970x250 - Exploration Generation (Girl+Rocket) - New Lessons
 

2022 Chicago National Conference - Sessions

Keyword

Strand








Topic



























Session Type











Grade Level



Pricing

Displaying 9 results

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
4:25 PM - 4:55 PM
Add to My Agenda

Scaffolding Students’ Progression Through CCCs and SEPs Using Resources from the OpenSciEd Toolkit

McCormick Place - W186c

See how tools developed within OpenSciEd units can support students’ progression of and engagement in SEPs and CCCs across a variety of unit contexts.

Takeaways: Participants will leave with practical tools such as graphic organizers, general rubrics, and self- and peer-assessments that can be used to support students in incrementally building SEPs and CCCs in a variety of units.

Speakers

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

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

NSTA 2022 Chicago - SEP and CCC Toolkit Slides.pdf
https://www.openscied.org/teacher-resources/

Friday, July 22
8:00 AM - 9:00 AM
Add to My Agenda

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
10:40 AM - 11:40 AM
Add to My Agenda

Promoting the 5th C-(Citizenship) of 21st Century Skills and CRE into an Inclusive STEAM Classroom

McCormick Place - W176c

The use of inclusive STEAM pedagogy is the forefront of using NRC Framework, Hill’s model, and 21st Century skill in unison for generating a sustainable STEAM curriculum. In this presentation, a demonstration of how to utilize these frameworks into creating project-based learning units that showcase diversity and the embodiment of students seeing diversity in the STEAM careers. The NRC framework will include SEPs for developing and using a model, planning and caring for an investigation, and using mathematical and computational thinking and CCCs of cause and effect, structure and function, and energy and matter. The use of the NRC framework with sensemaking (phenomena, science and engineering practices, student ideas, and science ideas) was the basis for developing a hurricane unit for 6th grade and macromolecule unit for 8th grade. Both of these units are grounded in these frameworks and the 5 C’s (communication, critical thinking, collaboration, creativity, citizenship) and the Hill’s model for cultural and historical education (CRE). All these frameworks are woven together on the Hill model lesson plan template to create hands-on PBL for the students. This presentation will give both STE(A)M and science teachers ideas on how to create a curriculum that incorporates more inclusivity and diversity while showcasing the work of my students.

Takeaways: How to create a lesson that incorporates the 5 C's, CRE, SEPs, CCCs, and sense making into a lesson.

Speakers

Jenniffer Stetler (Chamblee Middle School: Chamblee, GA)

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

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
Add to My Agenda

Getting Carried Away: The UpLab

McCormick Place - W176a

Using the Dual Range Force Sensor, participants will determine how many helium balloons are needed to lift themselves and the house from Disney’s film Up.

Takeaways: 1. Using the phenomenon of the helium balloon lifted house from the movie "Up," attendees will leave with a lab using the Dual Range Force Sensor to determine the amount of balloons needed to lift themselves and the house; and 2. the session will show how this can be used for any level of student, and as a bonus will also incorporate how the data collection and analysis can be collected using Python coding.

Speakers

Todd Graba (Crystal Lake South High School: Crystal Lake, IL), Brad Posnanski (Comsewogue High School: Port Jefferson Station, NY)

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

Presentation

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

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
8:00 AM - 9:00 AM
Add to My Agenda

Reasoning is Reachable: New Tools for Supporting Scientific Argumentation in Amplify Science Units

McCormick Place - W187c

Engaging in argument from evidence is often the culminating scientific practice for units focused on sensemaking. High-quality units present students with a driving question about a meaningful, complex phenomenon and engage them in a variety of practices to investigate the driving question. A significant challenge that students face in an extended unit is keeping track of the evidence they are collecting and connecting that evidence to the key scientific concepts. Over the last four years, researchers at The Learning Partnership and Northern Illinois University have been collaborating with middle school science teachers at two Chicago elementary schools to co-design tools for supporting students in developing scientific arguments. (1) The Investigation Steps chart uses the NGSS storyline structure to highlight how students will use scientific practices to conduct their investigations and then record what was figured out each day. (2) The Evidence Sorter provides a structure for organizing and weighing evidence and connecting that evidence to reasoning as a precursor to writing their argument. Prior research shows the importance of connecting evidence to key concepts throughout a unit. The tools provide a means for teachers to monitor how students are making these connections and applying those connections in their final argument.

Takeaways: 1. Introduction to tools for supporting students in connecting what is learned each day to the unit goal. 2. Introduction to tools for supporting students in synthesizing evidence and connecting reasoning to develop a scientific argument. 3. Research shows the importance of connecting evidence and key concepts throughout a unit

Speakers

Stephanie Morales (John W. Garvy: Chicago, IL), Randi McGee-Tekula (The Learning Partnership: Western Springs, IL), Emily Dubicki (Mozart Elementary: Chicago, IL), Anne Britt (Dr.: Dekalb, IL), Steven McGee (The Learning Partnership: Western Springs, IL)