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2022 Chicago National Conference - Sessions

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Displaying 10 results

Thursday, July 21
9:40 AM - 10:40 AM
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Hexagonal Thinking in the Science Classroom

McCormick Place - W185d

Hexagonal Thinking ensures the learning environment features a high degree of student engagement by providing a framework for academic discussion where all students participate. Participants will collaborate with colleagues to experience Hexagonal Thinking using science and math content vocabulary and visuals that will then be used to synthesize information into a piece of critical writing.

Takeaways: Participants will learn a strategy for making thinking, learning and content connections visible in the classroom.

Speakers

Michelle Yates (Aledo ISD: Aledo, TX), Miranda Rosenhoover (Aledo ISD: Aledo, TX)

Thursday, July 21
2:20 PM - 3:20 PM
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Equitable and Authentic Assessments: Success of Collaborative Lab Practicums in the Middle or High School Science Classroom

McCormick Place - W181c

Applying principles of Understanding By Design and Visible Thinking, learn how to design and implement authentic and equitable assessments in any middle school or high school science classroom.

Takeaways: Participants will walk away with easy-to-implement, real-world examples of collaborative lab practicums.

Speakers

Aruna Chavali (The Spence School: New York, NY), Laura Bader (The Spence School: New York, NY)

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

https://docs.google.com/presentation/d/1rjo2SflrfK32XZDABImR9Y7jBYwv_D4a/edit#slide=id.p42
BaderFinal_NSTA_Equitable & Authentic Assessments_ Classroom Examples & Lessons Learned..pptx

Friday, July 22
8:00 AM - 9:00 AM
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Approaches to Assessment and Grading that Support Student Sensemaking

McCormick Place - Skyline W375a

As educators shift their teaching practice to align with the Framework for K-12 Science and the NGSS, they face various challenges and barriers. One pressing challenge is how to align their new approach to teaching and learning with existing assessment and grading systems. In this session, we will present provide examples of 3D assessments and associated scoring guidance. Participants will review student work for these sample assessments and identify evidence of understanding. They will collaborate with others in the session and determine how they would give grades based on set criteria. The second part of the session will highlight different approaches to grading based on local grading expectations (e.g., standards-based grading, daily grade requirements, or 100 point-based systems). Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

Takeaways: Participants will leave the session with approaches to assessment and grading that support student sensemaking and honor the diverse resources students bring to the classroom.

Speakers

Sarah Delaney (OpenSciEd: San Francisco, CA)

Friday, July 22
8:00 AM - 9:00 AM
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NGSS-Focused Summative Classroom Assessments of Three-Dimensional Learning

McCormick Place - W185a

Explore classroom-tested benchmark assessments and scoring guides you can use to assess students’ three-dimensional learning related to middle school performance expectations.

Takeaways: Educators will learn about a comprehensive set of free, summative benchmark 3-D assessments designed to be used in any NGSS-focused middle school classroom.

Speakers

Maia Binding (The Lawrence Hall of Science: Berkeley, CA), Wendy Jackson (The Lawrence Hall of Science: Berkeley, CA)

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

NGSS Summative Assessments_NSTA_Chicago_2022.pdf

Friday, July 22
8:00 AM - 9:00 AM
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CONSTRUCT: a Crowd-sourced Online Tool for Developing Middle-school Physical Science Assessments using Disciplinary Core Ideas

McCormick Place - W184d

Do the test questions you use adequately reflect your students’ true understanding of science? We’ll share guidelines for writing effective questions that don’t leave any of your students out and will help you determine whether your students are making sense of phenomena they are investigating - do their ideas match science ideas of the NGSS? Using a research-based “citizen science” approach, teachers can volunteer their favorite items and help improve our existing MOSART questions. Crucial item characteristics will be measured and reported, such as difficulty, effectiveness, gender, and racial/ethnic bias. Write new questions or revise ones you already have to address how well students make sense of elements outlined in the NGSS DCIs. The following is a question that is too difficult for middle school students: Matter is made of tiny bits called atoms. What is between the helium atoms in a balloon? a)Tiny particles that bind atoms together. b)A chemical substance that attaches helium atoms together. c)Nothing; the helium atoms touch each other on all sides. d)Nothing, just empty space. e)Air. How would you revise this item? We’ll have “practice” opportunities to look at assessment questions that are difficult or biased and discuss possible revisions with other educators.

Takeaways: Write assessment questions to address item characteristics of difficulty, effectiveness, gender, and racial/ethnic bias

Speakers

Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA), Philip Sadler (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Friday, July 22
10:40 AM - 11:40 AM
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Formative Fundamentals - Designing meaningful assessment opportunities in an inclusive science curriculum

McCormick Place - W181c

In this session, we will look at current research on the purpose and method of formative assessment. We will then pair the research with student work samples to examine different methods of providing meaningful and actionable feedback to encourage student growth. We will also reflect on our assessment practices through the lens of creating equitable classrooms to ensure that all of our students learn at their potential. This session’s formative assessment focus will also extend to designing science storylines with an emphasis on universal design for learning. We will highlight tools that all students can use in order to have access to content. We will examine opportunities for incorporating social-emotional learning in meaningful ways as we strive to encourage all students to think like scientists. We will culminate the session with a discussion on intentionally cultivating student agency. Join this interactive session to elevate how you are using formative assessment to drive student learning.

Takeaways: Attendees will leave with practical classroom strategies for elevating the importance of formative assessment and meaningful feedback to foster student inclusive science classrooms.

Speakers

Mike Jones (Illinois State University: Normal, IL)

Friday, July 22
1:00 PM - 2:00 PM
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Using Varied Assessments for Teaching Evolution

McCormick Place - W178b

The Teacher Institute for Evolutionary Science (TIES) provides teachers with free and downloadable resources for an entire unit of instruction, including a variety of assessments.

Takeaways: 1. The units created by the Teacher Institute for Evolutionary Science (TIES) contain a variety of assessments, including online games, video questions, data analysis, puzzles, and formal assessments. The formal assessments include student response sheets and rubrics; 2. the TIES units can be easily downloaded for free and are focused on NGSS and state standards for evolution; and 3. the TIES units can be presented to a whole class or in small groups, or can be assigned to individual students. They can be teacher-guided or student-guided.

Speakers

Alison Betz Seymour (Science Teacher: Winchester, 0)

Friday, July 22
3:40 PM - 4:40 PM
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Using Three-dimensional Assessment Prompts to Drive Student Sense-making

McCormick Place - W175c

The Vision set forth by A Framework for K-12 Science Education and the Next Generation Science Standards emphasize science as the integration of practices (SEPs), content (DCIs), and big ideas (CCCs). By using all three dimensions, students are able to make sense of phenomena while learning science concepts and processes. However, this way of thinking and learning takes practice and guidance. Teachers play a pivotal role in helping their students to engage with this kind of science learning. Therefore, they must find ways to explicitly integrate and embed all three dimensions in activities, lessons, and assessments. This participatory presentation will explore how teachers can explicitly embed SEPs, DCIs, and CCCs into prompts (questions and guiding statements) to promote more integrated opportunities for student sense-making. By generating prompts that include SEPs, DCIs, and CCCs, teachers can guide students to think in a more three-dimensional way and gain the skills to do so outside of the classroom. Attendees will identify strategies for posing integrated prompts, consider the benefits of multi-dimensional prompts for students, practice asking and improving prompts, and apply these strategies to use in their own classroom context.

Takeaways: Creating prompts (questions and guiding statements) that explicitly promote the three dimensions can drive more integrated, equitable student learning

Speakers

Ana Houseal (University of Wyoming: Laramie, WY), Clare Gunshenan (University of Wyoming: Laramie, WY)

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

Guide Writing Coherent 3-D Prompts
3D Prompts_PPT_NSTA Chicago2022.pdf

Saturday, July 23
8:00 AM - 9:00 AM
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"Say That Again???..." Know Your Students' - and Your Own - Misconceptions in Science

McCormick Place - W175c

“Kids say the darndest things” don’t they - or do they? Either way, it’s really what they believe, whether it’s correct or incorrect. Do you know what ideas your students bring to the classroom and use to shape their ideas about science? How do we accurately assess their ideas against the disciplinary core ideas of the NGSS? We wonder where those ideas come from and why they own them. Our students make sense of science from many places and venues and then use that as a foundation for their learning. However, it may not always be a solid foundation. We can help students develop their science knowledge using phenomena, observation, and robust assessment as well as a through a deeper understanding of the misconceptions they hold. Know the extent of what your students are thinking and why they think it using research-based assessments and the importance of including their ideas in those assessments. Explore students’ ideas and misconceptions (as well as your own!) in the Physical Sciences at various grade levels and know some of what they bring with them before they walk in the door!

Takeaways: Educators will learn research-based misconceptions that students hold across grade bands in the physical sciences in order to incorporate those into assessment.

Speakers

Cynthia Crockett (Center for Astrophysics | Harvard & Smithsonian: Cambridge, MA)

Saturday, July 23
8:00 AM - 9:00 AM
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Asking the Students: Creating and Implementing a Metacognitive Data Tracker for Assessments

McCormick Place - W179a

Data meetings are as much of a reality to K–12 teachers and students as high-stakes testing. In this session we will share a data tool, as well as the surprising results we have collected so far, to help teachers in understanding students' struggles by asking the students directly what aspect of the assessment they struggled with the most. Our findings are serving students and teachers by improving Tier 1 instruction planning and delivery as well as leading to a much richer and in-depth conversation during data meetings.

Takeaways: Teachers will be given the knowledge and tools to implement our Metacognitive Data Tracker in order to improve Tier 1 instruction.

Speakers

Rocco Williams (Fort Worth ISD: Fort Worth, TX)