Join us to experience how students make decisions and engage in class discussion as part of their sensemaking. Learn how the OpenSciEd Elementary’s instructional approach supports all students in figuring out complex science issues in their world through a coherent storyline.

TAKEAWAYS:
OpenSciEd Elementary units are designed to support students in collaborative sensemaking through use of Science and Engineering Practices and engagement in equitable discussions.

SPEAKERS:
Janna Mahfoud (BSCS Science Learning: Laveen, AZ), Yanira Vazquez (OpenSciEd: Los Alamos, NM), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA)

At OpenSciEd, our teams of experts work tirelessly to design materials for the latest research AND we know you can make them even better. In this session we will map your customization “why” to a customization “what” and “how” to support you to make the materials your own.

TAKEAWAYS:
Thoughtful, collaborative customization of high quality materials can result in better materials while simultaneously deepening understanding of how to get the most from both customized and the original high quality materials.

SPEAKERS:
Erika Palys (OpenSciEd: Palatine, IL), Renee Affolter (OpenSciEd: Montpelier, VT), Matt Krehbiel (OpenSciEd: Derwood, MD), Austin Moore (Boston College: Watertown, MA)

Join us to discover how to enhance AP Biology with phenomena-based storylines that make curriculum topics relevant and fun! Gain skills to integrate student questions with science practices while implementing inquiry-driven lessons to increase student engagement and deepen understanding.

TAKEAWAYS:
After an introduction to Lab Hamster’s AP Biology Unit 1 storyline, participants will leave with the knowledge and skills needed to implement student inquiry activities, apply science practices, and use pedagogical strategies that boost student engagement and reduce teacher workload.

SPEAKERS:
Angela Tatum (Anne Arundel County Board of Education: ANNAPOLIS, MD), Joshua Anoff (Severn Run High School: No City, No State), Noel Pauller (Anne Arundel County Public Schools: Annapolis, MD)

We will share a process for developing middle school science curricula using Two-Eyed Seeing and place-based learning to increase the engagement of Indigenous students. We will sample lessons developed with the Choctaw Nation of Oklahoma, walk through development process, and provide lesson links.

TAKEAWAYS:
Attendees will learn about an approach to developing a culturally relevant STEM curriculum using Two-Eyed Seeing and place-based learning and sample lessons that respectfully include Indigenous knowledges.

SPEAKERS:
Angela Just (Oklahoma State University: Owasso, OK), KIRTIKA PANWAR (Oklahoma State University: Stillwater, OK), Sarah McDowell (Maryville College: Okemah, OK)

This experience provides educators with strategies to shift from the IRE (Initiate-Response-Evaluate) talk pattern to productive classroom discussions. Learn how to foster deeper student engagement, encourage critical thinking, and create a more interactive, collaborative learning environment.

TAKEAWAYS:
This hands-on, immersive experience offers practical strategies to help teachers transition from the IRE (Initiate-Response-Evaluate) pattern to productive talk, promoting deeper student engagement and meaningful dialogue.

SPEAKERS:
Rebecca Garelli (Arizona Science Teachers Association: Gilbert, AZ)

Data collection probes and sensors provide the phenomenon and data to drive 3D student learning. This session will focus on how to utilize this technology to drive instruction. Teachers will experience a lesson using sensors to model photosynthesis, with a focus on sensemaking.

TAKEAWAYS:
Teachers will experience parts of a model lesson. Additionally, teachers will explore other examples of using probes to drive instruction. Lastly, teachers will have time to work collaboratively with other teachers to modify one of their lesson plans to effectively utilize probes in sensemaking.

SPEAKERS:
Justin Ingram (Johnston County Public Schools: Wilson, NC)

This workshop will describe methods used to engage a range of learners, including neurodivergent and English Language Learners, in grades 3-5, in place-based investigations of plants and weather. Lesson descriptions and student work will be used to initiate discussion with attendees.

TAKEAWAYS:
This workshop will describe methods used to engage a range of learners, including neurodivergent and English Language Learners, in grades 3-5, in place-based investigations of plants and weather. Lesson descriptions and student work will be used to initiate discussion with attendees.

SPEAKERS:
Sara Feit (Boston University: Boston, MA), Andreia Ferreira (Providence School Department: Providence, RI), Soraya Santana (F. D. Spaziano Elementary: Providence, RI), Peter Garik (Boston University: Boston, MA)

Engage with Conservation Nation’s unique resources featuring diverse role models in wildlife conservation. Explore topics ranging from mindful birding with leaders of Black Birders Week to innovative uses of DNA in conservation with scientists from the de-extinction company Colossal Biosciences.

TAKEAWAYS:
You can build student engagement and help more students see themselves represented in environmental spaces by bringing diverse conservation professionals and careers into your classroom via free lesson materials and resources from Conservation Nation.

SPEAKERS:
Diane Lill (Conservation Nation)

Join us for boppin’ lessons that address NGSS K-2 (force & motion, biomimicry, pollination). We integrate computational thinking, literacy, robots, science, and sense-making! We show how we adapted for students’ cultural, and linguistic (Apache, Navajo, Spanish) backgrounds.

TAKEAWAYS:
The attendees will learn to analyze and implement interdisciplinary K-2 STEM teaching and learning using 3D NGSS standards, sense-making, aligned assessment and also integrates the language, culture, and place of a community in ways that position young students as leaders for their communities.

SPEAKERS:
Sophie Forbes (Alcalde elementary: Abiquiu, NM), Deena Gould (University of New Mexico: Albuquerque, NM), Megan Smith (Mescalero Apache School: Ketchum, ID)

Join us for a dynamic workshop where educators will learn research-based breathing techniques aligned with CASEL. Experience chair yoga to reduce stress and enhance focus. Leave with practical activities that can be used immediately in the classroom, fostering resilience you and your students.

TAKEAWAYS:
The key takeaway from the description is that educators will acquire practical, research-based breathing techniques and chair yoga exercises that promote resilience and well-being, which can be immediately implemented in their classrooms.

SPEAKERS:
Bridget Burke (Central Kitsap Middle School: Silverdale, WA)

Teachers spend about 7-12 hours per week searching for & creating instructional materials. In this session we’ll hear from teachers about how using vetted, high quality materials as a starting point opened up new possibilities and helped them to be the teacher they always wanted to be.

TAKEAWAYS:
Learn how using high-quality instructional materials in your classroom can shift your role as teacher from "creator" to "innovator" and allow more time for supporting students and improving outcomes.

SPEAKERS:
Erika Palys (OpenSciEd: Palatine, IL)

NextGen TIME is a free suite of tools and processes that supports districts in preparing to evaluate instructional materials for quality and design for NGSS. This collaborative process helps you plan for next steps including customization to improve student outcomes and effective implementation.

TAKEAWAYS:
Learn how NextGen TIME supports the evaluation of current instructional materials to strengthen their design for NGSS and how NextGen TIME tools and processes can serve as critical components of curriculum-based professional learning. You’ll walk away with free access to NextGen TIME resources.

SPEAKERS:
Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD)

Make student thinking come to life with notebooks! Increase the rigor of student work—learn new strategies for organizing content and how to use templates for any science class. Take home many current NGSS classroom examples to get yourself started.

TAKEAWAYS:
Notebooking in science should focus on sensemaking and creating ownership of the work. Moving away from worksheets and discovering-1.) The how and why of science notebooks; 2.) How to engage ALL students in science; and 3.) Templates scaffold student learning for success.

SPEAKERS:
Jennifer Weibert (Fresno County Office of Education: Fresno, CA)

Racism is prevalent in our society. Participants will examine resources for engaging students in respectful and productive activity that contrast the social construct of race with scientific understandings of genetics. Examples of how science education can be a form of social justice will be shared.

TAKEAWAYS:
Anti-racism work in science education is difficult. Resources to support teachers in engaging in controversial topics will be examined and used by participants to rehearse effective pedagogical moves in engaging in classroom discussions of racism and science. Curricular resources will be shared.

SPEAKERS:
Deb Morrison (University of Washington: Salt Spring Island, BC), Kelsie Fowler (University of Washington: Seattle, WA)

This session will explore how a Texas school district implements dual-language instruction in science for PK-8 students. With a focus on fostering biliteracy and bilingualism, we'll be sharing practical strategies to integrate language bridging into science lessons in both English and Spanish.

TAKEAWAYS:
This presentation offers educators a framework for integrating dual-language instruction into science, based on research and practical strategies from a proven dual-language model. Attendees will gain actionable insights and tools to foster bilingualism and content mastery in their own classrooms.

SPEAKERS:
Merium Valdez (Mark Twain Dual Language Academy (SAISD): San Antonio, TX), Magda Esparza (Teacher: San Antonio, TX), Gisella Calejo (Mark Twain Dual Language Academy (SAISD): San Antonio, TX)

Many curriculum materials minimize elevating students’ brilliance with teacher directed, pre-designed activities. COESEE envisions classrooms where students’ ideas are foregrounded and learning is centered in students’ lived experiences.

TAKEAWAYS:
Working collaboratively, educators will investigate ways to understand and elevate students' brilliance by centering science in their everyday experiences.

SPEAKERS:
Molly Ewing (The Charles A. Dana Center: Austin, TX), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI), Carla Zembal-Saul (Penn State: State College, PA)

Science is a social endeavor! Gain strategies to transform your classroom into a community of learners in which students and teachers actively try to make sense of the natural and built worlds.

TAKEAWAYS:
Leave with strategies for developing classroom norms in collaboration with your students.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ)

Sponsoring Company: Activate Learning

Classroom communities make sense of what’s being investigated through discussions; it’s key to ensuring all students’ ideas are shared and valued. This session focuses on discussion types used to help draw out student ideas, negotiate and refine them, and support communicating in scientific ways.

SPEAKERS:
Michelle Tindall (Activate Learning: Troy, MI)

Upon witnessing poverty in South Africa 13 years ago and wanting to make an impact, the idea of storing “Sunshine in a Jar” was developed. Currently, this solar lantern project is evolving into a “Power it Forward” movement in hopes of providing reliable solar power to those in energy poverty.

TAKEAWAYS:
Attendants are briefed on the solar lantern project, which covers the middle and high school NGSS Physics standards as well as the NRC Framework Standards for Matter, Energy, and Human Impacts. Plans will be shared about how these lanterns are launching a movement towards alleviating energy poverty.

SPEAKERS:
Pamela Ulicny (Tri-Valley Jr/Sr High School: VALLEY VIEW, PA)

Ethics, biology, algebra, reading, what do all of these things have in common? Much more than you would think! Stop by to learn how we have been using ethics as a throughline to help students develop their literacy and numeracy skills in their science class.

TAKEAWAYS:
Attendees will walk away with cross-disciplinary tools. Attendees will see examples of ethics in science and how that fosters discussion and develops class culture while creating connections between core disciplines.

SPEAKERS:
Leila Haghi (Birmingham Community Charter High School: Van Nuys, CA)

This lesson focused on Earth’s movement in space using a hands-on, inquiry based approach. In this lesson, students designed experiments to support a hypothesis that the helio-centric model is the most accurate in terms of explaining the phenomena: day & night and seasonality.

TAKEAWAYS:
Learn to utilize inexpensive materials you may have lying around the classroom and/or at home to engage students in activities that will support them in their understanding of Earth’s movement in space. Teachers will receive an adaptable lesson plan with student examples that is customizable.

SPEAKERS:
Jaime Camero (Walter Douglas Elementary School: Tucson, AZ)

This poster showcases the culturally relevant middle school 5E STEM lesson that interweaves Native American stories, language, and culture through Two-Eyed Seeing and Place-Based Learning. The lesson is part of the Native Earth Native Sky free online asynchronous professional development course.

TAKEAWAYS:
Attendees will learn about effective strategies and tools to implement culturally relevant STEM lessons that interweave Native American stories, language and culture. Attendees will also learn about other lessons that are a part of an online asynchronous professional development course.

SPEAKERS:
Sarah McDowell (Maryville College: Okemah, OK), Angela Just (Oklahoma State University: Owasso, OK)

Explore how our instructional modules address the Plant Awareness Disparity by empowering high school students to connect with their botanical heritage. Our hands-on approach fosters equitable access to STEM learning through place-based exploration of personal, cultural, and community assets.

TAKEAWAYS:
Attendees will discover how our modules promote equity in science education by engaging students in hands-on botanical exploration, fostering deep connections with nature, and aligning with contemporary research and educational standards.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Challenges exist in implementing the NGSS and structuring equitable collaboration opportunities in the classroom. Join us to learn from a research study on a NGSS-aligned curriculum development and professional learning project that integrated the use of discipline-specific instructional routines.

TAKEAWAYS:
In this session, participants will learn key take-aways from a research study on how the use of instructional routines supported NGSS implementation and student sense-making in a high-school level Biology course.

SPEAKERS:
Elizabeth Chatham (Lead Curriculum Development and Professional Learning Manager: New York, NY)

This poster showcases how you can transform your Canvas courses into inclusive, dynamic, and enriching learning experiences for all students. Swing by to tap into essential strategies, tools, and best practices to foster inclusivity, diversity, and accessibility through your school's Canvas site!

TAKEAWAYS:
This poster showcases strategies such as Canvas Groups for collaborative learning, media opportunities with Canvas Studio, and using Canvas to showcase student understanding in vibrant, visual ways. Plus, discover proven webinar engagement strategies to captivate and inspire your online learners!

SPEAKERS:
Tanya MacMartin, Ed.D. (Twin Peaks Middle School: Poway, CA)

During this session we will introduce a series of lesson plans that can help students recognize the value of science to their personal decision-making, so that they fully engage in science lessons throughout the year.

TAKEAWAYS:
Our students are constantly bombarded with crazy claims on a daily basis. Science presents a process for elevating specific ideas that can then be deemed ‘factual’. Making scientific claims based on evidence is a process students should be aware of, especially when making decisions for themselves.

SPEAKERS:
Makenzie Kuhns (Waggener Traditional High School: Louisville, KY), Samantha Bechtel (Jefferson County Public Schools: Louisville, KY), Nancy Yoak (Jefferson County Public Schools: Louisville, KY), Keegan Woodlee (North Oldham Middle School: Louisville, KY), Linda Fuselier (University of Louisville: Louisville, KY)

The implementation of high-quality instructional materials requires support as teachers make the shifts needed for effective use. Dig into Change Management from The Elements of curriculum based professional learning to figure out how key lessons can help you lead change.

TAKEAWAYS:
Join other leaders to consider key lessons from change and dig into Change Management from The Elements: Transforming Teaching through Curriculum-based Professional Learning.

SPEAKERS:
Jim Short (BSCS Science Learning: Ridgefield, NY), Jody Bintz (BSCS Science Learning: Colorado Springs, CO)

We show how instructional materials can be adapted for local contexts—and how to elevate issues of climate justice and ethical responses to the climate crisis. Participants will learn about how a high school physics unit from OpenSciEd was adapted to attend to Indigenous land rights and sovereignty.

TAKEAWAYS:
In relation to science and engineering projects in society (e.g., associated with the energy transition, ecological restoration, urban development), teachers will learn how to engage students in exploring moral and ethical dimensions of trade-offs in project approaches.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Kelsie Fowler (University of Washington: Seattle, WA)

Unlock the secret to engaging middle school minds! Dive into dynamic discussion tools and powerful questioning techniques that will ignite classroom conversations. Elevate your teaching game with enhanced pedagogical insights, ensuring science becomes irresistible to your students. Don't miss out –

TAKEAWAYS:
Participants will gain practical discussion and questioning tools, rooted in the crosscutting concepts, to transform quiet classrooms into spaces of students actively engaged in sensemaking.

SPEAKERS:
Brianna Reilly Oliveira (NSTA/ Self Employed: Budd Lake, NJ), Kate Soriano (NSTA: Jersey City, NJ), Ann Guglielmo (Taunton Public Schools: Taunton, MA)

Learn equity-focused strategies for centering students and their communities while teaching with NGSS-designed instructional materials. Using a localizing framework, you will explore examples created by teams of K-12 educators and consider how to adapt and apply these strategies in your own context

TAKEAWAYS:
Leave with research-based tools and strategies that incorporate community assets, families, and student’s funds of knowledge into your science units to help your students see how science is relevant in their lives and their communities.

SPEAKERS:
Brad Street (IslandWood: SEATTLE, WA), Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA)

Sponsoring Company: HHMI BioInteractive

Delve into the power of science as storytelling using storylines! Explore how the BioInteractive Sickle Cell Storyline sparks student questions to help them create connections between biological concepts and build deeper understandings.

SPEAKERS:
Lee Ferguson (The Episcopal School of Dallas: Plano, TX), Chris Monsour (Tiffin Columbian High School: Tiffin, OH)

This session broadens understanding of student participation in science education by emphasizing idea sharing, dialogue, and collaboration. Participants will explore strategies to promote equity of voice and diverse ways of demonstrating understanding while identifying effective teaching moves to en

TAKEAWAYS:
Attendees will leave with adaptable strategies to enhance student participation and discourse in science classrooms. They will learn how to create an engaging environment that promotes visible thinking and supports diverse learners through responsive teaching.

SPEAKERS:
Christopher Hernandez (Robert F. Wagner Middle School: New York, NY), Rose Ventimiglia (Robert F. Wagner Middle School: New York, NY), Grace Andrews (NYSCI: East Elmhurst, NY)

Teachers can increase equitable instruction by understanding student status and identity. Attendees will reflect on their status and identity as science learners to inform classroom practices by graphing their status, discussing the role of identity and naming strategies to elevate all learners.

TAKEAWAYS:
Attendees will gain strategies to positively influence student status and support identity development for an equitable classroom culture. Collaboratively, attendees will raise questions about developing equitable classroom communities and generate strategies to support all learners.

SPEAKERS:
Rosiane Lesperance- Goss (Knowles Teacher Initiative: Roseland, NJ)

In science, differentiation supports inquiry-based instruction and learning. When the teacher takes students' needs into account, investigations and explorations become more engaging and authentic for students as they explore the natural and designed worlds.

TAKEAWAYS:
Attendees will walk away with strategies for differentiating instruction by aptitude, outcome, feedback, and resources, including things they can do before, during, and after instruction to meet the needs of each student where they are.

SPEAKERS:
Hilary Kahn (The Alexander Dawson School: Las Vegas, NV), Kelly Gooden (The Alexander Dawson School: HENDERSON, NV)

This session will dive into how projects like a leaf pack ecology lab can turn students into citizen scientists and increase engagement in a high school biology classroom.

TAKEAWAYS:
Participants will leave with a better understanding of ways they can help develop their students into citizen scientists through a leaf pack lab or other methods - the opportunities are endless!

SPEAKERS:
Christopher Aguiar (Choate Rosemary Hall: Wallingford, CT)

Discover ASCEND K-5, an initiative that empowers educators, researchers, and leaders to take tangible actions, prioritizing equitable access and transforming K-5 science education in their systems. Join us to explore how it connects to your work in driving change in elementary science education.

TAKEAWAYS:
Participants will offer feedback on the ASCEND K–5 project, focused on transforming elementary science education by addressing key challenges. Through collaboration, networking, and shared insights, participants will help shape the strategic direction and contribute to the project's success.

SPEAKERS:
Suzanna Loper (The Lawrence Hall of Science: Berkeley, CA), Daniel Alcazar-Roman (University of California, Berkeley: Belmont, CA)

Assessing student sensemaking can be time-consuming, and applying standards-based grading can seem overly vague. In this session we’ll analyze 3D assessment scenarios to uncover their scaffolded structure, and use that structure to develop leveling rubrics that quickly convert to traditional grades.

TAKEAWAYS:
Attendees will leave with samples of high-quality, scaffolded three-dimensional assessment scenarios, and strategies to make standards-based grading quick and consistent.

SPEAKERS:
Barbara McIntyre (Michigan Technological University: Midland, MI), Chris Geerer (Mi-STAR: Rochester, MI)

Climate change disproportionately impacts people living in already vulnerable communities. Developing student understanding of equity and justice is crucial to building a more climate literate society. Join us to explore hands-on activities that empower students to become part of the solution.

TAKEAWAYS:
Participants will explore strategies for facilitating meaningful conversations about climate justice through hands-on activities that encourage students to identify inequities that leave communities vulnerable to the effects of climate change and to brainstorm ways to counteract those impacts.

SPEAKERS:
Youna Kim (Oakland Mills Middle School: Ellicott City, MD), Rosa Pongchit (Oakland Mills Middle School: Columbia, MD), Timanda Wertz (Howard County Public School System: Silver Spring, MD)

Experience how classroom agreements can create productive and safe spaces for elementary students to share their ideas, let those ideas change and grow, and engage with each other as a community of learners.

TAKEAWAYS:
Elementary students can co-construct classroom agreements that support an environment where they recognize that science can be done in many ways, feel safe and compelled to share their ideas and questions, listen/look/respond to others' ideas, and let their ideas change and grow.

SPEAKERS:
María González-Howard (The University of Texas at Austin: Austin, TX), Carla Robinson (The University of Texas at Austin: Austin, TX), Leticia Garza (University of Texas at Austin: Austin, TX), Janna Mahfoud (BSCS Science Learning: Laveen, AZ)

Join us for a session on how 3-dimensional, phenomenon-based learning is designed for students with diverse learning needs and how we can ensure their success as we teach using the NGSS. We will explore practical examples of how to ensure your instruction is universally designed and accessible.

TAKEAWAYS:
Incorporating UDL with the NGSS helps all learners be successful. Attendees will gain practical strategies and tools for accessibility and inclusive practices for students in science classrooms.

SPEAKERS:
Jennifer Sciacca (Capital Area Intermediate Unit: New Cumberland, PA)

Join experienced inclusion teachers as they share practical strategies for supporting ALL students in chemistry classsroom. It will include a short, NGSS-aligned, phenomenon-based lesson, demonstrating how to adapt instruction for diverse student needs.

TAKEAWAYS:
Participants will leave with concrete strategies for supporting neurodivergent students,

SPEAKERS:
Cathy Zavacki (Hillsborough High School: Easton, PA), Anjana Iyer (Hillsborough High School: Kendall park, NJ)

The Framework and NGSS called for phenomena-based 3D learning experiences for all students. Unpack WHY this is so important and HOW to make it a reality in your classroom. Take away phenomena and storylines to try in your classroom and strategies for making every student look forward to your class

TAKEAWAYS:
The shift to phenomena-based 3D learning brings the student to the center of the learning and uses their life experiences and approaches to sensemaking to drive it.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA), Matt Krehbiel (OpenSciEd: Derwood, MD)

Climate change affects us all, but not equally; the worst impacts are felt by marginalized communities. This is everyone’s problem to solve! We’ll explore real examples of kids coming together to make a meaningful change, and the role you as a teacher can take to support students in taking action.

TAKEAWAYS:
Participants will explore issues affecting their local communities and discuss ideas for curriculum around said issues. They will also develop skills for facilitating discussions with students and supporting children’s ideas for creating change.

SPEAKERS:
Rina Zampieron (Drumlin Farm)

Teachers rotate among stations to explore air quality activities, sensors, service projects, and games aligned with NGSS/CC standards followed by discussion. Phenomena-based lessons and assessments that address wildfires, climate change, and environmental justice will be prioritized.

TAKEAWAYS:
Teachers can confidently engage students with air quality topics to empower them with skills, content, and actions to protect their communities. Includes free activities from the Air & Waste Management Association, Colorado Department of Public Health and Environment, and Clean Air Partners.

SPEAKERS:
Joann Held (Air & Waste Management: Pennington, NJ), Madelyn Percy (Colorado Dept of Public Health and Environment: Denver, CO), Amelia Cavazos (Colorado Dept. of Public Health and Environment: Denver, CO), Elizabeth Spike (Clean Air Partners: Alexandria, VA)

All students should have access to high-quality STEM learning opportunities, especially PK-12 learning environments. Experience and learn how one small rural school has sparked excitement for STEM on the primary campus and continued to foster this environment on the secondary campus.

TAKEAWAYS:
After this session, participants will be able to learn how one small rural school has sparked excitement for STEM on the primary campus and continued to foster this environment on the secondary campus.

SPEAKERS:
Judy Butcher (Albert Einstein Distinguished Educator Fellowship: Arlington, VA)

You will learn how the Dimensions of Success for Middle Grades Learning Engineering and Science (DoS-MiddLES) classroom observation system can help teachers reflect and discuss with peers about their strengths & areas for growth as they integrate resilience with science and engineering learning.

TAKEAWAYS:
Do you want to identify strategies to support your students' building resilience and thriving skills, such as perseverance, voice, reflection, or positive relationships, through engaging in authentic science and engineering experiences in grade 6 to 8 classrooms?

SPEAKERS:
Virginia Andrews (Institute for the Study of Resilience in Youth)

Join LabXchange as we explore our latest initiative, Racial Diversity, Equity, and Inclusion in Science Education (RDEISE). We will discuss how these unique, interactive student resources can be integrated into classrooms to make science more diverse, inclusive, and equitable.

TAKEAWAYS:
RDEISE learning resources can be integrated into a variety of topics including biology and environmental science, and can serve as a helpful starting point for developing course curriculum or program materials.

SPEAKERS:
Nicole Sjoblom (LabXchange, Harvard: Watertown, MA)

Collaboration is essential in science. This session covers groupwork challenges, introduces "groupworthy" tasks, and shares strategies for fostering effective collaboration. Come gain the tools to improve collaboration and inspire curiosity-driven learning.

TAKEAWAYS:
Teachers will identifying common challenges in designing and implementing groupwork and learn strategies to improve collaborative learning experiences for students while engaging in science group tasks.

SPEAKERS:
Anna Monteiro (Knowles Teacher Initiative: Moorestown, NJ)

Engage in an OpenSciEd Elementary unit and see how classroom discussions can support ALL students’ in using their ideas, experiences, and evidence for collective sensemaking.

TAKEAWAYS:
Participants will learn about how to engage elementary students in classroom discussion to share initial ideas, build understanding and come to consensus about the phenomenon they are trying to collectively figure out.

SPEAKERS:
Guy Ollison (BSCS Science Learning: Rancho Cordova, CA), Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA)

Sensemaking is essential to science learning. Reading, writing, and student discourse can foster sensemaking as students figure out phenomena in order to articulate their ideas when they write and talk. This doesn’t happen by accident and teachers need to plan opportunities for sensemaking to occur.

TAKEAWAYS:
In this session, participants will see classroom examples of elementary students engaging in sensemaking through paired reading, focused writing tasks and prompted student discourse as well as develop their own prompts for sensemaking through reading, writing and student talk.

SPEAKERS:
Edwin Emmer (Richland School District Two: Columbia, SC)

Even with the highest quality PD, planning for and implementing 3D learning as described in the Framework can be challenging. In this session we’ll share strategies and supports used to bridge PD to classroom practice through high-impact collaborative classroom visits and analysis of student work.

TAKEAWAYS:
Participants will leave with tools (including protocols) and strategies for supporting meaningful, high-level collaborative conversations that support classroom implementation of equitable and effective 3D science instruction.

SPEAKERS:
Wil Van der Veen (Raritan Valley Community College: Edison, NJ), Stacey Van der Veen (Leadership in Science: Edison, NJ)

The EarthX team has developed a 5+1 model to integrate earth science in biology, chemistry, and physics curricula. Attention to three-dimensional teaching, phenomena driven units, student-centered learning, and responsive teaching for all students are paramount to this model.

TAKEAWAYS:
Using the 5+1 model for Earth science integrated instruction, participants will analyze units and lessons in biology, chemistry, and physics for the presence of key components designed to differentiate instruction for all students with a focus on diverse learners.

SPEAKERS:
Angela Hood (Cary Institute of Ecosystem Studies: Baltimore, MD), Kevin Garner, Ed.D. (Baltimore City Public Schools: Severna Park, MD), Alan Berkowitz (Cary Institute of Ecosystem Studies: Millbrook, NY), Nina Groseclose (Teacher: Baltimore, MD), Kyle Gregory (Teacher/ Secondary Science: Baltimore, MD), Cassidy Johnson (Baltimore Design School: Baltimore, MD), Edmund Mitzel, Jr., Ph.D. (Baltimore City Public Schools: Hampstead, MD)

Participants will analyze “example data” of different schools and physics classes, and discuss students' pathways to physics and implicit structural barriers. Come to learn about identifying hidden obstacles to students' success and upcoming professional learning opportunities with STEP UP program.

TAKEAWAYS:
Many factors influence which students take which classes in your school. Reflecting on those influences, examining the make-up of your physics classes, and considering how they may change to better reflect your school at large are the first steps towards improving access to physics for all.

SPEAKERS:
Pooneh Sabouri (Florida International University: Coral Gables, FL)

Looking to build student thinking about data? Come learn how the “Data Discussion” talk routine scaffolds class discussions about patterns in data. We’ll explore key features of the routine, participate in enactments, and brainstorm how to bring quality three-dimensional talk time to your lessons.

TAKEAWAYS:
Teachers will be able to provide opportunities for elementary students of all language proficiency levels to engage in “data discussion” talks in which they make data public and analyze meaningful patterns in their own and their classmates’ investigations.

SPEAKERS:
Michelle Forsythe (Texas State University: San Marcos, TX)

Youth need opportunities to learn about green colonialism and how Native Science and Indigenous sovereignty are fundamental to addressing the climate emergency. Workshop participants will engage in talk activities designed to support non-Indigenous youth in learning and processing these topics.

TAKEAWAYS:
This session will support educators in understanding that climate experts across the globe are calling for the broad recognition of Indigenous sovereignty and climate expertise as fundamental to mitigating climate change and building a just future.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Kelsie Fowler (University of Washington: Seattle, WA), Deb Morrison (University of Washington: Salt Spring Island, BC)

Empower your teaching with Scientist Circles! Discover research-backed strategies to foster collaborative learning, critical thinking skills and ignite curiosity in the classroom. Engage in hands-on-activities, share best practices and leave empowered to implement Scientist Circles effectively.

TAKEAWAYS:
Participants will gain effective strategies and actionable tips to boost student engagement and foster meaningful whole-class discussions.

SPEAKERS:
Holly Hereau (NSTA: Lake Angelus, MI), Kate Soriano (NSTA: Jersey City, NJ), Ann Guglielmo (Taunton Public Schools: Taunton, MA)

Build capacity in providing opportunities for students to have voice and choice in exploring topics and fostering STEM skills through engaging space-themed curriculum. The charge is on educators to provide opportunities for all students to envision themselves in a STEM career field.

TAKEAWAYS:
Participants will come away with ideas and simple yet impactful strategies to leverage knowledge of students to help ensure all students feel valued in STEM learning and can envision themselves in STEM careers.

SPEAKERS:
Jessica Minton (Houston High School: Germantown, TN), Bev Berekian (Serrano Intermediate/SVUSD: Lakewood, CA)

Transitioning to a learner-centered classroom can be challenging but rewarding. This shift turns students from passive recipients into active participants, encouraging them to take responsibility for learning. By fostering curiosity, they become problem-solvers, engaging deeply in their education.

TAKEAWAYS:
Attendees will explore transitioning from a teacher-centered to a learner-centered classroom, enhancing student responsibility, engagement, and problem-solving. This session offers tools for fostering active learning, curiosity, and effective classroom management in a learner-driven environment.

SPEAKERS:
Shefali Mehta (Princeton High School: Princeton, NJ), Mridula Bajaj (Mount Laurel Schools: Robbinsville, NJ)

Join us to explore how to leverage students' communication tools in the high school science classroom. This session will focus on strategies and approaches integrated into the OpenSciEd Chemical Reactions unit which challenges students to investigate chemical processes impacting oyster populations.

TAKEAWAYS:
Learn how to guide students in articulating their ideas, collaborating effectively, and constructing evidence-based explanations while encouraging the use of their own language and perspectives to make sense of complex scientific concepts and connect them to pressing environmental issues.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Holly Hereau (NSTA: Lake Angelus, MI)

Sponsoring Company: Great Minds

Come along as we undergo a rigorous student experience to work through a complex investigation. Throughout the course of the session, participants will discover the importance of fostering an environment that encourages challenge where students can struggle in a safe space.

SPEAKERS:
Robert Ingram (GREAT MINDS PBC: Baltimore, MD)

How do beginning STEM teachers develop as teacher leaders? We share how teachers have engaged in practitioner inquiry and written personal “stories of teacher leadership” over the past 10 years. We explore what we all can learn from the stories about what it’s like to become a teacher leader.

TAKEAWAYS:
Recognize key themes about teacher leadership from the stories, compare to your own experiences with teacher leadership, and identify teacher leadership actions you can bring to your school based on ideas from the stories.

SPEAKERS:
Jeffrey Rozelle (Knowles Teacher Initiative: Moorestown, NJ), Roseanne Rostock (Knowles Teacher Initiative: SWARTHMORE, PA)

In today’s diverse classrooms, student engagement and a sense of belonging are essential to academic success. This session explores the value and implementation of high-quality instructional practices that foster both active engagement and a deeper sense of belonging among students.

TAKEAWAYS:
Attendees will leave with actionable strategies in collaborative learning, tech integration, and culturally responsive instruction which they can implement immediately to enhance student motivation, class cohesion, and overall academic achievement.

SPEAKERS:
Tanya MacMartin, Ed.D. (Twin Peaks Middle School: Poway, CA)

Using the science classroom for language development empowers all students, specifically multi-language learners, to build their confidence with communication needed for all academic areas. Learn strategies to incorporate language activities, movement, and song into your science instruction.

TAKEAWAYS:
Participants will leave with instructional strategies that support elementary students, specifically multi-language learners, with academic language development within the science classroom.

SPEAKERS:
Kelly Houle (The University of Rhode Island: Wakefield, RI), Sarah Reis (University of Rhode Island: Cranston, RI), Catherine Knasas (University of Rhode Island: Attleboo, MA)

Do your students think copying notes is learning? Join this interactive workshop to discover how we can elevate our students' learning experiences through active note-taking practices. Let’s explore a variety of strategies that empower students to take ownership of their sense-making.

TAKEAWAYS:
Participants will leave with a toolkit of versatile note-taking strategies to transform students from passive recipients into active knowledge-seekers.

SPEAKERS:
Cathy Xiong (Robert F. Wagner, Jr. Secondary School for Arts and Technology: Long Island City, NY), Evonnia Smith (NYC DOE: Brooklyn, NY), Yishan Lee (PS/MS 219: Bayside, NY)

This workshop will expand teachers’ attunement to the diverse communicative resources that can support multilingual learners’ (MLLs) sense-making in science classrooms, how teachers can integrate these resources into their practice, and the role of personal narratives in enhancing student engagement.

TAKEAWAYS:
Participants will explore and leave with actionable strategies they can use in their classrooms to leverage students’ diverse semiotic resources for supporting MLLs’ productive engagement in science investigations.

SPEAKERS:
Eve Manz (Boston University: Boston, MA), Diana Garity (Somerville Public Schools: Somerville, MA), Souhaila Nassar (Boston University: Brighton, MA)

Are your students actively making sense of the instruction you're delivering in the classroom? Driving Questions Boards help students generate questions, increasing engagement, maximizing learning, and deepening understanding.

TAKEAWAYS:
Educators attending this workshop will understand how Driving Question Boards increase engagement, amplify student voice and choice, deliver more equitable instruction, and help students make sense of phenomena through inquiry based practice. Participants will develop a plan to implement a DBQ.

SPEAKERS:
Jaime Camero (Walter Douglas Elementary School: Tucson, AZ)

The Environmental Empowerment Project is a grant funded curriculum project. Each of the NGSS aligned units in grades K-8 center locally relevant environmental issues and empower students to act on them. This presentation will describe how the units were developed and how to access them.

TAKEAWAYS:
Student and community voice in curriculum are essential to maintaining and motivating student engagement.

SPEAKERS:
Eric CROMWELL (Baltimore County Public Schools Office of Science: Towson, MD)

Students feel capable of taking risks and challenging themselves when they feel a sense of community in class.You will learn how to use community circles and metacognitive reflections to promote belonging in the classroom, while helping students to make authentic, intentional connections to content.

TAKEAWAYS:
Participants will learn about using metacognitive reflections and community circles to build community and connection to content. Participants will review examples of these reflections and plan how to implement them, and engage in a circle and receive resources on how to build a circle practice.

SPEAKERS:
Casey Nolan (Hillsdale High School: San Mateo, CA)

This session will share strategies for scaffolding work products and instructional materials in a sheltered Biology classroom using storylines with students with limited English proficiency. We will also discuss effective collaboration using the co-teaching model to maximize student success.

TAKEAWAYS:
This session will equip participants with strategies to attend to the diverse needs of learners using high-quality instructional materials. All students have the opportunity to access these materials and engage in sensemaking using a relevant phenomenon to better understand key science ideas.

SPEAKERS:
Chatoria Franklin (Rutherford County Schools: Murfreesboro, TN)

In urban low-resourced districts, there's often a focus on literacy and math, what happens to science? Every student, regardless of race, gender, or zip code, deserves high-quality science learning. We will explore the role in elevating science instruction.

TAKEAWAYS:
Participants will leave with actionable steps to make science instruction a priority in their districts, ensuring every student has the opportunity to think, explore, and engage with the world scientifically.

SPEAKERS:
Tyrone McNichols (Synergy Education Innovators: St. Louis, MO), J Carrie Launius (SEI: St. Louis, MO)

Join us as we share how OpenSciEd transformed classrooms in Roselle Public Schools, NJ, with seven elementary teachers (from five schools) leading the pilot. Through real teacher experiences, learn how this NGSS-aligned curriculum fosters student-led inquiry, collaboration, and critical thinking.

TAKEAWAYS:
Participants will hear firsthand from practitioners about how OpenSciEd fosters student autonomy and deep thinking, helping educators create equitable, student-centered classrooms that inspire curiosity and meet NGSS goals.

SPEAKERS:
Jessica Cunningham (Roselle Public Schools: Roselle, NJ), Phaldynia Satchell (Roselle Public Schools: Roselle, NJ)

In this presentation, Dr. Whitecraft will draw upon the works of Hammond, Gorski and Hebb to demonstrate how experiences that are intense, prolonged or repeated will physically change the anatomy and the chemistry of the brain.

TAKEAWAYS:
Per Parker Palmer: academics ignore all the research-based knowledge we have on the role of emotions in learning largely because embracing the implications of that knowledge would take them out of their emotional comfort zones! It is enough to make one’s head spin.

SPEAKERS:
Michele Whitecraft (Mansfield University: Freeville, NY)

Science education has a key role to play in supporting a just transition to the climate crisis. Participants will learn about 20 priority areas associated with climate and environmental justice—and explore educational approaches, resources, and groups related to these areas.

TAKEAWAYS:
Working towards climate justice involves a multifaceted set of issues and priorities. Teachers will identify which priority areas relate to their goals and context and learn about related resources. A climate justice framework will help teachers learn about different dimensions of climate justice.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Kelsie Fowler (University of Washington: Seattle, WA), Deb Morrison (University of Washington: Salt Spring Island, BC), Nancy Price (University of Washington: Seattle, WA)

Reading proficiency is tied to academic success. Teaching various reading and testing strategies while using high quality instructional materials (HQIM) and innovative technology can help students overcome their challenges with comprehension and vocabulary acquisition.

TAKEAWAYS:
How to use reading strategies coupled with technology to help all students develop ways to navigate grade-level, challenging text. How creating a classroom culture can cultivate an environment conducive for welcoming and increasing literacy in the classroom.

SPEAKERS:
Leslie White-Keuchler (The School District of Philadelphia: Philadelphia, PA)

Teaching approaches that incorporate different perspectives are often discussed in classrooms and school districts, but why is it important to understand their benefits for all students? Immerse yourself in a Papakū Makawalu science lesson and be open to potential discomfort, confusion, and new learning experiences.

TAKEAWAYS:
Expand your awareness of the knowledge that students bring into the classroom by engaging in a science setting that values multiple ways of knowing and learning. Identify and discuss opportunities to implement teaching methods that reflect a variety of perspectives in the science classroom.

SPEAKERS:
Toni Marie Kaui (Kua O Ka La: Hilo, HI), Whitney Aragaki (Waiakea High School: Hilo, HI)

Explore how UDL principles are integrated into the OpenSciEd Natural Selection unit. This session will focus on using high quality instructional materials that meet the needs of all learners, ensuring accessibility and engagement for diverse student populations.

TAKEAWAYS:
Participants will gain practical strategies for scaffolding complex concepts, providing multiple means of representation and expression, and fostering student agency in collaborative, real-world problem-solving.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Holly Hereau (NSTA: Lake Angelus, MI)

Sponsoring Company: Great Minds

Explore a 5th grade module to figure out how Balinese Rice farming has endured for 1,000 years. Through exploration, participants uncover a new process for developing models in science and see how the communication of ideas through models and sketches increases opportunities for student engagement.

SPEAKERS:
Robert Ingram (GREAT MINDS PBC: Baltimore, MD)

What are some simple ways to better engage your students in science learning? How can you get your students to work with you rather than against you? In this hands-on presentation, we will demonstrate numerous strategies you can use to improve student decision-making and collaboration.

TAKEAWAYS:
Exploring principles for student decision-making through engaging in meaningful science activities.

SPEAKERS:
Jesse Wilcox (University of Northern Iowa: Cedar Falls, IA)

Come learn about “language-expansive noticing” - a practice that enables teachers to recognize multilingual students’ brilliant ideas in addition to the various ways these students might draw from linguistic and multimodal resources to develop and communicate their scientific sensemaking!

TAKEAWAYS:
Teachers will understand why developing their practice of language-expansive noticing is critical for ensuring equitable science learning experiences for multilingual students. They will leave with strategies and resources to help them continue to develop and use this practice in their classrooms.

SPEAKERS:
Sage Andersen (The University of Texas at Austin: Buda, TX), María González-Howard (The University of Texas at Austin: Austin, TX)

Educators will engage as student learners to experience an anchoring phenomenon from a middle school OpenSciEd lesson to discover an effective, 5-step modeling routine for helping students make sense of phenomena adapted from the text, Ambitious Science Teaching.

TAKEAWAYS:
Educators will gain an understanding of an effective, 5-step instructional, collaborative routine for developing student’s proficiency with the Science and Engineering Practice of Developing and Using models and discover how it supports sensemaking and phenomena-based instruction.

SPEAKERS:
Rebecca Garelli (Arizona Science Teachers Association: Gilbert, AZ)

Mentor teachers, teacher leaders, and administrators must go beyond burnout to address the impact of demoralization and exploitation. This session addresses specific causes, symptoms, and, most importantly, strategic, no-cost remedies to increase educator efficacy, satisfaction, and longevity.

TAKEAWAYS:
Participants will learn the difference in causes and treatments for burnout, demoralization, and exploitation from individual and organizational perspectives.

SPEAKERS:
Jess Cleeves (Learning Humans: Salt Lake City, UT)

Place-based science teaching positions aspects of place–geographic location, geologic time, identity and community–at the forefront of science practices. This session will focus on the opportunities for place-based learning and teaching to explore our own locations: schoolyards and communities.

TAKEAWAYS:
Place-based learning honors the lived experiences of students and the living beings that form a community. Participants will learn how to implement a NGSS-aligned, place-based science lesson in their own space: schoolyard or community.

SPEAKERS:
Kirstin Milks (Bloomington High School South: Bloomington, IN), Whitney Aragaki (Waiakea High School: Hilo, HI)

In Michigan’s Eastern Upper Peninsula, a teacher leadership model has enabled an effective system of teacher-led elementary science support where teachers learn from and support one another. Learn from two teacher leaders who have helped develop a sustainable professional learning community!

TAKEAWAYS:
Attendees will learn how a teacher leadership model can benefit schools by ensuring high quality science learning for all elementary students and providing professional development for teachers.

SPEAKERS:
Kevin St. Onge (MiSTEM Network / EUPISD: Sault Sainte Marie, MI), Megan Dell (Brimley Area Schools: Sault Ste Marie, MI), Jessica Krueger (Rudyard Area Schools: Rudyard, MI)

Join us for an immersive workshop from Georgia Tech, exploring the intersection of technology and ASL, such as apps ranging from interactive lessons to AI feedback. Try real-time hand detection, engage in discussions on ASL education, and discover how cutting-edge tech is shaping ASL learning.

TAKEAWAYS:
Attendees will learn how AI-powered and technological tools enhance accessibility and transform ASL education. Attendees will then engage in discussions on effective methods for teaching and learning ASL, and explore how tech is reshaping language acquisition.

SPEAKERS:
Michael Vega (Georgia Institute of Technology: Cumming, GA), Andre Grossberg (Georgia Institute of Technology: Atlanta, GA)

Do you want to make authentic connections between the science you are teaching and the real-world? This session will focus on helping teachers successfully incorporate service learning into their science teaching by framing instruction around empowering students through civic engagement.

TAKEAWAYS:
This session will support teachers to design and implement a successful service project in their science class. Participants will learn about an instructional design framework called evidence-based service, brainstorm curricular entry points, and create a community asset map to identify partners.

SPEAKERS:
Lu Snyder (Feeding Philly: No City, No State), Diane Fanega (N/A: Philadelphia, PA), Cole Shamis (Central High School: Philadelphia, PA)

Come try an activity from DESIGN SQUAD LATINX and experience how the program materials connect students' funds of knowledge (skills, interests, and talents acquired from family, community, culture, and lived experiences) to the engineering design process, deepening student engagement and interest.

TAKEAWAYS:
Leave this workshop with an understanding of why it is important to champion a funds of knowledge approach in your classroom and program, and gain tips and ideas for how to bring a funds of knowledge approach to STEM education.

SPEAKERS:
Nicki Sirianni (GBH Education: Brighton, MA)

Science learning in an informal environment, such as a museum, park or aquarium serves a large audience- there is so much opportunity to spark joy and curiosity! Educators hold a critical role in providing responsive, inclusive programing to serve our audiences.

TAKEAWAYS:
When goals and outcomes of programs and activities are clear, creating accommodations and modifications are more easily identifiable in the moment in order to support all learners. We will explore and practice using a tool to help educators reflect on the means of reaching desired outcomes.

SPEAKERS:
Eileen McAleer (California Academy of Sciences: San Francisco, CA)

Join the Monterey Bay Aquarium as we dive into sustainability! Use a hands-on activity to explore the complexities of sustainable fishing, examine inequities, design solutions, and discuss application in other contexts. Leave with free resources to replicate this session in your classroom!

TAKEAWAYS:
Sustainable systems are the essential path to a just and equitable world where the needs of all beings can be met. Hear who has and is currently doing the work of sustainability and explore a free engineering design resource.

SPEAKERS:
Elizabeth Hudgens (Monterey Bay Aquarium Education Division: Monterey, CA), Jerry Knaack (Monterey Bay Aquarium Education Division: Monterey, CA)

This session offers simple, practical activities to explicitly teach the Nature of Science (NOS), promoting scientific literacy and understanding. Participants will leave with ready-to-use resources that foster student engagement with NOS concepts in accessible and meaningful ways.

TAKEAWAYS:
Attendees will learn how to use straightforward activities to teach NOS explicitly, making science accessible to all students and promoting critical understanding of scientific inquiry and literacy in the classroom.

SPEAKERS:
Kelly Moore (Tennessee Tech: Cookeville, TN)

Explore the range of needs of urban science educators. Interactive rotating discussions and networking will focus on instructional strategies, professional development opportunities, school environment challenges, technology integration, equity and inclusion issues, and collaborative partnerships.

TAKEAWAYS:
Urban science educators gain a deeper understanding of their specific needs and develop practical strategies to enhance their teaching practices, access resources, address equity and inclusion challenges, and build partnerships within their urban school environments.

SPEAKERS:
Selene Verhofstad (Albert Einstein Distinguished Educator Fellowship: Pasadena, TX), Elizabeth Spike (Clean Air Partners: Alexandria, VA)

All students have the right to develop a deep understanding of how the world works in ways that support their personal goals and the interests of their community. Come explore how instruction can more equitably support science learning that is consequential to your students and their communities.

TAKEAWAYS:
Teachers will develop an understanding of an equity project framework for science education for supporting professional learning and implementation projects. They will learn how open education resources (http://stemteachingtools.org/) can help them develop equitable approaches to science teaching.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA)

Innovation Configuration maps help educators focus on concrete aspects of teacher and student actions that lead to deep conceptual science understanding. Participants will analyze classroom videos, using the maps to practice reflecting on classroom actions and set goals for continuous improvement.

TAKEAWAYS:
IC Maps—frameworks of effective teaching and learning strategies and evidence-based practices—can be used as part of reflective practice and continuous improvement by allowing educators to identify where their current practice falls in the map and set actionable goals to move their practice forward.

SPEAKERS:
Molly Ewing (The Charles A. Dana Center: Austin, TX)

Join us for an engaging session where participants will gain practical strategies to enhance their leadership presence, foster community through networking, and maximize professional learning for career growth.

TAKEAWAYS:
Participants will receive practical strategies to strengthen their leadership presence and advance career development in science and STEM education.

SPEAKERS:
Camille Sanders (Senior Director of Membership and Strategic Partnerships: Bowie, MD), Alicia Conerly (Marion County Schools: Bogue Chitto, MS), Leena McLean (STEM4Real: Honolulu, HI), Adam Fagen (Director of Communications and Advocacy: Washington, DC), Karen Hays (Denver Zoo Conservation Alliance: No City, No State), Kevin Niemi (University of Wisconsin-Madison: Cambridge, WI)

Discover how to foster a classroom culture where students actively contribute to knowledge building in science learning. This session will highlight practices and strategies embedded in the OpenSciEd Electromagnetic Radiation unit.

TAKEAWAYS:
Gain insights into facilitating discussions, promoting equitable participation, and supporting sensemaking and explore how to create an inclusive learning environment that empowers students to collaboratively engage in sensemaking.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Holly Hereau (NSTA: Lake Angelus, MI)

What do young learners know about how the brain works? Brain-based research and mindfulness can have a profound impact on young learners. Foster a growth mindset in your young students.

TAKEAWAYS:
Learning about the brain in elementary school supports lifelong achievement and development.

Participants will convert a glass canning jar into a solar lantern using photovoltaic panels, rechargeable batteries, and a customized PCB. This STEAM based workshop demonstrates how students can construct their personalized take-home solar lanterns with an eye towards a greater good.

TAKEAWAYS:
Learn how to make solar lanterns while addressing the middle and high school NGSS Physics standards as well as the NRC Framework Standards for Matter, Energy, and Human Impacts. Connect this simple lantern to the collective work of teachers and engineers working towards alleviating energy poverty.

SPEAKERS:
Pamela Ulicny (Tri-Valley Jr/Sr High School: VALLEY VIEW, PA)

Come ready to wear your student hats and your teacher hats as we dive deep into how to integrate education for sustainable development (ESD) into the science classroom. Through ESD, we empower students to become advocates for environmental justice and sustainability!

TAKEAWAYS:
The major takeaway from this session is that regardless of your level of familiarity with ESD anyone can begin the process of integrating it into their classroom and that its natural ties to science content allow us as educators to promote advocacy for environmental justice and sustainability.

SPEAKERS:
Nicholas Kukla (Charles H. Barrows STEM Academy: North Windham, CT)

Join LabXchange as we explore the Racial Diversity, Equity, and Inclusion in Science Education (RDEISE) initiative and its science educator resources for advancing equity in STEM. We will discuss the concept of bias and strategies educators can implement to mitigate their impact on learners.

TAKEAWAYS:
Educators must be aware of their own biases in their teaching practices, and execute strategies to mitigate their own impact on racially marginalized learners to ultimately reduce barriers in STEM spaces.

SPEAKERS:
Nicole Sjoblom (LabXchange, Harvard: Watertown, MA)

This session explores how integrating executive functioning strategies and gamification in science promotes student autonomy, engagement, and resilience. Learn how leveled assessments provide differentiated challenges, empowering students to choose their learning path and showcase their strengths.

TAKEAWAYS:
Attendees will learn how to incorporate executive functioning strategies and gamification into science instruction, using leveled assessments to provide differentiated challenges.

SPEAKERS:
Casey Kleiman (The St. Pauls Schools), Kris Tidball (The St. Pauls Schools)

Attend this ‘short course’ - with highlights from the full four-day workshop in Detroit! – to discover how you too can use real-world challenges, community assets, and history to create dynamic interdisciplinary units for students with PBL³ and Library of Congress primary sources.

TAKEAWAYS:
Learn how to leverage primary sources and community issues to foster interdisciplinary problem-solving and creativity, and discover how Project-, Problem-, and Place-Based Learning can elevate STEAM units in ways that foster creativity, critical thinking, and student agency.

SPEAKERS:
Trey Smith (Marian Anderson School: Philadelphia, PA), June Teisan (InnovatED 313: Grosse Pointe Woods, MI)

This session advocates for biographical read-alouds as a key part of K-8 STEM education. Attendees will learn to prioritize equity using STEM role models, review biographies that can be used as an entrance to inquiry, exploration, and engineering, and inspire all students to see themselves in STEM.

TAKEAWAYS:
Using STEM read-alouds in K-8 education promotes equity by engaging diverse learners—including multilingual, female, and students of color—in STEM content and careers, framing STEM education as a commitment to social justice and a field that all can enter.

SPEAKERS:
Geoff O'Brien (Bridgewater State University (Graduate Student): East Bridgewater, MA), Nicole Glen (Bridgewater State University: Raynham, MA)

How can we shift the culture of science teaching and learning in an elementary school or district? Explore how transformative leadership practices can build the capacity of educators and create the conditions for equitable opportunities for 3D phenomena-based science in K-5 classrooms.

TAKEAWAYS:
Educators will take away ideas and next steps for enacting transformative leadership practices in their own context, whether it is in their classroom, school, or at the district level

SPEAKERS:
Leslie Stenger (The Lawrence Hall of Science: Santa Rosa, CA), Suzanna Loper (The Lawrence Hall of Science: Berkeley, CA)

This interactive workshop empowers educators to embrace the Engineering Design Process as an instructional pedagogy for fostering critical thinking, problem-solving, and engagement across all subjects. Participants will explore how the EDP supports 3D learning and can be integrated into any class.

TAKEAWAYS:
This workshop focuses on a mindset shift: embracing the Engineering Design Process as an adaptable instructional framework that enhances student learning and engagement in any classroom or subject, fostering a deeper sense of ownership, inquiry, and problem-solving.

SPEAKERS:
Devin Canaday (The STEMpreneur Initiative: No City, No State)

Through engagement in examples of K-12 lessons and materials, this session will focus on how to identify phenomena, problems, and sensemaking in order to support participants to make informed decisions on using and adapting materials to best meet students' needs.

TAKEAWAYS:
Participants will gain an understanding of the characteristics of phenomena/problems and sensemaking opportunities and how to identify them in materials. With example lessons, they will use tools to evaluate materials for NGSS-aligned instruction in order to effectively identify aspects of quality.

SPEAKERS:
Shannon Wachowski (EdReports.org: Lander, WY)

See your labs–and your students–in a new light: teach students to develop their own testable questions. Experience the Question Formulation Technique, a step by step process that supports students to articulate what they are curious about and then turn those ideas into testable scientific inquiries.

TAKEAWAYS:
Participants will learn the Question Formulation Technique by experiencing the process for themselves. They will be able to immediately replicate the strategy in their own classroom to spur student questioning that drives more effective lab investigations and advances other science learning goals.

SPEAKERS:
RACHEL RIEMER (Buckingham Bowne & Nichols Sch: Cambridge, MA), Katy Connolly (Right Question Institute: Cambridge, MA)

Explore how a multi-year teacher leadership initiative evolved into the development of a formalized program to prepare facilitators for curriculum-based professional learning and learn how these PL providers are supporting scaled curriculum adoption efforts.

TAKEAWAYS:
Participants will gain insight into the key components of a long-term teacher leadership initiative, including how it informs professional learning for PD providers, through an immersive experience that highlights our curriculum-based facilitator preparation model.

SPEAKERS:
Dora Kastel (New Visions for Public Schools: New York, NY), Elizabeth Chatham (Lead Curriculum Development and Professional Learning Manager: New York, NY)

By understanding food systems and justice, we can more effectively combat climate change. This knowledge helps us recognize how food production, distribution, and consumption impact the environment. By promoting equitable access to sustainable food sources, we can reduce waste and lower emissions.

TAKEAWAYS:
Understanding food systems and food justice is essential for effectively addressing climate change, as it enables us to promote sustainable practices and equitable access to food, ultimately reducing environmental impact and fostering healthier communities.

SPEAKERS:
Hannah Luna (Teachers College Columbia: New York City, NY)

Do you like seeing the microscopic world? Immerse your senses in food webs by designing them in a collaborative competition using Merge Cubes, an augmented reality (AR) tool. This session highlights how AR usage improves outcomes for underrepresented minority students in elementary settings.

TAKEAWAYS:
Attendees will explore a STEM PBL hands-on augmented reality food web and identify how the real-world student experience of an augmented reality activity can be used to improve outcomes for underrepresented minority students.

SPEAKERS:
Jarrod Collins (Texas A&M University: HUMBLE, TX)

Grading that supports student sensemaking doesn't have to keep you at school all night. Learn approaches to grading that prioritize 3D sensemaking and utilize technology, collaboration, and existing resources so you have can your evenings back.

TAKEAWAYS:
The process of giving feedback and assigning grades is easier when there are strong materials and assessments to build from and technology can help make it faster without decreasing effectiveness for students.

SPEAKERS:
Sarah Delaney (OpenSciEd: San Carlos, CA)

Join us on the Sensemaking journey! During this session, participants will have an opportunity the explore the pillars of the Sensemaking Framework. We will engage in authentic learning experiences that will bring the 3 Dimensions of science to life for teachers AND students as we figure stuff out!

TAKEAWAYS:
Participants will walk away with a deeper understanding of the pillars of 'Sensemaking' as well as useful strategies for engaging students in 'figuring-out' phenomena as they experience authentic science.

SPEAKERS:
Marissa Murdock (Dekalb County School District: Conyers, GA)

Learn about making art as a way of understanding and engaging climate and environmental justice issues happening in our world today. We will engage the current science related to climate change and produce art to creatively explore and communicate just responses.

TAKEAWAYS:
Attendees will come away understanding of how climate science can be engaged and represented through various artistic forms—and the pedagogical power of art pedagogy. People will use supplies in this workshop to make their own creations during the session.

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Nancy Price (University of Washington: Seattle, WA)

Calling all informal science educators! Join members of NSTA’s Informal Science Committee to participate in their efforts to define a set of key skills and abilities designed to create an equitable foundation for practitioners and ensure quality experiences for students.

TAKEAWAYS:
The core competencies will help to define what it means to be an informal science educator within NSTA and provide clearer and more equitable opportunities for professional learning in the future.

SPEAKERS:
Hannah Eisla (Tellus Science Museum: Cartersville, GA), Rosie Arnold (Lincoln Park Zoo: Chicago, IL)

Explore the expanded ways of communicating and negotiating meaning children use as they engage in sensemaking at all ages. Work with us as we share ways to becoming more attuned to the multiple ways children explore meaning.

TAKEAWAYS:
Educators will engage in meaning making around children's communication and processes of negotiating meaning to become more familiar with various strategies and their importance.

SPEAKERS:
Molly Ewing (The Charles A. Dana Center: Austin, TX), Mary Starr (Michigan Mathematics and Science Leadership Network: Plymouth, MI), Carla Zembal-Saul (Penn State: State College, PA)

Is it important to distinguish between data and evidence in science? YES! We’ll observe young students engaged in analyzing data and then broaden our focus to explore how data and evidence are woven through the science and engineering practices and across students’ K-12 science experience in school.

TAKEAWAYS:
Distinguish between data and evidence and why the difference matters in the science classroom.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ), Brianna Reilly Oliveira (NSTA/ Self Employed: Budd Lake, NJ)

Expanding early college programs can enhance student success, retention, and graduation rates. Learn the key aspects of planning, including addressing state-specific challenges, FERPA compliance, equitable access, and structured advising, that help ensure effective implementation.

TAKEAWAYS:
Gain practical strategies for implementing effective early college programs with robust student support systems. Get an overview of early college programs, including success data and state-specific insights, and understand key considerations such as federal privacy law and equitable access.

SPEAKERS:
Sarah Finch (Professor of Biology and Biotechnology: Lebanon, OH), Kari Espada (Phoebus High School: Hampton, VA), Cyrus Sadeghian (Prince George's Community College: Largo, MD)

This session will discuss the influence of role models on STEM identity development, which research shows is critical for students from underrepresented populations. Social networks and video conferencing platforms have removed barriers so that students can meet people in STEM careers.

TAKEAWAYS:
Social networks such as LinkedIn and video conferencing platforms such as Zoom can be leveraged to bring alumni from your school back into your classroom in future years as STEM professionals. These former students can connect in profound ways that even the best teachers cannot match.

SPEAKERS:
Derrick Wood (Conestoga High School: Berwyn, PA)

In this hands-on workshop, participants will engage in activities to develop a shared understanding of observable features that can help them decide when students are hitting grade-level targets for engaging in sensemaking using the science and engineering practices.

TAKEAWAYS:
Participants will hone their definitions of the science and engineering practices to better develop strategies that engage students in grade-level appropriate sensemaking using the science and engineering practices.

SPEAKERS:
Lisa Brosnick (SUNY Buffalo State College: Eden, NY)

This session will provide practical tips and templates of how teachers can promote family engagement in the science classroom through student-family interviews on relevant course topics and family project-sharing sessions. Examples are for 9th grade Biology but easily modified for other sciences!

TAKEAWAYS:
Engaging families, even at the secondary science level, is important, possible, and can be simple for both teachers and students with student-family interviewing and family project-sharing strategies incorporated into the classroom.

SPEAKERS:
Kayla Silvers (Springfield Honors Academy: Easthampton, MA)

Equity is often stated as a key value in education, but how can we anchor equity in science leadership work? Reflect on your own ideas, beliefs, and approaches to equity and learn how one science leadership development program embeds equity as part of learning to lead curriculum implementation.

TAKEAWAYS:
Beliefs, knowledge, context, and lived-experiences shape approaches to equity work. The NEXUS Academy for Science Curriculum Leadership has developed Equity Principles to consider and intertwine with other leadership knowledge bases as leaders work to ensure equity for all learners in the system.

SPEAKERS:
Susan Gomez Zwiep (BSCS Science Learning: Long Beach, CA)

Wondering how to customize your curriculum to be more relevant for your students? Using examples from OpenSciEd as a context, we’ll share tools and strategies for customizing curriculum to increase relevance. Come ready to work!

TAKEAWAYS:
If curriculum enactment pairs great materials with support for teachers to make those materials even better, amazing things can happen. Customizing the use of phenomena in quality materials to support relevance for students is a great way to increase engagement.

SPEAKERS:
Renee Affolter (OpenSciEd: Montpelier, VT), Austin Moore (Boston College: Watertown, MA)

Brite is an online, interdisciplinary STEM program for girls ages 13-16, centered on collaborative learning and engagement with diverse women STEM role models. Participants will learn strategies and gain access to resources for fostering girls’ STEM identity and building community online.

TAKEAWAYS:
Participants will learn strategies for fostering girls’ STEM identity and building community online, including curricular resources for developing and facilitating collaborative and independent activities, and guidance on designing and implementing role model experiences.

SPEAKERS:
Abi Olukeye (Smart Girls HQ: Charlotte, NC), Kata Lucas (National Girls Collaborative Project: Hartland, WI)

Take a deep dive into the practice of developing and using models! We’ll explore how creating and using models help students build science ideas and can support students’ in developing and writing explanations. Experience the power of building science ideas together as part of a learning community.

TAKEAWAYS:
Developing models individually, in groups and as a class makes all students essential members of the knowledge-building community.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL)

Sponsoring Company: Amplify

Making connections between science and students’ personal experiences is essential for engaging students, and it can also motivate teachers! Learn three low-effort, high-impact ways to localize your science curriculum and continue to reach your grade level learning goals.

SPEAKERS:
Rebecca Abbott (The Lawrence Hall of Science: Berkeley, CA), Hilda Aganga-Williams (University of California Berkeley-Lawrence Hall of Science: WASHINGTON, DC), Leslie Stenger (The Lawrence Hall of Science: Santa Rosa, CA)

Discover the equitable assessment system applied in the OpenSciEd Thermodynamics in Earth’s Systems unit. Examine assessment practices that value and elicit diverse ways of knowing, supporting all students in demonstrating their understanding.

TAKEAWAYS:
Participants will explore how formative and summative assessments are designed to be inclusive and culturally responsive, providing students with multiple opportunities to engage with, reflect on, and communicate their learning.

SPEAKERS:
Kristin Rademaker (NSTA: Freeport, IL), Holly Hereau (NSTA: Lake Angelus, MI)

Using historical contexts, this unit considers industrialization as a catalyst for change over time. Learners analyze environmental data from newspapers and government reports.The unit ends with students contributing to the design of reclaimed 19th and 20th century buildings for 21st century uses.

TAKEAWAYS:
Educators will learn how historical photos, newspapers and technical reports can inspire students to imagine solutions for current challenges.

SPEAKERS:
Joy Barnes-Johnson (Foundation Academies: Willingboro, NJ)

Explore the link between targeted vocabulary instruction and improved comprehension in STEM. Through practical examples, attendees will learn one strategy and examine a tool to enhance scientific literacy while maintaining content rigor and concept retention for all learners in their classes.

TAKEAWAYS:
Participants will learn how explicit vocabulary instruction enhances comprehension and concept retention in science.

SPEAKERS:
Shana Pyatt-Buckner (See Different Consulting, LLC: Montclair, NJ)

Presenter will share how using customized checklists have aided in student success and clearer communication among all stakeholders. These checklists are used throughout each unit and detail requirements for mastery as well as necessary assignments.

TAKEAWAYS:
Attendees will learn how to better support student learning at all levels by creating their own checklists for student use. These checklists promote mastery of content while keeping all stakeholders updated on the student’s progression of learning.

SPEAKERS:
Andrea Starks (Houston Middle School: Germantown, TN)

Elevating students’ academic and social status is directly related to student learning outcomes according to researchers. Shifting status also builds more inclusive learning spaces. This session provides practical teacher moves to shift the status of students in their science classrooms.

TAKEAWAYS:
Attendees will consider the role of status in their current classroom, how status impacts group work and learning, and how to elevate the status of students. Attendees will gain inclusive, high leverage practices to raise status that can be used immediately with students during group tasks.

SPEAKERS:
Takumi Sato, PhD (Knowles Teacher Initiative: Moorestown, NJ)

After learning the chemistry of sugar, starch, and fiber, students use information from food labels to measure out the correct weight of sugar, starch and fiber and create physical presentations to compare energy value in familiar foods.

TAKEAWAYS:
Participants will get everything they need to implement this activity in their classroom, whether during a nutrition unit or during a unit on types of energy. This activity weaves in themes such as human body energy needs, cultural food choices, food deserts, and student wellness.

SPEAKERS:
Elizabeth Grumbach (Moses Brown School: Providence, RI)

For new science teachers, developing a classroom community can be challenging. In the chemistry classroom, students can feel isolated and uninterested due to the complexity of the content and the seemingly irrelevant material. By establishing classroom culture, all students can achieve success.

TAKEAWAYS:
New science teachers establishing themselves as a “warm demander” can help provide an authenticity that will allow students to not only create a learning community where all individuals work together to achieve success, but also help to bolster relevance with the material through student belonging.

SPEAKERS:
Liam Gallagher (Haverford High School: Yardley, PA)

This poster is for teachers who don't want to have to quit. We'll examine oversimplified views of teacher burnout by acknowledging that demoralization and exploitation also impact educator resilience. We'll also explore specific causes, symptoms, and most importantly, remedies for each.

TAKEAWAYS:
Educators can reclaim their classrooms and lives from burnout, demoralization, and exploitation. This type of empowered healing begins at an individual level. As teachers enact no-cost strategies to make their essential work sustainable, student outcomes and school culture also improve.

SPEAKERS:
Jess Cleeves (Learning Humans: Salt Lake City, UT)

Research findings from an NSF project that explored K - 8 students’ perceptions of women scientists using a Draw A Woman Scientist Test will be shared. Trends show that girls depict more progressive scientists than boys. Strategies to broaden conceptions of women scientists will be discussed.

TAKEAWAYS:
Participants will discover the trends of K-8 students’ perceptions of women scientists and take away strategies to broaden both boys and girls inclusive views of women in science.

SPEAKERS:
Laura Goldstein (University of Rhode Island: Providence, RI), Kelly Houle (The University of Rhode Island: Wakefield, RI), Allison Yacko (University of Rhode Island: Newport, RI), Sara Sweetman (The University of Rhode Island: Narragansett, RI)

Confused about culture-informed pedagogies? Come look beyond the labels to hear how elementary teachers leverage knowledge of their students’ culture to support deep learning, help students feel seen, foster engagement, and create real-world relevance in their science classrooms.

TAKEAWAYS:
Poster visitors will get to examine classroom-based examples of culture-informed pedagogies in action and clarify the aims intended outcomes that characterize different approaches.

SPEAKERS:
Debi Hanuscin (Western Washington University: Bellingham, WA)

This poster illustrates how science teacher educators can prepare elementary teachers to adopt a more holistic, interdisciplinary approach to science instruction that emerges directly from student interests.

TAKEAWAYS:
Attendees who participate in this poster session will leave with two practical frameworks (W)holistic Science Pedagogy and Youth Participatory Science for planning their instruction. They will engage with examples of the frameworks in action to better understand how to implement them in their class.

SPEAKERS:
Terrance Burgess (Michigan State University: East Lansing, MI)

We will share the strategies we have used to bring high school science curriculum into conversation with local issues. We have found community partners who help students put their science learning to work for their area—connecting, for instance, food access to a photosynthesis unit.

TAKEAWAYS:
While project-based learning in science provides opportunities for students to experience rigorous, purposeful instruction, it can be a lot of work. Engaging community partners can make the work of PBL sustainable and truly authentic.

SPEAKERS:
Nikki Wallace (Crosstown High School: Memphis, TN), Cole Entress (Springpoint Schools: Brooklyn, NY)

Findings highlight the role of hands-on projects, mentorship, and exposure to diverse role models, in enhancing girls' understanding of STEM and its gender equity implications.

TAKEAWAYS:
The research underscores the role of integrating PBL within informal learning to support UUREM girls' STEM education.

SPEAKERS:
Marc Sager (Southern Methodist University: Dallas, TX)

Studies have shown that students have not experienced equitable and uniform access to a high school Earth science course. This study explored ethnicity, socioeconomic status, and English language proficiency and their relationship to Earth science access and performance.

TAKEAWAYS:
Earth science performance was positively predicted by the prevalence of Earth science participation in the school. Earth science enrollment also acted as a partial mediator for ethnic minority student enrollment, school level poverty, and the percentage of English language learners.

SPEAKERS:
Christine Schlendorf (Farmingdale State College, SUN Y: Farmingdale, NY)

Attendees will explore common misconceptions of AI among non-CS learners, discuss how the misconceptions act as barriers to understanding AI's ethical implications and trustworthiness, and offer insights to help students overcome them.

TAKEAWAYS:
Students' conceptions of A include overestimating its capabilities to autonomously solve complex problems, underestimating the rapid pace of AI advancement, and viewing AI as objective.

Nematode Hunters is a community science project with a remote-delivery format that brings 4th grade classrooms and university researchers together as collaborators on a project to discover new viruses that infect nematodes.

TAKEAWAYS:
The goal of Nematode Hunters is to increase interest in biology and STEM careers. In conjunction with the classroom program, a survey study is being conducted to determine if participation affects science efficacy for 4th grade participants.

SPEAKERS:
Jessica Sowa (West Chester University: West Chester, PA)

Misconceptions about the relationship between race and human health in our science and health institutions fuel, and are fueled by implicit bias. In this workshop, participants will learn to use our critical reading tool FELIX, a systematic approach to evaluating scientific communications for bias.

TAKEAWAYS:
In scientific training, scientific texts and communications are evaluated for technical correctness, novelty, and contribution. Training rarely includes materials on history and ethics of science, or train students to consider how science itself can be biased by the individuals who practice it.

SPEAKERS:
Adam Labadorf (Boston University: Boston, MA), Melisa Osborne Bioinformatics (Boston University: Boston, MA), TJ McKenna (Boston University: Ellington, CT)

Explore the link between targeted vocabulary instruction and improved comprehension in science. Through practical examples, attendees will learn effective strategies and tools to enhance scientific literacy while maintaining content rigor and concept retention for all learners in their classes.

TAKEAWAYS:
Participants will learn how explicit vocabulary instruction enhances comprehension and concept retention in science; leave with effective strategies and tools to integrate vocabulary teaching into their lessons, ultimately improving student literacy while maintaining rigorous content instruction.

SPEAKERS:
Shana Pyatt-Buckner (See Different Consulting, LLC: Montclair, NJ)

The work of a science education leader involves resilience in growing capacity in others. In short, adults learn differently than our students. So come learn how to develop a coaching mindset and utilize strategies to coach science educators through change to improve science teaching and learning.

TAKEAWAYS:
Much of the work of a science education leader is coaching adults. It’s important to know that adult learning is different. When science leaders deeply understand what drives social behaviors, they can better engage in coaching conversations to promote the targeted change in practice.

SPEAKERS:
Derek McDowell (Frisco ISD: Frisco, TX)

This presentation shares findings from an NSF-supported project on the use of podcasts, particularly the Tumble Science Podcast for Kids, to promote access to STEM and introduce sighted, blind and low vision students in grades 3 through 5 to STEM careers.

TAKEAWAYS:
Podcast listening can be a powerful tool for engaging blind and low vision students as well as sighted students in STEM learning in upper elementary grades.

SPEAKERS:
Marshall Escamilla (Tumble Media Production: Greenfield, MA)

Curriculum implementation provides an opportunity to uncover and confront persistent inequities in educational systems. Engage with us in an equity simulation to consider how policies and practices related to science curriculum implementation can either support or hinder equity goals.

TAKEAWAYS:
Barriers to equity are not in learners, but rather in environments. When seeking to reach “all”, historical and current policies and practices need to be examined. Educational policies and practices that are seemingly neutral can contribute to persistent inequities for marginalized student groups.

SPEAKERS:
Janna Mahfoud (BSCS Science Learning: Laveen, AZ), Jenine Cotton-Proby (BSCS Science Learning: Waldorf, MD)

Students bring amazing intellectual resources to make sense of science phenomena based on their personal and community experiences—including language, perspectives, gestures, and knowledge, interests, and values. Come learn how to notice and leverage those intellectual gifts in your teaching!

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

SPEAKERS:
Philip Bell (University of Washington: Seattle, WA), Nancy Price (University of Washington: Seattle, WA)

In today's rapidly evolving science classroom, the role of an instructional coach is crucial. Beyond traditional teaching methods, coaches serve as mentors, facilitators, and motivators, guiding students and teachers toward deeper understanding and fostering a love for scientific inquiry.

TAKEAWAYS:
This presentation aims to explore the many responsibilities of an instructional coach in the Science classroom and highlights strategies for establishing effective coaching relationships with teachers, as well as exploring best practices in science instructional coaching.

SPEAKERS:
Ashley Delgado-D'Amore (Lord Stirling Community School: New Brunswick, NJ), Cynthia Ruszczyk (New Brunswick Middle School: Hamilton Township, NJ)

Do you want empower your students to feel heard & capable of making impactful decisions in your classroom? Learn how to use the NSF-funded DoS classroom observation framework to build students’ resilience by elevating their ideas & engaging them in meaningful decisionmaking in science & engineering.

TAKEAWAYS:
You will learn strategies to help students build on peers’ ideas and make decisions during lesson activities by applying the DoS framework to real classroom scenarios. You will exchange ideas via small group conversations with other teachers about promoting student voice and choice in classrooms.

SPEAKERS:
Virginia Andrews (Institute for the Study of Resilience in Youth)

In this session, we will explore the intersection between Information Processing as outlined in Culturally Responsive Teaching, Cognitive Routines, and Three-Dimensional Science to enhance science learning experiences for all students.

TAKEAWAYS:
Participants will walk away with an experience that enables them to utilize cognitive routines and develop as independent learners while also building their capacity as culturally responsive educators.

SPEAKERS:
Allison Porzillo (Mastery Charter Schools: Elkins Park, PA)

In this session, participants will work on hands-on activities and use a storybook to teach about motion and forces using the engineering design model and translanguaging for K-2 levels.

TAKEAWAYS:
Participants will learn how to teach about motion and forces for K-2 using a storybook, the engineering design process, and translanguaging (English/Spanish).

SPEAKERS:
Hattie Wommack (University of North Georgia: Dahlonega, GA), Romola Bernard (University of North Georgia: Pendergrass, GA)

Discover how Human Systems Dynamics and Human-Centered Design can help educators tackle classroom challenges, create inclusive environments, and adapt to diverse student needs. This interactive session provides practical strategies to enhance teaching, curriculum design, and collaboration.

TAKEAWAYS:
Attendees will learn how to use Human Systems Dynamics and Human-Centered Design strategies to address complex challenges in NGSS implementation, fostering collaboration and empathy to create inclusive, student-centered environments that support both educators’ and students’ needs.

SPEAKERS:
Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: Wauwatosa, WI)

The biggest challenge within science classrooms remains teaching and engaging all students. This presentation recommends tools and practices that facilitate and support the communicative resources diverse students draw on, to actively engage in science discourse and participate in STEM classrooms.

TAKEAWAYS:
Some of our key takeaways include: Reflection in action, reflection on action, facilitation techniques for teachers that promote students discovering phenomena. Students use science practices to collect data, as well as incorporate everyday language to support evidence-based science discourse.

SPEAKERS:
Diana Cost (Retired Ma Teacher: New Bedford, MA), Akira Harper (University of Massachusetts Dartmouth: North Dartmouth, MA)

The Learning Progression Model is a flexible, equitable assessment strategy to provide descriptive feedback, set goals, evaluate teaching, and report achievement. Attendees leave knowing how they can implement this in their classrooms even in a traditional grades school. For K-College, all courses.

TAKEAWAYS:
Understand how the Learning Progression Model keeps students engaged and accountable, how learning progressions are used to develop/assess skills and knowledge aligned with NGSS, and how to integrate this approach into the traditional grading system.

SPEAKERS:
Elise Naramore (Pascack Hills High School: Saddle River, NJ)

If you’re unsure of what phenomena are and/or why three-dimensional standards rely on phenomena to drive learning in the science classroom, then this session is for you! We’ll define phenomena, and the intentional use of phenomena to engage, connect and drive all students in their science learning.

TAKEAWAYS:
Be able to define and recognize phenomena and understand their importance in implementing three-dimensional standards.

SPEAKERS:
Kate Soriano (NSTA: Jersey City, NJ), Brianna Reilly Oliveira (NSTA/ Self Employed: Budd Lake, NJ)

We explore the need for cross-disciplinary learning progressions in data literacy and data science and the community-driven work underway to create such a framework. Attendees learn how these learning pathways equip learners with data-driven skills and collaborate on the science-specific vision.

TAKEAWAYS:
Understanding of the critical need for structured learning progressions in data literacy and data science. Practical tools and strategies for integrating learning progressions into educational and training programs. Networking opportunities with peers and field experts to collaborate on solutions.

SPEAKERS:
Eric Wong (Mercy Academy: Louisville, KY), Aaron Reedy (DataClassroom: Charlottesville, VA), Christel Bruno (STEMteachersPHX: Queen Creek, AZ), Katherine Miller (Concord Consortium: Brooklyn, NY)