This interactive web seminar session will begin with an overview of safety protocols specific for doing elementary level safer science/STEM laboratory activities with Dr. Ken Roy, NSTA and NSELA Safety Compliance Advisor/specialist and Dr. Kevin Doyle of Morris Hills Regional School District, NSTA Safety Advisory Board Member.  

This interactive web seminar session will begin with an overview of safety protocols specific for doing elementary level safer science/STEM laboratory activities with Dr. Ken Roy, NSTA and NSELA Safety Compliance Advisor/specialist and Dr. Kevin Doyle of Morris Hills Regional School District, NSTA Safety Advisory Board Member.  

This interactive web seminar session will begin with an overview of safety protocols specific for doing elementary level safer science/STEM laboratory activities with Dr. Ken Roy, NSTA and NSELA Safety Compliance Advisor/specialist and Dr. Kevin Doyle of Morris Hills Regional School District, NSTA Safety Advisory Board Member.  

This interactive web seminar session will begin with an overview of safety protocols specific for doing elementary level safer science/STEM laboratory activities with Dr. Ken Roy, NSTA and NSELA Safety Compliance Advisor/specialist and Dr. Kevin Doyle of Morris Hills Regional School District, NSTA Safety Advisory Board Member.  

Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, February 2, 2022, from 7:00 PM to 8:30 PM ET for part 2 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.

Join us on Wednesday, January 26, 2022, from 7:00 PM to 8:30 PM ET for part 1 (of two) of this Transforming Science Learning seminar series.

Science instruction with multilingual learners has traditionally emphasized what these students “lack” (deficit thinking) but current research indicates that teachers should focus instead on the assets that multilingual learners bring to science learning. This shift calls for key changes to instruction and assessment practices in linguistically diverse science classrooms.