JoinRest? Not much, even on the weekend
By Lynn Petrinjak
Posted on 2010-03-20
Some NSTA attendees take a few minutes to rest their feet.
Mary B asked yesterday if Ben Smith and Jared Mader ever rest. I’m starting to think that would be a good question for several attendees. I’ve been here for just over a half hour and I’ve seen quite a few folks who have obviously been up and at it for quite a while. Of course, a lot of them are carrying their favorite form of caffeine.
I did see some attendees taking a break and treating their tired feet in the exhibit hall yesterday at the Dr. Scholls booth. I admit, I was a little jealous.
Some NSTA attendees take a few minutes to rest their feet.
Multi-tasking
By Mary Bigelow
Posted on 2010-03-19
Hughes High School, a STEM-focused school in Cincinnati, has an intersession which students devote to their projects. As luck would have it this year, the intersession is the same week as the NSTA conference in Philadelphia. Kathy Wright, a program facilitator, wanted to attend the conference but keep in touch with the teachers and students to support their efforts.
When I met her, she was Skyping with students in the classroom while conference-calling others who were out in the field. She was also following tweets from other classes. They were apprising her of the status of their projects, which they will document and upload via YouTube for her presentations on Saturday morning. And to think that these social media sites are blocked in many schools! What opportunities are their students and teachers missing out on?
I’ll add a comment after the session as an update.
Hughes High School, a STEM-focused school in Cincinnati, has an intersession which students devote to their projects. As luck would have it this year, the intersession is the same week as the NSTA conference in Philadelphia. Kathy Wright, a program facilitator, wanted to attend the conference but keep in touch with the teachers and students to support their efforts.
Do these guys ever rest?
By Mary Bigelow
Posted on 2010-03-19
ISTE (the International Society for Technology in Education) sponsored a series of seven sessions (spread out over two days) presented by two of the most dynamic educators I’ve ever met: Ben Smith and Jared Mader of the Red Lion School District in PA. I attended the session on Google Docs, and I can’t wait to collaborate with this tool. The website of these EdTechInnovators is a wealth of resources, links to downloads, templates, tutorials, presentations, and examples of student projects that they are generously willing to share with us. Look for “Presentations” at the bottom of the page and click on NSTA2010.
ISTE (the International Society for Technology in Education) sponsored a series of seven sessions (spread out over two days) presented by two of the most dynamic educators I’ve ever met: Ben Smith and Jared Mader of the Red Lion School District in PA. I attended the session on Google Docs, and I can’t wait to collaborate with this tool.
Taking a break
By Mary Bigelow
Posted on 2010-03-19
 Shopping at the NSTA store |
 Lunch time |
 Fresh air! |
 Resting our feet |
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Shopping at the NSTA store LOL in science class
By Debra Shapiro Posted on 2010-03-19
Due to technical difficulties, I arrived late to Diana Hunn’s and Susan Clay’s session on Using Humor to Enhance Scientific Literacy. Fortunately, they are good humored about late arrivals. After experiencing the tech issues, I was ready to LOL a bit; they did not disappoint. They put the fun in science by using mylar balloons, “stuffed animal” versions of blood cells and neurons, cartoons and comics, tongue-twisters, songs, and sayings from that noted Philadelphian, Ben Franklin. Susan says even though the Grossology exhibit is geared toward younger kids, her high school students enjoyed it so much that they aced a test on the digestive system. “Don’t ever think they’re too old” for gross-out humor, she advises.
Diana also pointed out that using humor in class can be an effective way to find out if your students harbor any misconceptions. She referred to the NSTA Press book Uncovering Student Misconceptions as a source for more information.
The main thing for teachers to bear in mind when using humor to teach science is to chill out, they conclude. “You’ve got to be relaxed. You’ve got to let it happen.”
On my way out, I encountered a teacher who was wondering if she could still catch part of the session–ah, a fellow latecomer; alas, too late! To keep her sunny side up, I told her the good news is that Diana and Susan will be back next year in San Francisco. She smiled. 😉
Due to technical difficulties, I arrived late to Diana Hunn’s and Susan Clay’s session on Using Humor to Enhance Scientific Literacy. Fortunately, they are good humored about late arrivals. Science talk in Philadelphia at the NSTA national conference
By Peggy Ashbrook Posted on 2010-03-19 Science talk between students (not teacher-to-student)—is that possible? Science talk between students (not teacher-to-student)—is that possible? Talking to teachers
By Lynn Petrinjak Posted on 2010-03-19 I talked to a few more teachers this afternoon. There are folks from all across the country here this week, but I somehow managed to talk to two people from the West Coast in a row. They weren’t together, so just random chance. Maybe once the total attendance in calculated, someone could calculate the odds of that happening?  Allison Bogart Allison Bogart, a middle school science teacher from Lake Isabella, California, is attending her first national NSTA conference, thanks to winning the Delta Ed/Frey-Neo/CPO Science Education Awards for Inquiry-Based Science Teaching. Lake Isabella, California: “It’s my first national conference. I’m only here because I’m an NSTA award winner,” she explains. “That’s really the only reason I could be here. Otherwise, I could never afford it on my own and my school district wouldn’t let em, especially with the terrible budget crisis happening in California right now. “I hope to learn the best ideas of science teachers throughout the nation and steal them and use them in my own classroom. Because I teach eighth grade physical science, I would love to learn more tips and tricks and techniques; learn more doing more on a budget, doing more with less or doing more to encourage science inquiry especially in my middle grades. I also teach math so I’m going to a lot of workshops that have to do with the integration of science and math together. I’m here with my husband who’s a math teacher so he’s going to those too. It’s kind of cool. We’re kind of collaborating on units we can teach together.”  Marybeth from Washington State Marybeth (sorry, I missed your last name—if you read this, drop me a note in the comments and I’ll update the post!) is in Philadelphia for her first national NSTA conference as well. “I live in Washington state. I had the opportunity to come over and it was paid for, so I came,” she says. “I need more professional development. I wanted to get some good ideas for teaching [10th grade]biology next year. It’s not a new subject, but I’ve been in the middle school for 10 years. There’s been a lot of new developments in the field so I wanted to come and brush up. I found a lot of good ideas.” I talked to a few more teachers this afternoon. There are folks from all across the country here this week, but I somehow managed to talk to two people from the West Coast in a row. They weren’t together, so just random chance. Maybe once the total attendance in calculated, someone could calculate the odds of that happening? Girl power in science
By Debra Shapiro Posted on 2010-03-19  Christina Dragon I loved how Christina Dragon’s presentation “She Discovered It! Bringing Women Scientists to Life in the Classroom” turned into a lively interactive discussion about how to reach girls in science. Christina, a hospital research technician, gave an overview of notable women scientists and how they and their work were largely ignored in the past. “You don’t even have to do the whole class about them,” she advised teachers. “Just drop a name” to inspire girls in your classroom.  Listeners turned into contributors, as various audience members shared resources and strategies for getting girls psyched. One teacher said both girls and boys appreciate hands-on activities, while another described how she focuses on textiles and makeup to help girls learn science is a part of their everyday lives. Christina’s mother, who is also a scientist, said she and her students at a teen parent academy explored the science of cooking, the absorbency of diapers, and the physics of toys. Other attendees referred us to AAUW’s new report Why So Few? Women in STEM and a website called STEM Equities Pipeline, which contains research about gender and science. Christina Dragon Students teaching teachers and rethinking education at the college level
By Lynn Petrinjak Posted on 2010-03-19  Linda Colon I just watched a group from Science After School squeeze in one last practice session before their presentation, What We Want Science Teachers to Know. These Manhattan students seem very eager to share the student perspective on learning science. It’s a bit a role reversal with students teaching the teachers. I also spoke with Linda Colon, program manager with Educational Equity Center at AED in New York, New York. She’ll be presenting two sessions on informal science education this weekend. “We want to communicate to the science community how important it is for children to have opportunities after school, to do fun, engaging, hands-on activities that really make the connection between what they’re doing during the day and what they can do after school,” she says. “Just finding the fun.” I moved from elementary/middle school to college with just a few steps. Next door to the Science After School group, the SCST Marjorie Gardner Lecture posed a question to college educators and offered a possible solution: Too Much Content to Cover? Teach Using Competencies Instead. Dee Silverthorn, who teaches integrative biology at the University of Texas–Austin, noted some disciplines, such as nursing, have a history of using outcome-driven competency based education. Silverthorn says chemists are the best at competency-based teaching, due in part to the American Chemist Society’s guidelines for undergraduate programs. Those guidelines include
She outlined some goals for implementing competency-based education for biology problem and offered suggestions for how to do it. Linda Colon Getting ideas
By Lynn Petrinjak Posted on 2010-03-19 I was in an interesting session yesterday and have overheard bits and pieces of a lot of different conference attendees talking about presentations they’ve liked. I’m wondering: What presenters would you like to hear more from? I was in an interesting session yesterday and have overheard bits and pieces of a lot of different conference attendees talking about presentations they’ve liked. I’m wondering: What presenters would you like to hear more from? |
