Ticket Price: $75 earlybird; $100 advance

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This session is designed for instructional coaches and leaders who want to support their teachers in making the instructional shifts required by three-dimensional science standards, including the TEKS. Participants will receive NSTA’s suite of instructional coaching tools and gain experience using the protocols and providing feedback.

TAKEAWAYS:
1. Become familiar with a suite of instructional coaching tools and protocols; 2. Gain experience using the instructional coaching tools and protocols; and 3. Identify ways to use the tools to provide feedback to teachers and document growth-over-time.

SPEAKERS:
Kate Soriano (NSTA: Arlington, VA), Tricia Shelton (NSTA: Arlington, VA)

Come for a quick peek at the fascinating history of science education and reforms as it relates to defining scientific literacy.

TAKEAWAYS:
1. Scientific literacy may mean many things to different people and groups but, in general, a scientifically literate person is one who uses science in everyday decisions and understands the interrelationships between science, technology, and society; 2. Historical events such as Sputnik and the Vietnam war have influenced the focus of science education over time, shifting the emphasis back and forth between more rigorous and more relevant; and 3. A human-centered approach to science teaching and learning is more equitable because it emphasizes student voice and choice, creativity, and self-value.

SPEAKERS:
Becky McDowell (Independent Contractor: Springfield, PA)

Can a genetics unit affect students’ views of people different from themselves? This session presents lessons learned during a project-based learning unit, with critical discussion.

TAKEAWAYS:
1. How can we use project-based learning to enhance scientific literacy? Attendees will have access to lesson plans and supporting materials. 2. How can we use middle school standards to decrease stereotypes? Participants will see the results of a pilot study that measured shift in bias as students learned genetics. 3. What can teachers do to encourage this kind of learning? Participants will engage in critical conversation to identify standards and approaches that will work in their classrooms as well as having an opportunity to connect and collaborate.

SPEAKERS:
Amanda Clapp (The Catamount School: Sylva, NC)

The 5E is effective for learning most concepts, but not for processes. Other models may need to be included within the 5E.

TAKEAWAYS:
1. Clearly understand the various instructional models and the best practice for their uses; 2. The learning objective must be clearly identified as a concept of a process to correctly identify the best practice and instructional model; and 3. Use other best practices such as moving instruction from the known to the unknown or concrete to pictorial to abstract or limiting objectives within a 5E.

SPEAKERS:
Sandra West (Texas State University: San Marcos, TX)