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2022 Chicago National Conference - Sessions

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Displaying 9 results

Thursday, July 21
9:40 AM - 10:40 AM
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Learning with Chicago Youth about Environmental Justice

McCormick Place - W181b

While young people are often framed as apathetic towards science class, politics, and the environment, movements like #ClimateStrike demonstrate that quite the opposite is often true. Yet, teachers often do not know how to bring out this type of vigorous engagement in their classes. In this session, learn from students and teachers who have done place-based projects geared towards teaching chemistry, inspiring civic engagement, and working for environmental justice. Recognizing that taking on authentic problems in science class is difficult, the focus of this workshop will rely on honesty, humor, and reflection to learn from each other about how to overcome challenges from complex chemistry content to resistant student attitudes. Using short interactive role plays, this workshop will share lessons we have learned and engage participants in thinking through and acting out what this work looks like in their contexts. With students and teachers as co-facilitators, this workshop seeks to engage educators’ imaginations in bridging sophisticated science learning, student agency, and authentic community involvement.

Takeaways: Learn to navigate scenarios that can encourage or prevent students' overlapping critical engagement in science class and their communities around issues of environmental justice.

Speakers

Alejandra Frausto Aceves (Northwestern University: Evanston, IL), Mindy Chappell (North-Grand High School: Chicago, IL), Jasmine Jones (Student: , 0)

Thursday, July 21
2:20 PM - 3:20 PM
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Becoming AJEDIIs: Teaching and leading STEM education during a pandemic using chemistry and other eqSTrEAM ideas

McCormick Place - W178a

Building on workshops facilitated by Gholdy Muhammad during the 2020-2021 academic year, STEM teachers will explore how historically responsive literacy can be extended to science teaching and learning. The AJEDII Model considers how accessibility, justice, equity, diversity and identity shape pedagogy. Participants will review the framework, develop units aligned to current student learning standards, and explore resources developed by facilitators for a range of instructional modes and situations. When COVID-19 hit our schools, STEM educators took on the task of processing and fighting misinformation, teaching and training students, parents, colleagues and other adults in their community about a wide range of technical terms and implementing novel pedagogical technologies and techniques like never before. The imagined worlds of science fiction were being realized but the ending still has not been determined and has certainly not been predictable. Unfortunately, the pandemic that became most clear in 2020 was exacerbated by social problems that could no longer be ignored. Participants will leave the session with materials for designing instruction for virtual (asynchronous or synchronous) and face-to-face learning based on facilitators’ experiences.

Takeaways: STEM educators will apply Muhammad's (2020) historically responsive framework to secondary STEM education in learning design

Speakers

Joy Barnes-Johnson (Princeton High School: Princeton, NJ), Shefali Mehta (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Mount Laurel, NJ)

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

Oil Spill Simulation Inquiry
This is a full description of the oil spill simulation that represents STEM as a key component of "cultivating genius". Integrating STEM meaningfully into lessons as a way to allow students to experience joy while building skills, criticality and intellect.
AJEDII Presentation
Overview of how Historically Responsive Literacy (Muhammad, 2020) is applied to chemistry.

Thursday, July 21
4:25 PM - 4:55 PM
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Visual-based science education as see through the eyes of a neurologist

McCormick Place - W185a

I plan to show examples of narrated, evolving images. I plan to show images of neuranatomy. I plan to show the results of a student performance using visual-based teaching. I plan to discuss other tips for effective teaching.

Takeaways: Why students learn more in less time by viewing narrated, evolving images than by reading a textbook.

Speakers

Sheldon Margulies, M.D. (Fascinating Education: Silver Spring, MD)

Friday, July 22
8:00 AM - 9:00 AM
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Phenomena to Questions: Practical Engagement Strategies for Student Sensemaking

McCormick Place - Skyline W375b

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: No City, No State)

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

Phenomena to Questions .pdf

Friday, July 22
8:00 AM - 9:00 AM
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inquiryHub Chemistry: A Phenomenon-Driven, Year-Long, 3D High School Course

McCormick Place - W196c

This session provides an overview of inquiryHub Chemistry’s year-long, open-source materials. In the session, designers and pilot teachers will share their experiences adapting their practice to meaningful, equity-oriented chemistry learning using units like “How could we search for life beyond Earth?” “How can a small amount of nuclear material destroy a city but also power it?” and “Why are shellfish dying?”. inquiryHub Chemistry comprises 5 units addressing NGSS high school physical science standards in line with A Framework for K-12 Science Education. inquiryHub Chemistry promotes deep conceptual understanding of chemistry using hands-on manipulatives that show how atoms bond. This session will offer 1) An overview of the year-long sequence of open-source chemistry materials, including units on reactions, periodic trends, and in-depth models of matter and energy 2) a chance to experience one of the most complicated models in the curriculum: the Fuels magnet manipulative models, and 3) opportunities to connect with a national network of educators who have taught inquiryHub Chemistry.

Takeaways: Open-source inquiryHub Chemistry materials can be used to promote deep understanding of models and NGSS chemistry ideas

Speakers

Kerri Wingert (University of Colorado Boulder: Boulder, CO)

Friday, July 22
10:40 AM - 11:40 AM
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Discussion-Based Learning: How to Use Talk as a Tool

McCormick Place - Skyline W375b

Academic discourse is a vital part of promoting student sensemaking. Learn how discourse can be used to promote equity and access in the science classroom.

Takeaways: Attendees will learn how to use discussion strategies in the classroom to move student thinking forward, use talk as a formative assessment, and build a classroom culture that promotes student discussion.

Speakers

Kristin Rademaker (NSTA: Arlington, VA), Cheryl Knight (Orland Junior High School: Orland Park, IL)

Friday, July 22
10:40 AM - 11:40 AM
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Speed Sharing: Creating a High School Classroom Culture That Supports Student Sensemaking

McCormick Place - W196c

Join the members of the NSTA High School Committee as they share how they incorporate sensemaking into their classrooms and learn how to implement these best practices within your own classroom. A roundtable discussion will follow.

Takeaways: 1. High school science sensemaking discussion; 2. Implementation strategies of sensemaking; and 3. Networking with other high school teachers.

Speakers

Ruth Hutson (Blue Valley High/Middle School: Randolph, KS)

Friday, July 22
2:20 PM - 3:20 PM
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Transforming Teaching Through Curriculum-Based Professional Learning

McCormick Place - Skyline W375a

Carnegie Corporation of New York released a challenge paper calling on the education field to transform teaching and learning through the elements and essentials of curriculum-based professional learning. Learn how schools and systems are helping teachers experience the instruction their students experience to help change instructional practices, leading to better student outcomes.

Takeaways: 1. Explore the rationale for a challenge paper dedicated solely to the issue of curriculum-based professional learning; 2. Discover the 10 elements and three essentials of professional learning critical to effective implementation of high-quality science instructional materials; and 3. Consider implications of the roles and responsibilities for putting into action the elements of curriculum-based professional learning.

Speakers

Jim Short (Carnegie Corporation of New York: New York, NY)

Friday, July 22
3:40 PM - 4:40 PM
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3D Assessment that Leverages Interest & Identity

McCormick Place - Skyline W375a

Phenomenon-driven assessments can be aligned to standards and engaging to students. This session will answer the question, “How can a 3D assessment engage students’ interest and identity while promoting high-quality science learning?” We call this “5-dimensional” assessment. We will present several examples of phenomenon-driven assessments in grades 5-12 and deconstruct them. What makes them engaging? How does a 3D task unfold over several questions? Where are the big science ideas? Then, we will analyze the student work that 5-dimensional assessments can generate in order to see what 3D learning can result from aligned tasks. Participants will gain a deeper understanding of how to construct a 3D task, investigate student interests, and give meaningful feedback to students that goes beyond “right and wrong” multiple-choice questions. The final part of the presentation will offer examples of tools participants can use to adapt their own assessments by 1) finding meaningful phenomena, 2) connecting the DCIs, SEPs, and CCCs, and 3) writing prompts that integrate all dimensions.

Takeaways: How to design meaningful, interest & identity driven 3D assessments for secondary students

Speakers

Kerri Wingert (University of Colorado Boulder: Boulder, CO)