Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Many states, districts, and schools are unsure of what the coming school year will bring. Will we back together in the classroom or teaching and learning from a distance? Perhaps a blend of the two? In this four-part web seminar series, we’ll explore ways in which we can continue to give our students experience with relevant, intriguing phenomena to create the need to engage in science learning to explain what they’ve observed utilizing distance-learning strategies.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Three-dimensional teaching and learning presents new opportunities to build assessments that move student learning forward. The challenge we face is how do we get there from our current system of assessment. In this workshop, participants will begin by learning how to leverage student artifacts as part of a formative assessment cycle using a student work analysis protocol. Participants will also gain experience using science assessment tasks screening tools.

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?

Have you read great articles in the NSTA journals that changed or added to the ways you and your students do science for the better?