In today’s fast-paced world, chronic stress is common, but your mind and body can pay a high price. Learn to recognize overwhelming stress—and what you can do about it. Most importantly, learn how to use the power of your senses to relieve stress on the spot and stay calm, productive, and focused—no matter what life throws at you.

TAKEAWAYS:
Tips on how to manage stress.

SPEAKERS:
Michelle Phillips (NSTA: Arlington, VA), Azra Chughtai (NSTA: Arlington, VA)

In this unique curriculum, called BioScann, students become science experts, interpreting data to address a real-world challenge from their expert perspective. Students share their expertise in teams where communication and collaboration are essential to finding a final class solution to the problem. By showcasing a broad array of careers that require a range of training and education, we expose students to science careers that are in high demand; a major point being that STEM is for everyone! BioScann modules are web-based and free. The workshop will showcase a 3-day module designed for grades 7-9, but additional modules that focus on plastic pollution and antibiotic resistance are under development. And are expected to be released in 2023. Evaluations of the original BioScann module indicate that students show dramatic and sustained increases in life sciences interest and career awareness and demonstrate an increased ability to read graphs and interpret complex data.

TAKEAWAYS:
Engage in web-based curriculum that introduces students to a wide range of science careers. You will first experience the curriculum from the student perspective but will also be coached to deliver this free curriculum in your classroom. This curriculum is compatible with google classroom.

SPEAKERS:
Maggie Keeler (Senior Curriculum Specialist), Michelle Mischke (VP of Biotechnology Education Programs: CAmbridge, MA)

Studying the Heat Island Effect covers multiple standards and content areas, and is an excellent grounding phenomenon to discuss equity and justice in the classroom. Come to this hands-on workshop to run through this experience and learn about a framework to develop empowering engineering projects.

TAKEAWAYS:
Attendees will leave with a framework for developing engineering projects that integrate social justice, and will also walk through one of our developed projects on the Heat Island Effect.

SPEAKERS:
Emily Berman (Global STEM Challenges Program)

While it may seem like there’s nothing you can do about stress at work and home, there are steps you can take to relieve the pressure and regain control. Stress wreaks havoc on your emotional equilibrium, as well as your physical health. It narrows your ability to think clearly, function effectively, and enjoy life. Effective stress management helps you break the hold stress has on your life, so you can be happier, healthier, and more productive

TAKEAWAYS:
Tips on how to relieve pressure and regain control.

SPEAKERS:
Azra Chughtai (NSTA: Arlington, VA), Michelle Phillips (NSTA: Arlington, VA)

Learn how to blend career-connected learning with STEM learning using a suite of career awareness and exploration resources featuring diverse STEM professionals and workplaces. These freely available resources work well in both formal & informal settings for students in 3rd grade through college!

TAKEAWAYS:
ISB has free online videos & resources for career-connected learning. These can be used in formal classrooms & extracurricular programs to highlight nontraditional STEM careers & fields. They also help build systems thinking skills that are applicable and important for student success in any field.

SPEAKERS:
Sara Calder (Preservice Teacher: Seattle, WA), Miranda Johnson (Systems Thinkers in STEM Coordinator)

Research in climate change education indicates that knowledge alone is a poor predictor of student action toward addressing climate issues. Learn about how one high school is supporting students to connect local issues, climate and food justice through community partnerships and civic action.

TAKEAWAYS:
In this session you’ll learn about: A framework for education that integrates knowledge of place, interdependence, and student agency Current research in climate change education How food justice can be a powerful motivator that leads to student engagement and action

SPEAKERS:
Andrew Margon (Teacher: NY, NY), Jennifer Cirillo (Shelburne Farms: Shelburne, VT)

Conduct an activity that can be used to introduce students to the concept of energy justice and receive a scorecard that can be used to evaluate stories that highlight our current and future energy system and its impacts on people and communities.

TAKEAWAYS:
Attendees will learn about energy justice and use an evaluation scorecard as one strategy to enhance education about clean energy technologies while promoting literacy, systems thinking and critical thinking skills among learners.

SPEAKERS:
Dana Haine (UNC Institute for the Environment: Chapel Hill, NC)

Experience an inquiry-based dance class showcasing key pedagogical ideas that support all learners, creating equitable opportunities for engagement and access. Designed using a research-based model, and an inclusive framework, build instructional knowledge that transfers to the science classroom.

TAKEAWAYS:
Experience best practices for science instruction including elements like differentiation, student choice, the power of kinesthetic learning, and more, all wrapped up in a research-based instructional model using an inclusive framework approach.

SPEAKERS:
Isaac Stauffer (Great Minds: Washington, DC)

Project-based learning, a strategy used in STEM education, improves student outcomes across racial and socioeconomic backgrounds and reading and language proficiency levels (LER, 2021).

TAKEAWAYS:
Participants will experience project based learning while working to solve a real world problem.

SPEAKERS:
Falicia O'Mard (K-12 District STEM Coordinator: Suwanee, GA)

Students bring amazing intellectual resources to make sense of natural phenomena. Come learn how to notice and leverage them in your teaching.

TAKEAWAYS:
Culturally responsive education supports student sensemaking and learning in science. Inclusive science strategies help teachers learn to see students’ sense-making resources. These methods help us create and adapt curriculum that is equitable and justice centered.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Philip Bell (University of Washington: Seattle, WA)

Empower our students to be solutionary thinkers with “think local, act global” as an important theme in student centered instruction. Create engaging 3D, phenomenon-based opportunities through a social justice lens and harness local and global community partnerships to deepen student learning.

TAKEAWAYS:
Create a solutionary approach to lesson planning connecting local and global environmental issues in California and Africa, while enhancing SEL. Using the 3D5E DO-KNOW-THINK Learning Sequence, teachers create STEAM-centered lessons for engagement, interdisciplinary active learning, and empathy.

SPEAKERS:
Marie Gorman (STEM 4 Real: San Francisco, CA), Jacqueline Lafitte (Teacher: Hayward, CA), Leena Bakshi (STEM4Real: No City, No State)

Join this hands-on workshop to explore phenomenon-based outdoor learning with (free) Eco-Engineering Challenges and Schoolyard Investigations, using a toolkit of research-informed easy-to-implement instructional strategies that promote equitable and inclusive student engagement.

TAKEAWAYS:
Participants will leave with instructional strategies and teaching resources they can implement immediately to create a more relevant, equitable and inclusive learning environment for phenomenon-based environmental and outdoor learning.

SPEAKERS:
Stephanie Miles (Villa Rica High School: Villa Rica, GA), Patricia Morgan (Georgia State University: Atlanta, GA), Karan Wood (Environmental Education Alliance of Georgia (EEA): Acworth, GA)

Educators will experience how 3D learning in any curriculum can be made into 5D learning if they have the pedagogical framing that identifies both phenomena types and supports phenomena adaptation. Specifically, place, student interests, and identities provide motivation to engage in sensemaking.

TAKEAWAYS:
Educators will learn to identify phenomena types, select related phenomena and use students' place, interests, and identities to promote equitable learning experiences. These pedagogical tools and framing will help educators turn 3D, NGSS-aligned phenomena-based units into 5D learning experiences.

SPEAKERS:
Leonard Kenyon (Maine Mathematics and Science Alliance: No City, No State)

STEM is a way of thinking and engaging in STEM skill-building activities can help students become better STEM thinkers. Every student benefits from these opportunities, but access is not equitable. Experience STEM skill-building activities that can be done with students of any age in any classroom.

TAKEAWAYS:
By the end of this session, participants will understand why it is important to provide opportunities for every student to develop STEM skills and simple ways to engage students in STEM thinking.

SPEAKERS:
Dodie Resendez (Region 4 Education Service Center: Houston, TX)

We will explore the what, why, and how of integrated science and language teaching. We will describe, illustrate, and model research-based strategies, tools, and resources teachers can use to support inquiry, sense-making, and language development with their young multilingual learners (MLs)

TAKEAWAYS:
Attendees will leave with some research-based strategies, tools, and resources to support planning and facilitation of language-enriched and inclusive science experiences that leverage science as a context for language and for building skills across the developmental domains with a focus on MLs

SPEAKERS:
Mandell Academy (Connecticut Science Center: Hartford, CT), Rachel Shurick (Connecticut Science Center: Hartford, CT), Becky Fahey (Connecticut Science Center: Hartford, CT), Cindy Hoisington (Education Development Center, Inc.: Holbrook, MA)

This session will provide a definition and overview of Culturally Relevant and Sustaining Pedagogy (CRSP), discuss why CRSP is vital for educational and personal liberation, and explore middle level science CRSP lesson plans.

TAKEAWAYS:
This session will provide a definition and overview of Culturally Relevant and Sustaining Pedagogy (CRSP), discuss why CRSP is vital for educational and personal liberation, and explore middle level science CRSP lesson plans.

SPEAKERS:
Kiana Eaddy (6th Grade Science Teacher: Columbia, SC)

Explore how engineering benefits English learners as you engage in lessons designed to foster engineering, science, and language learning for elementary students.

TAKEAWAYS:
Engineering activities can offer multimodal experiences for English learners that encourage their participation and contributions to the engineering classroom community and engage them in purposeful uses of language.

SPEAKERS:
Christine Cunningham (Museum of Science, Boston: Boston, MA)

We will dive into hands-on, STEM-based activities and technology resources such as ArcGIS and web apps, that educators can use right away to help students understand the sustainability and climate justice issues most relevant to their school and local community. We will present best practices for executing a successful eco-audit and using design thinking methodologies to foster critical thinking and problem solving. These methodologies will help students tap into community funds of knowledge by engaging local stakeholders in their process. These K-12 activities help students cultivate sustainability and climate science literacy while exploring the uneven and inequitable impacts of climate change on the communities that have the fewest resources to respond. Teachers will explore how to foster student action through the creation of data-driven policy or use student-driven Eco-Audit resources to implement a climate solution at their school.

TAKEAWAYS:
Teachers will explore how ArcGIS StoryMaps and other EcoRise resources related to climate data, mapping and climate justice can shape students’ understanding of the causes and impact of climate change within their community and foster student action.

SPEAKERS:
Brynn Johnson (Program Manager), Zakhia Grant (EcoRise: No City, No State)

What does equity look like in Elementary Science & Engineering instruction? Through this interactive experience, participants will explore the meanings of equity & diversity and examine strategies instructional leaders can use to increase equity in the elementary science classroom.

TAKEAWAYS:
Learners will leave with a clear understanding of three-dimensional science instruction, causes of inequity in science education, and applicable strategies instructional leaders & teachers can use to increase equity in science education in their classrooms.

SPEAKERS:
Felicia Pratt (Atlanta Public Schools: Atlanta, GA), Warren Edwards (Atlanta Public Schools: Atlanta, GA), Lindiwe Ngubeni (Atlanta Public Schools: Atlanta, GA)

Are you an elementary teacher trying to make more time for science? You are not alone. One of the biggest barriers in elementary science is time. Join us as we address this through science integration. Explore using your ELA, ELD, History… standards to create rich science experiences for students.

TAKEAWAYS:
Through experiencing an integrated arc of learning, participants will leave this session understanding why other subjects should be integrated with their science lessons and how to lean on other content standards to create integrated standard based lessons.

SPEAKERS:
Nancy Wright (Hayward Unified School District: Hayward, CA), Channon Jackson (Alameda County Office of Education: Hayward, CA)

Come join the fun! During this session you will create tools you can use to differentiate your science instruction and provide for the diversity of your students’ needs. Strategies necessary to teach diverse learners science are provided. Participants will actively engage in hands-on activities.

TAKEAWAYS:
Participants will actively engage in hands-on activities modeled to deliver instruction using a multi-sensory approach. Materials and handouts are provided.

SPEAKERS:
Marianne Phillips (Texas A&M University-San Antonio: San Antonio, TX)

Engage in a mini design sprint to develop curriculum aligned exit tickets for use in your classroom. Together, we will use an equity framework and Universal Design to design exit tickets that support equitable sensemaking and 3D science learning. You will walk away with a set of exit tickets to asse

TAKEAWAYS:
Participants will leave with a set of exit ticket prompts to support 3D science learning in their classrooms. These prompts can be used to gain insight into their students’ experiences to support their 3D sensemaking.

SPEAKERS:
Katie Van Horne (Concolor Research: Orlando, FL), Dawn Novak (Northwestern University: Evanston, IL)

Come explore teaching strategies and supports for engaging in climate justice centered phenomena and issues. Youth are seeking this type of socio-ecological learning opportunities!

TAKEAWAYS:
Climate Ed Tools contain strategies to engage in climate justice instruction, to support climate change learning and communication among educator peers, and to get ideas for how to do this type of instruction in your own classroom.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Deb Morrison (Educator and Learning Scientist: Seattle, WA)

Join the UCLA Science Project as we explore structures and formats for science leaders looking to engage teachers around social justice in STEM classrooms.

TAKEAWAYS:
Establish space and culture that sustains conversations around equity issues in STEM

SPEAKERS:
Justin Betzelberger (UCLA Science Project: Los Angeles, CA), Richard Huynh (Science Coach: No City, No State), Zachary Cue (UCLA STEM+C3 and Science Project)

Learn how to support students' analysis of science models by teaching cognitive literacy strategies through the Transfer Learning Routine.

TAKEAWAYS:
Attendees will learn how to use the transfer learning routine to teach literacy strategies in science.

SPEAKERS:
Charles Link (DeWitt Clinton High School: Bronx, NY)

NGSS fossil exploration that will teach intermediate elementary educators how to equitably use fossils of the Chesapeake Group to look for patterns and analyze and interpret historical science data to understand past environments. The first 30 participants will receive free classroom fossil kits.

TAKEAWAYS:
Participants will explore fossil samples from the Chesapeake in a hands-on investigation to understand past life and past environment in this region. Teachers will receive materials to use with intermediate elementary students.

SPEAKERS:
Kayce Wills (Captain Walter Francis Duke Elementary School: Leonardtown, MD), Laura Schneider (St. Mary's College of Maryland: Saint Mary's City, MD)

This interactive session will explore scaffolded, NGSS aligned, three-dimensional Earth science resources for all students including multilingual learners. The My NASA Data Literacy Cubes support data literacy using authentic data from scientific research.

TAKEAWAYS:
Implementation strategies for a flexible resource which can be used with multiple Earth System Science DCIs, support numerous science and engineering practices related to questions, evidence, models and data, and CCCs for patterns, scale, proportion and quantity, and stability and change.

SPEAKERS:
Desiray Wilson (Science Systems and Applications, Inc.: Hampton, VA), Natalie Macke (Pascack Hills High School: Montvale, NJ), Angela Rizzi (NASA Langley Research Center/ADNET: No City, No State)

Empowering students to make science-based decisions requires acknowledgment and dialogue around the injustices marginalized communities have endured within scientific fields. We will engage in meaningful talk around race, vaccinations, and applications within a sample lesson for science classrooms.

TAKEAWAYS:
Create opportunities to acknowledge and validate students’ personal experiences even when it might be divergent from our own personal experiences or larger data sets.

SPEAKERS:
Justin Betzelberger (UCLA Science Project: Los Angeles, CA), Richard Huynh (Science Coach: No City, No State), Zachary Cue (UCLA STEM+C3 and Science Project)

Need FREE grant funds for STEAM education, but don't know where to start? This session unpacks the science of grant writing in 12 steps to acquire resources, materials and supplies.

TAKEAWAYS:
From this session, educators will be able to: •Describe grant types and grant funders •Illustrate 12-step grant writing process •Identify sources of grant funding

SPEAKERS:
Bejanae Kareem (STEM & Grant Specialist: Jonesboro, GA)

Learn to make cardboard mechanisms and structures, create a mechanism that looks like a letter, and mount it to make a structure. Students in pre-K classrooms in Brooklyn, NY have learned to identify mechanisms and structures by engaging in these activities.

TAKEAWAYS:
Mechanisms and structures are all around us! Mechanisms have independent moving parts, while structures do not. Increasing the number of fasteners can turn a mechanism into a structure while removing fasteners can turn it back into a mechanism.

SPEAKERS:
Jazlyn Mena (Castle Bridge School: New York, NY), Jody Hilton (P.S. 44 Marcus Garvey Magnet School of Engineering and Design and The City College of New York), Lacey Samsoe (Teacher: Brooklyn, NY)

Use chemical reactions to create colorful paintings in an activity designed around research-based STEAM practices that support identity and mindset in diverse learners. Leave with an understanding of the STEAM Practices framework, and an NGSS-aligned activity that can be modified for various ages.

TAKEAWAYS:
Participants will learn equity-focused strategies for integrating art and science in instruction, supporting STEAM-linked identities in learners, and fostering a STEAM mindset that emphasizes learners’ creative capacity to understand and transform the world around them.

SPEAKERS:
Perrin Teal Sullivan (University of Alaska Fairbanks: Fairbanks, AK), Laura Carsten Conner (University of Alaska Fairbanks: Fairbanks, AK)

In this session educators will be presented with several research-based STEM equity moves that can be used in their classroom. These equity moves fall under the following categories: (1) Equity and NGSS, (2) Inclusive Ed Tech, (3) Culturally Responsive and Sustaining STEM, (4) Anti-Racist STEM. Educators will select an equity move and engage in a Remix Protocol to modify the equity moves to fit their classroom and context and may even modify an activity, lesson, assessment for their own class. Educators will share their ideas and hear the amazing ideas that their peers developed. All the work will be shared in a Padlet that will be available after the workshop to keep the conversation going! The session is designed in a way that educators will engage in some of the equity moves with a learner lens as they are exploring the equity moves. We will unpack this additional layer when we reflect on the learning activities.

TAKEAWAYS:
Educators will leave this session understanding that STEM teachers are what beyond100k (formally 100kin10) describes as the keystones of the “belonging ecosystem” who can successfully remix research-backed equity moves to fit their classroom community.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Saratoga, CA), Daniel Babauta (Sunset Park High School: Brooklyn, NY)

What is race? During this session, we will introduce a curriculum for biology educators that explores how racism, the construct of race, the history of science, and human genetic variation intersect.

TAKEAWAYS:
Race is a socio-political construct with deep implications but race is not a good surrogate/proxy for biology. Understanding human genetic variation can disrupt the idea of the existence of genetically meaningful “races” and help emphasize the racist roots of inequities in areas such as health.

SPEAKERS:
Hanako Osuga (Fred Hutchinson Cancer Center), Jeanne Chowning (Fred Hutchinson Cancer Center: No City, No State)

Attendees will participate in a lesson designed to engage students in the issues created by climate climate change and inequity in different communities. Students will use technology, visual literacy skills by evaluating graphs and maps to find meaning; constructing explanations and share ideas.

TAKEAWAYS:
Students will be able to use a Social-Scientific Issue related to climate change to foster interest in the science of climate change. We will use the Philadelphia temperature data to interpret and identifying the impacts of climate change differ by income level, as well as how nature plays a role.

SPEAKERS:
Michelle Beech (William Penn School District: Lansdowne, PA), James Whetzel (The School District of Philadelphia: Philadelphia, PA), Eric Gold (School District of Philadelphia: Philadelphia, PA), Susan Chan-Peter (William Penn Charter School: Philadelphia, PA)

How can science learning experiences be designed to support reciprocal and caring understandings of the natural world and human-nature relationships? Come find out with us!

TAKEAWAYS:
Human-nature relationships are culturally rooted and embedded in approaches to science learning. Supporting reciprocal and caring human-nature relationships leads to socio-ecologically just and thriving systems, and aligns with NGSS 3D learning.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Philip Bell (University of Washington: Seattle, WA)

Experience the process of sensemaking by investigating surface heating from a student perspective. With a focus on student ideas, explore methods for engaging students in the three dimensions of science learning.

TAKEAWAYS:
Learning through place-based, student-centered, teacher-facilitated science inquiry increases student engagement in and ownership of learning and promotes student growth in science and engineering practices, disciplinary core ideas, and crosscutting concepts.

SPEAKERS:
Loris Chen (Science Education Consultant: Fair Lawn, NJ)

Explore a socially engaged approach to engineering as you interact with lessons designed to help students consider how engineering connects to their lives and impacts stakeholders’ communities and cultures.

TAKEAWAYS:
Socially engaged engineering situates engineering in its larger societal context and helps students recognize how a range of stakeholders benefit or are harmed by engineering solutions. Through such work, students develop empathy and perspective-taking as well as more robust solutions.

SPEAKERS:
Christine Cunningham (Museum of Science, Boston: Boston, MA)

100Kin10 recently developed a bold new vision for the future of STEM education - to understand how to foster belonging in STEM. STEM Ed Innovators is a longtime 100kin10 partner. Our transformative community of practice for teachers, by teachers, and about culturally responsive and anti-racist teaching has fostered belonging in the margins for nearly a decade. In this workshop we will present research on STEM belonging and create a space to discuss what belonging looks like, sounds like, and feels like in a classroom, school community or district as well as in a school’s professional learning programs. Participants will work in affinity groups to identify ways to foster belonging for all students in the STEM classroom and for all teachers in professional learning spaces. Groups will share out and their contributions that will be memorialized so we can all look back on the learnings together after we return from the conference.

TAKEAWAYS:
Participants will develop an understanding of how instructional practices can create or hinder a sense of belonging in STEM and identify some teacher moves that can be used to foster a sense of belonging in the STEM classroom.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Saratoga, CA), Daniel Babauta (Sunset Park High School: Brooklyn, NY)

Climate change is here. Come explore ways to teach about this that intersect with issues of justice and provide action for the future. This workshop will support educators in all grades and contexts, including those who can’t even say “climate change”!

TAKEAWAYS:
Strategies for engaging in climate change and climate justice learning appropriate to grade band NGSS standards, climate and energy literacy standards, and for both school and community based learning contexts.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Deb Morrison (Educator and Learning Scientist: Seattle, WA)

Need support in creating an NGSS driven, student-centered Science classroom? Learn how to implement Eduprotocols, lesson frames that will positively impact student learning and help you plan in less time.

TAKEAWAYS:
Learn how to use Eduprotocols with NGSS to increase DOK and 4C practice within the Science classroom. Strategies, best practices, and iterations will be modeled to support teachers who are looking to create a student-centered classroom, plan less, and positively impact student learning.

SPEAKERS:
Erin Siverd (Virtual Learning Specialist: , PA), Ariana Hernandez (Teacher: Hesperia, CA)

Have you wondered how to set group norms in your science classes in a way that feels engaging and relevant? This session combines the life science concept of mutualism with social emotional learning as students work collaboratively with their teacher to develop class norms that benefit everyone.

TAKEAWAYS:
You will learn how to implement a norm-setting protocol through a life science lens that will engage your students intellectually, emotionally, socially, and physically.

SPEAKERS:
Sarah Rose Mosh (Greensboro Day School: Greensboro, NC)

Adopting curriculums is a top priority for many schools across the nation. While curriculums are useful, they often have shortcomings. One shortcoming we often see in schools is a lack of engagement between the students and the content. In this session, we will explore strategies that align with the 5E Instructional Cycle and UDL that can be easily implemented with the curriculums adopted by schools and provide opportunities for students to engage with science and engineering practices. The strategies can be implemented immediately in the classroom setting. Each strategy presented can be leveled up or leveled down for varied grade levels, including differentiated supports in class to support the varied learners in a classroom. Engage strategies include Observations and Questions and Four Corners. Both are low stakes and engage learning with phenomena immediately. The Explain strategy leverages reading in science and makes it accessible through targeted questions and scaffolding.

TAKEAWAYS:
Small shifts in the curriculum can make large shifts to develop an inclusive classroom environment. Science should be accessible for all and by taking prescribed curriculum and making a few adjustments, all students can engage in science learning.

SPEAKERS:
Whitney McCormick (Alliance College Ready Public Schools: Los Angeles, CA), Sheena Velasquez (Alliance College-Ready Public Schools: Los Angeles, CA)

In this session educators will be presented with the following equity frameworks: (1) Equity and NGSS, (2) Inclusive Ed Tech, (3) Culturally Responsive and Sustaining STEM, (4) Anti-Racist STEM. Educators will work in small groups to learn more about their equity framework of choice and summarize their learning for a larger group. Next, groups will unpack equity moves to identify how they support or hinder equity work through the lens of the framework they selected and identify next steps. By the end of the session each group will share out actions they can take in their classroom to create a more equitable STEM classroom.

TAKEAWAYS:
Educators will leave with knowledge of equity frameworks and unique next steps that can be implemented into their classroom for a more equitable, inclusive, culturally responsive and anti racist classroom community.

SPEAKERS:
Kelly Houston (STEM Ed Innovators: Saratoga, CA), Daniel Babauta (Sunset Park High School: Brooklyn, NY)

In this session participants will explore STEMTeachingTools.org — a suite of accessible, resource-rich tools for guiding instruction, assessment, and curriculum in the science classroom.

TAKEAWAYS:
STEM Teaching Tools is a freely-available collection of research-practice briefs that contain recommendations and strategies for implementing the vision of the Framework and NGSS. They can be used for educator professional learning, both individually and in professional learning communities.

SPEAKERS:
Deb Morrison (Educator and Learning Scientist: Seattle, WA), Philip Bell (University of Washington: Seattle, WA)