NASCAR 2022-23
 

2022 Chicago National Conference - Sessions

Keyword

Strand








Topic



























Session Type











Grade Level



Pricing

Displaying 16 results

Thursday, July 21
9:40 AM - 10:40 AM
Add to My Agenda

The Meaning Beyond the Words

McCormick Place - W178a

For years, research on the language of classrooms explored how the way we say things impacts students’ sense of belonging. This session uses the NSTA Teacher Tip Tuesday—The Meaning Beyond The Words: How Language, Race, and Culture Impact Science Teaching and Learning web seminar to consider how we signal to students that we value their ideas and how they communicate those ideas in the science classroom and what we can do as educators to help ensure our students know they belong in the classroom and can do science. Participants will learn about opportunities to continue the learning after the session ends through NSTA’s new Professional Learning Units.

Takeaways: 1. Become aware of how we signal (or don’t signal) to students their ideas and how they communicate their ideas are valued in the science classroom; and 2. Learn strategies to support students in building on their ideas and each other's ideas to move toward building deep conceptual understanding of big ideas in science (disciplinary core ideas).

Speakers

Michelle Phillips (NSTA: Arlington, VA), Kate Soriano (NSTA: Arlington, VA)

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

https://my.nsta.org/collection/ktURlAGyUA4_E

Thursday, July 21
1:00 PM - 2:00 PM
Add to My Agenda

Using the NSTA Sensemaking Tool to Support Creating, Revising, and Selecting High-Quality Science Lessons

McCormick Place - Skyline W375a

Gain experience using the NSTA Sensmaking Tool to become critical consumers of curricular materials and support creating/revising lessons for sensemaking.

Takeaways: 1. Learn how to use the NSTA Sensemaking Tool to review science lessons for the four critical aspects of sensemaking; and 2. Understand how to use the Sensemaking Tool to support creating and revising existing science lessons for sensemaking.

Speakers

Kate Soriano (NSTA: Arlington, VA)

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

https://my.nsta.org/collection/x2paxwvcfUQ_E

Thursday, July 21
2:20 PM - 3:20 PM
Add to My Agenda

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
2:20 PM - 3:20 PM
Add to My Agenda

Evaluating STEM Curricula with Equity and Inclusivity in Mind

McCormick Place - W178b

Explore EiE’s curriculum design principles for inclusivity and NSTA’s sensemaking pillars as tools to evaluate curricula for inclusivity and equity.

Takeaways: Participants will leave this session with a framework for evaluating curricula with equity and inclusivity in mind.

Speakers

Diana Christopherson (Museum of Science, Boston: Boston, MA)

Thursday, July 21
4:25 PM - 4:55 PM
Add to My Agenda

Using GeoSpatial Data to Teach Climate Justice

McCormick Place - W176a

Let's discuss the expansion and availability of geospatial data (arcGIS, EJScreen, CalAdapt) to examine environmental justice issues in their own community and create climate resilience action plans for an authentic audience (city council, school district, state lawmakers).

Takeaways: Attendees will explore strategies for using geospatial data to examine, interpret, and act on place-based environmental justice issues in their communities.

Speakers

Nancy Metzger-Carter (Sonoma Academy: Santa Rosa, CA)

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

Presentation
Resources, curriculum, lesson plans, sample case studies of student advocacy
Link to Schools for Climate Action Campaign
Free resources for student advocacy for climate justice on local, state and federal level.

Thursday, July 21
4:25 PM - 4:55 PM
Add to My Agenda

Globalizing Science Teacher Preparation in the United States

McCormick Place - W185b-c

The presenters share a collaborative initiative focused on increasing preservice science teachers' level of global competence and global science teaching efficacy.

Takeaways: The attendees will take away ideas for adjusting science teacher preparation programs in a manner that prepares preservice teachers to foster students' sensemaking at a global level.

Speakers

Gayle Buck (Indiana University Bloomington: Bloomington, IN), Valarie Akerson (Indiana University Bloomington: Bloomington, IN), Vesna Dimitrieska (Coordinator, Global Education Initiatives: Bloomington, IN)

Friday, July 22
10:40 AM - 11:40 AM
Add to My Agenda

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
11:50 AM - 12:50 PM
Add to My Agenda

Integrating Science and Literacy in Elementary Teaching Programs: Evaluating Pre-Service Teachers' Use of the Touch-Talk-Text Teaching Model

McCormick Place - Exhibit Hall, Poster Session Area, Table 11

Elementary preservice teachers integrate science and literacy with the Touch-Talk-Text interdisciplinary framework, allowing ALL students to access science through sensory, language, and discourse connections.

Takeaways: Attendees will gain insight into strategies for integrating science and literacy in the elementary school day, addressing issues of decreased time and resources for elementary science learning.

Speakers

Danielle Scharen (North Carolina State University: Raleigh, NC)

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

Evaluating Pre-Service Teachers Use of the Touch-Talk-Text Teaching Model

Friday, July 22
2:20 PM - 3:20 PM
Add to My Agenda

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
Add to My Agenda

PreService Science Education Preparation for Special Education Teachers:: Content and Strategies for intersectional inclusive classrooms

McCormick Place - W185b-c

This presentation will address the science and math education preparation of preservice special education teachers using the NGSS and NCTM standards as the central source of curriculum. Focus will . be on the intersectionality of race, culture and disability in providing access and building fluency in science content in inclusive classrooms k-12. Preservice teacher’s student learning impact projects use phenomena driven science snack activities will be showcased as well as cross curricular experiences using three dimensional learning as the anchor . These projects are designed using Universal Design for Learning (UDL) and also address targeted supports for specific learners that address barriers to learning including input, output, information processing and affect., Additionally the anti racist pedagogy and content embedded in the projects will be discussed. . Video and zoom demonstrations. Audience participation and discussion will be encouraged.

Takeaways: Strategies for diverse students in special education to access science curriculum in a engaging and meaningful way.

Speakers

Beverley Evans (Lesley University: Cambridge, MA)

Friday, July 22
3:40 PM - 4:40 PM
Add to My Agenda

A River Story: Designing STEM Learning Experiences in an Equitable Context for Young Learners with Diverse Backgrounds

McCormick Place - W184b-c

Dive into (equitable) three-dimensional learning and promote STEM teaching and sensemaking strategies that place equity at the center of learning, making science connections to local context.

Takeaways: Explore how placing equity at the center of STEM education changed teacher attitudes about science teaching and learning, developed supportive networks for formal and informal educators to advance science education, created opportunities for teachers to design three-dimensional learning experiences, and provided equitable opportunities for students and families in an urban high-needs district.

Speakers

Elizabeth Nunez (New Brunswick Public Schools: New Brunswick, NJ), Sarah Sterling-Laldee (Paterson Public Schools: Paterson, NJ), Ashley Delgado-D'Amore (Lord Stirling Community School: New Brunswick, NJ), Grace Lugo (New Brunswick Public Schools: New Brunswick, NJ)

Saturday, July 23
9:20 AM - 10:20 AM
Add to My Agenda

Science Is Social! Student Ideas at the Center of Phenomenon-Driven, Three-Dimensional Teaching and Learning (Elementary)

McCormick Place - Skyline W375a

Explore how NSTA’s phenomena-driven lessons/units motivate students to engage in science practices to make sense of science ideas they need to explain how or why the phenomenon occurs.

Takeaways: 1. Understand the critical attributes of sensemaking; 2. Strategies for intentional sequences of student interactions to provide access to participation and learning for all students; and 3. Students’ strategic use of modalities (talk, text, gestures, drawings, etc.).

Speakers

Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

Saturday, July 23
10:40 AM - 11:40 AM
Add to My Agenda

Science Is Social! Student Ideas at the Center of Phenomenon-Driven, Three-Dimensional Teaching and Learning (Secondary)

McCormick Place - Skyline W375a

Explore how NSTA’s phenomena-driven lessons/units motivate students to engage in science practices to make sense of science ideas they need to explain how or why the phenomenon occurs.

Takeaways: Understand the critical attributes of sensemaking. Strategies for intentional sequences of student interactions to provide access to participation and learning for all students. Students’ strategic use of modalities (talk, text, gestures, drawings, etc.)

Speakers

Kristin Rademaker (NSTA: Arlington, VA), Holly Hereau (NSTA: Arlington, VA)

Saturday, July 23
1:00 PM - 2:00 PM
Add to My Agenda

Engaging Preservice Elementary Teachers in Making Sense of Sensemaking in Science

McCormick Place - W179a

Strategies from a teacher educator that foster sensemaking and three-dimensional learning with preservice elementary teachers using immersive content experiences highlighting instructional methods and metacognition.

Takeaways: When preservice teachers/teachers are given the opportunity to experience and analyze sensemaking in the context of grade-level learning experiences, they are better prepared to foster sensemaking in their classroom.

Speakers

Beth Pesnell (Kansas State University: Manhattan, KS)

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

Engaging Preservice Teachers in Making Sense of Sensemaking Presentation Folder

Saturday, July 23
2:20 PM - 3:20 PM
Add to My Agenda

Supporting Early Elementary Students in Asking Questions with Driving Question Boards

McCormick Place - W187b

Wondering how to inspire students’ curiosity and interest in science? Driving Question Boards (DQB) allow you to build science instruction around your students’ own ideas and questions. As students experience phenomena and ask their own questions, science becomes accessible to all students. Students gain similar experiences with phenomena allowing for inclusive classroom discourse opportunities because lack of experience is not an inhibitor. The students’ wonderings then drive the learning process as students engage in sensemaking around driving questions like, “How can we tell a story without using words?” or “How can we change the way that our toys move?” In this session, participants will experience phenomena, construct a DQB and experience other equitable project-based science strategies, designed for early elementary students, that they can take back to their own classroom. Participants will hear stories from real classrooms and access OER research-based curriculum.

Takeaways: Engage in constructing a Driving Question Board (DQB) and other learning experiences designed for early elementary students and reflect on strategies used to support students' figuring out process as they experience and explain phenomena.

Speakers

Amber Richmond (Detroit Public Schools Community District: Detroit, MI), Cory Miller (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Chiara Kirkland (Detroit Public Schools Community District: No City, No State)

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

DQB handout PDF.pdf
DQB handout for early elementary
Early Elementary DQB (1).pdf
presentation slides

Saturday, July 23
2:20 PM - 3:20 PM
Add to My Agenda

Starting with Complex Macroscopic Phenomena - A Different Approach to Teaching Cells & Genetics & Evolution

McCormick Place - Skyline W375b

Complex biological phenomena, such as how the body heals, how trait variations can be both inherited and influenced by the environment, and how organisms’ body structures can change over millions of years require explanations that connect components, interactions, and mechanisms working across multiple levels (at multiple scales). Traditionally, instructional materials have fragmented these complexities for students by starting instruction with the smallest components of the system or the simplest mechanism first (cells, genotypes, mitosis, or natural selection). In this session, we will show a different approach in which students explore the most directly observable levels and most complex aspects of these phenomena first in service of creating more authentic and accessible opportunities to leverage students’ own experiences and questions. These experiences and questions then lead to developing complex science ideas over time. Participants will explore the anchoring phenomena from three OpenSciEd middle school life science units to see how students’ prior experiences and ideas can be used to generate thoughtful questions about the mechanisms involved that will lead students to uncovering the smaller components, interactions, and mechanisms in the related systems through subsequent investigations.

Takeaways: Participants will explore examples of three life science units that use accessible entry points to support students in making sense of complex biological phenomena.

Speakers

Gail Housman (Northwestern University: Evanston, IL), Michael Novak (Northwestern University: Evanston, IL), Jamie Deutch Noll (BSCS Science Learning: Colorado Springs, CO), Dawn Novak (Science Educator: Grayslake, IL)

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

NSTA 2022 Cells to Genetics.pdf