Learn a design process for creating three-dimensional assessment tasks that support instruction and student learning. Participants will be introduced to each phase: unpacking dimensions, developing integrated dimension maps, articulating learning performances, identifying phenomena, and designing tasks.

TAKEAWAYS:
Participants will learn the steps of a systematic process for designing three-dimensional tasks that align with NGSS performance expectations, take into consideration students’ diverse backgrounds, and can be used in classrooms to provide information to teachers and students to improve learning.

SPEAKERS:
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI)

Since the NGSS, science teachers have been increasingly considering how to effectively engage students during science lessons using science and engineering practices (SEPs). In order to engage in these practices deeply, students need to have effective social and emotional skills. Therefore, embedding social-emotional learning (SEL) can be a tool that teachers use to build a classroom community that deeply engages in the SEPs. This session will engage students in three science activities (one elementary, one middle school, and one high school) that promote 3D learning and SEL. For example, the high school activity will consist of us doing a simulation where participants will act as animals getting "food". We will use it to connect SEL to HS-LS2-8. We will then have participants reflect on SEL teaching strategies such as explicit/reflective SEL questions (Bahnson et al., 2020) in order to demonstrate how to meaningfully embed SEL into 3D NGSS lessons.

TAKEAWAYS:
You will learn strategies to teach SEL in existing NGSS lessons.

SPEAKERS:
Kathryn Borton (Science Teacher and Ed.D Student: Nevada, IA), Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Students learn and develop at different speeds and in different ways. How can we meet them where they are and move them forward? Enrichment, Practice and Remediation are lessons designed to focus on a science concept (or cluster of concepts) for students to actively engage in accessible learning. EPRs include active learning experiences designed to support students continuing to learn based on their needs. Some students will be ready to dig deeper into the concept, while others might need a little more time for mastery. Experience your own learning by looking at an example score, becoming a student, and joining others as you learn through an enrichment, practice, or remediation activity.

TAKEAWAYS:
Enrichment, Practice, and Remediation allows us to meet students where they are and move them in their science knowledge. EPR will help supervisors, coaches, and teachers understand, visualize, and experience what differentiated learning in science looks like and how simple it can be.

SPEAKERS:
Kristin Squires (The School District of Osceola County: St Cloud, FL)

How do we know about mass-extinctions and meteor impacts? Using fossils to study past glacial periods? Shells, sand grains and even dust and volcanic ash from faraway lands fall slowly through the ocean and pile up on the seafloor, eventually becoming rocks. When we drill into the seafloor to collect layers of rocks (as cores), the deeper down we go, the further back in time we go. Scientists looking at these cores are effectively reading the pages in a book that reveals the Earth’s past, and sheds light on our future. This workshop will have teachers look at how using real scientific data collected onboard the JOIDES Resolution and other ships in the program, we can translate findings into data sets and activities to inspire students and help them see science in action. The focus will be on how data from oceanic drilling can be used to create activities using real-world phenomena that can connect to many scientific concepts, such as climate, natural hazards, and Earth’s systems.

TAKEAWAYS:
By looking into the past and present, we can begin to predict our future. The International Ocean Discovery Program creates educational resources that enable students to use real data collected by scientists investigating global concerns and explore parts of our world usually hidden to them.

SPEAKERS:
Maya Pincus (Columbia University / U.S. Science Support Program: Palisades, NY), Carol Cotterill (U.S. Science Support Program: Palisades, NY)

(This workshop is geared toward classrooms of all grade levels with minimal technology available.) Teachers will experience what it is like to be a student in a unique and engaging modern classroom that uses innovative methods that place students in the center of their learning. Their assignments will be to view examples from science classrooms currently using the model, and create components of a modern classroom using content from their own courses or provided samples. By completing this workshop, teachers will have a better understanding of how to use technology with blended instruction, mastery learning, and self-paced structures that incorporate collaboration, projects, and hands-on learning into a modern classroom to effectively reach the needs of every student, and receive valuable next steps to begin transforming their teaching and create a Classroom of the Future.

TAKEAWAYS:
​​Participants will experience this model as students as they explore low-tech blended instruction, self-pacing, and mastery-based grading. They will then begin to apply these concepts to their own lessons and units using the toolbox of samples, templates, and resources.

SPEAKERS:
Sumala Paidi (Teacher: , TX), Julie Gastler (Hickman High School: Columbia, MO)

This course is designed to introduce participants to the Next Generation Science Assessment (NGSA) design approach including unpacking dimensions, developing integrated dimension maps, articulating learning performances, identifying phenomena, and designing tasks.

TAKEAWAYS:
Participants will learn the steps of a systematic process for designing 3-dimensional tasks that align with NGSS performance expectations, take into consideration students’ diverse backgrounds, and can be used in classrooms to provide information to teachers and students to improve learning.

SPEAKERS:
Joseph Krajcik (CREATE for STEM Institute, Michigan State University: East Lansing, MI), Christopher Harris (WestEd)

Countless studies have found that teachers are struggling to support students in maintaining focus, finding self-worth, and being intrinsically creative learners. Gamification provides the building blocks for engagement, community, healthy competition, and self motivation, and works with any grade level and any subject. With gamification, students can use their creativity in learning choices and earn incentives based around curricular and extracurricular themes. Student examples from a sixth grade science classroom include reviewing challenges that emphasize content and game elements. Participants in this session will gain the initial building blocks to create their own game for their classrooms that is manageable and can be enhanced over time. Activities will include defining gamification and creating their own game theme. During the session, the participant will participate in a game challenge by using a choice board to explore and expand the strategies and methods of gamification.

TAKEAWAYS:
Participants will begin the journey of gamifying their classroom right away. They will also leave with resources to use to continue their gamification journey.

SPEAKERS:
Michelle Simmons (Klahowya Secondary School: Silverdale, WA)

By utilizing ChatGPT, start-ups can provide students with a starting point for research by offering them foundational knowledge on a variety of subjects. The use of superheroes to teach the periodic table, for example, could provide students with a fun and engaging way to learn about chemistry. Similarly, focusing on environmental concerns such as ocean acidification can help students understand the importance of conservation and sustainability. Additionally, warm-up activities can be an effective way to build relationships and foster collaboration between students. Whether it be through icebreakers or team-building exercises, getting to know one another can help students work together more effectively and create a more positive learning environment. Overall, utilizing ChatGPT can be an effective way for teachers to create engaging and informative content for students. By providing them with a foundation of knowledge, start-ups can empower students to take control of their own learning.

TAKEAWAYS:
One takeaway from this session is that you will understand that ChatGPT is a powerful tool for teachers. This application will allow you to answer questions or ideas you have and improve research activities that might be difficult for students.

SPEAKERS:
Ricardo Padilla (Brookhurst Jr HIgh School)

Participants will be engaged in multiple strategies that include mandatory engagement and collaboration. Many of the activities also include movement. The strategies can be implemented the week they return in any classroom with any subject area. Activities range from a Tea Party (science/literacy) activity, card sorts, and data collecting.

TAKEAWAYS:
Participants will leave with a variety of strategies to engage students through collaboration and movement.

SPEAKERS:
Carol Moore (STEM West: CLAREMONT, NC)

During this workshop we will present and engage participants in literacy and math-based strategies supported by research that science, mathematics, English language arts, and special education middle school teachers can use scaffold learning to engage in informational science text and argumentation connected to life sciences (e.g., vaping) for diverse learners in their classrooms. By the end of the workshop participants will be able to: 1. Define content and instructional scaffolding and how these types of scaffolds can be used to structure learning experiences to engage diverse learners in making meaningful sense of informational text. 2. Identify literacy- and math-based strategies that connect to content and instructional scaffolds that are designed to structure meaningful learning experiences to engage diverse learners in informational text. 3. Implement strategies within their content instruction that will scaffold learning to engage their diverse learners in informational text.

TAKEAWAYS:
All learners, including diverse learners, with the right instructional scaffolds can meaningfully engage in complex informational science text.

SPEAKERS:
TARA GREEN (student: , MO), William Folk (University of Missouri: Columbia, MO), Amy Lannin (University of Missouri: Columbia, MO), Cassandra Smith (University of Missouri: Columbia, MO), Delinda Van Garderen (University of Missouri: Columbia, MO)

Heat domes! Wildfires! Drought! Students across the world are experiencing the impact of climate change in their everyday lives, but often students feel hopelessness and fear when thinking and learning about these issues. In this workshop, we will discuss Photovoice, a flexible (e.g. low-floor, high-ceiling task) classroom practice that unpacks students’ ideas, experiences, and emotions through critical reflection on self-generated photos of climate impacts in their own community. Through individual and collaborative reflection, students investigate their ideas in ways that shift feelings of fear and hopelessness toward constructive hope and action. We will first explore how student-generated photos from their local community can build teacher capacity to identify and understand students’ thinking about climate change and the phenomena they find compelling about the topic. Then we will dig into how to utilize photovoiceas a launching point for relevant climate change instruction.

TAKEAWAYS:
You will takeaway a Google slide deck with specific teaching tools that are how-to guides for facilitating students' individual and collaborative teams, meaning making around the photos they generate, and how to navigate their emotions towards collective actions around local climate change impacts.

SPEAKERS:
Michael Lawson (Teaching Assistant Professor), Imogen Herrick (Assistant Professor of STEM Education: , CA)

Recent and ongoing research uses an Indigenous methodology to formalize the Cultural Connections Process Model (CCPM)--an approach for authentic co-production of educational resources by Indigenous communities and education/research organizations. This session will showcase the model as well as emergent research findings, and provide hands-on opportunities to explore the resources created when the model was developed and implemented in several Alaska Native communities. These place-based resources are built to target Next Generation Science Standards as well as focus on community priorities, and Indigenous education frameworks, Alaska Native languages, cultural values and cultural content standards. All the resources created using this model are freely and publicly available on project websites, and work is underway to create a long-term repository for these and future CCPM resources.

TAKEAWAYS:
The goal of this session is to share ongoing research formalizing the Cultural Connections Process Model and explore free videos, hands-on lessons, and more, created using the model. Attendees will develop an understanding of how to implement the model and access the free classroom resources.

SPEAKERS:
Lynda McGilvary (Geophysical Institute: Fairbanks, AK), Lori Schoening (Geophysical Institute: Fairbanks, AK)