Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Do you want to design an engaging, three-dimensional assessment that you can use in your classroom that is connected to your instructional materials and coherent from the perspective of your students?

Join us on four consecutive Tuesdays, February 18, 25, March 4, and 11, 2025, to experience the crosscutting concepts (CCCs) as powerful lenses and tools for student sensemaking when partnered with the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity.

Join us on four consecutive Tuesdays, February 18, 25, March 4, and 11, 2025, to experience the crosscutting concepts (CCCs) as powerful lenses and tools for student sensemaking when partnered with the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity.

Join us on four consecutive Tuesdays, February 18, 25, March 4, and 11, 2025, to experience the crosscutting concepts (CCCs) as powerful lenses and tools for student sensemaking when partnered with the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity.

Join us on four consecutive Tuesdays, February 18, 25, March 4, and 11, 2025, to experience the crosscutting concepts (CCCs) as powerful lenses and tools for student sensemaking when partnered with the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity.

Join us on four consecutive Tuesdays, February 18, 25, March 4, and 11, 2025, to experience the crosscutting concepts (CCCs) as powerful lenses and tools for student sensemaking when partnered with the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). Students who use CCCs regularly build confidence in their science practices and develop a stronger sense of science identity.

This web seminar series, scheduled on October 22, 29, November 12, and 19, 2024, from 7:00 PM to 8:30 PM Eastern time, provides educators and administrators the opportunity to develop or deepen* an understanding of the three-dimensions of teaching and learning through immersions in high-quality instructional materials, analysis of classroom videos and vignettes, and individual and guided reflection on science instructional shifts necessitated by the adoption of the NGSS.

This web seminar series, scheduled on October 22, 29, November 12, and 19, 2024, from 7:00 PM to 8:30 PM Eastern time, provides educators and administrators the opportunity to develop or deepen* an understanding of the three-dimensions of teaching and learning through immersions in high-quality instructional materials, analysis of classroom videos and vignettes, and individual and guided reflection on science instructional shifts necessitated by the adoption of the NGSS.

This web seminar series, scheduled on October 22, 29, November 12, and 19, 2024, from 7:00 PM to 8:30 PM Eastern time, provides educators and administrators the opportunity to develop or deepen* an understanding of the three-dimensions of teaching and learning through immersions in high-quality instructional materials, analysis of classroom videos and vignettes, and individual and guided reflection on science instructional shifts necessitated by the adoption of the NGSS.

This web seminar series, scheduled on October 22, 29, November 12, and 19, 2024, from 7:00 PM to 8:30 PM Eastern time, provides educators and administrators the opportunity to develop or deepen* an understanding of the three-dimensions of teaching and learning through immersions in high-quality instructional materials, analysis of classroom videos and vignettes, and individual and guided reflection on science instructional shifts necessitated by the adoption of the NGSS.

This web seminar series, scheduled on October 22, 29, November 12, and 19, 2024, from 7:00 PM to 8:30 PM Eastern time, provides educators and administrators the opportunity to develop or deepen* an understanding of the three-dimensions of teaching and learning through immersions in high-quality instructional materials, analysis of classroom videos and vignettes, and individual and guided reflection on science instructional shifts necessitated by the adoption of the NGSS.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.

Lithium-ion (Li-ion) batteries have an increased presence in our school classrooms and laboratory instructional spaces, including cell phones, tablets, laptops, and equipment. However, Science/STEM teachers nationwide are forced to adopt and make use of new technologies like Li-ion batteries without the resources, training, and supervision to properly prepare our students and staff to purchase, store, charge, maintain, and dispose of these batteries.