 4) Use a Problem to Introduce a Topic. Teachers will then have an opportunity to put the strategies to immediate use by picking a lesson or topic and work with others to transform it into a three-dimensional, problem centered lesson.

Teachers will explore four strategies that promote three-dimensional learning through the process of problem centered instruction that is complex, meaningful, and open-ended. They will discuss benefits and barriers to the problem centered approach from the perspective of both the instructor and the learner. Teachers will have an opportunity to brainstorm and work collaboratively on transforming a lesson or topic of their choice into a problem centered, reality based scenario that seamlessly integrates the Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas.

Cassandra Armstrong (Illinois Mathematics and Science Academy: Aurora, IL)

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