JoinTinkering in preschool-grade 2
By Peggy Ashbrook
Posted on 2015-02-26
My father called himself a tinker because as an engineer who was a metallurgist and a ceramicist he often applied new uses to the metals he worked with. A bar of aluminum became a tool for cooling coffee just the right amount and slices of copper piping were hammered into rings for his daughters. His habit of saving scraps of wood, leather, wire, and old bicycle tires meant there were always materials when we needed them to make a large rubber band, patch a leak in bucket, make a wire armature form for a clay sculpture or practice wood carving.
I’ve just signed up for a massive online open course (MOOC) offered by the Exploratorium through Coursera, called “Tinkering Fundamentals: A Constructionist Approach to STEM Learning.”
Here’s a bit of the course description: “Working with learning scientists, we have identified a set of design principles and indicators of learning that can help you to integrate tinkering activities into your elementary and middle school science programs. This course will focus on key design elements of high quality science-rich tinkering activities, facilitation strategies, and environmental organization. Selected tinkering activities will be centered around circuits for this course. We will review the ways in which tinkering supports science learning through providing opportunities to deepen engagement, intentionality, innovation, collaboration, and understanding.”
I’m not planning on introducing circuits in my preschool teaching where tinkering usually happens when a child begins creating with classroom materials such as sticks, boxes, tape and paper, and more tape. The course focuses on elementary and middle school programs and I hope to learn how tinkering fits into science education (and vice versa), strategies that can improve my teaching, and have fun.
Calder’s Circus at the Whitney Museum of Modern Art
Pages on Pinterest, including early childhood educator Jenny Kabel’s “ECE Tinkering,” share views of tinkering. Some tinkering posts remind me of images of Alexander Calder’s workshop. His beloved Cirque Calder was one result of his vision and tinkering. Is his work too complicated to inspire preschoolers? Watch the Whitney Museum of Modern Art’s video, “Conserving Calder’s Circus” for close-ups of his work in action.
What does “tinkering” mean in your early childhood setting? Museum educators share thoughtful responses to the question, “Do you think the current surge of making and tinkering spaces in science centers and museums is a temporary fad, or are they here to stay?” posed by The Association of Science-Technology Centers in their newsletter and a blog post. How can documenting and discussion help children learn science concepts through open-ended and child-led tinkering? What are shared tinkering and science education goals in your teaching? How does the National Science Teachers Association’s position statement on Early Childhood Education inform the tinkering in your program?
My father called himself a tinker because as an engineer who was a metallurgist and a ceramicist he often applied new uses to the metals he worked with. A bar of aluminum became a tool for cooling coffee just the right amount and slices of copper piping were hammered into rings for his daughters.
International Day Coming to #NSTA15 in Chicago: March 11, 2015
By Juliana Texley
Posted on 2015-02-26
It is often said that “the wings of a butterfly can cause a storm on the other side of the world.” (That’s actually a simplistic description of Edward Lorenz’s chaos theory, but it is often used as an analogy for small actions that can have far-reaching effects.) Could a small child watching a butterfly have the same effect? Could sharing our insights on teaching and learning cause a storm of discovery across the globe?
In my last blog post (NSTA and ASE: creating pathways to better international cooperation in science education), I affirmed that “the world is flat.” I was not on a time trip to the Middle Ages, but my sense is that many pathways to greater international cooperation in science education might be easy to access. We know that children all over the world are eager to explore the natural world, and their teachers are ready to guide them. Differences in culture and language—which we must acknowledge—add richness to our international conversations and the potential for cooperation.
Global Conversations in the Windy City
Many of these paths toward stronger international partnerships will cross at the heart of our nation next month as thousands of science educators meet in Chicago for NSTA’s National Conference on Science Education, taking place March 12–15. For the tenth year, our International Committee has organized a special day of tours and discussion forums to support stronger links among educators across the globe. Events to support international collaboration are scheduled for Wednesday, March 11. Guests from around the world will join U.S. science educators to discuss issues that have piqued the interest of science educators in the past year. The Global Conversations in Science Education Conference will begin with a discussion of 10th Anniversary Milestones by Frank Owens and the impact of the Next Generation Science Standards (NGSS).
Keynote presentation will focus on curriculum design in Ireland and the ICASE Profiles Project. Round table discussions will include:
- Early Childhood and Elementary School Science, with special presentations on work in Bangladesh and China
- Science Education and Technology, with information on pilot projects using IPads in Chemistry (Mexico and Turkey)
While the rooms will be filled with international guests, this isn’t just for visitors. There will be rich sources of information in this pre-conference “conversation” for every teacher and administrator to enjoy.
Lifelong Learning
As President of the National Science Teachers Association, I have been personally fascinated with presentations on new models for early childhood science in a variety of settings over the past year. In Ottawa, Ontario, at the North American Association for Environmental Education conference in October there were great models for early learning and for constructing learning environments that nurture discovery. The same enthusiasm for structured discovery was shared by teachers in the United Kingdom and participants at the January ASE conference. I look forward to sitting with Christine Harrison of ASE (United Kingdom) and Vic Dobos (Australia) to identify several substantive projects we can do together.
There is a lot more we can share on a wide variety of topics. At International Day in Chicago, Kathy Horstmeyer (committee member and President of the Society for Elementary Presidential Awardees) will be coordinating the early childhood conversation.
Butterflies provide another analogy—one of growth—that is both familiar and enticing. They appear one way, then metamorphosize into something entirely different. That’s the way interactions often work. We think we are just sharing coffee and conversation, but soon an idea begins to mature and the results can be amazing.
As teachers, we thrive on the lifelong learning that we get from conversations like the ones that will take place in Chicago next month. The Wednesday events are just the start—you can view the agenda online. Will you be there with us?
Juliana Texley is the 2014–2015 President of the National Science Teachers Association
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
Editor’s Note: Registration for this event is available to all who are registered for NSTA’s National Conference. To register, please search under “networking opportunity” in the Chicago session browser and select M1—tickets are only $10 for the entire day! (No onsite registration will be available as this is a pre-conference event.)
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It is often said that “the wings of a butterfly can cause a storm on the other side of the world.” (That’s actually a simplistic description of Edward Lorenz’s chao
Science and literacy
By Mary Bigelow
Posted on 2015-02-24
Every teacher is a literacy teacher. Each discipline, including science, has a language and strategies for communicating both verbal and nonverbal information. As the TST journal editor notes: “…it turns out that reading and writing comprise over half of the work of practicing scientists and engineers.” Reflecting this reality, Obtaining, evaluating, and communicating information is one of the Scientific and Engineering Practices in the NGSS. The two secondary journals this month focus on communication and literacy in science, while the elementary journal has ideas for studying (and communicating about) energy and matter.
Science Scope: Science and Language Arts
This month’s Guest Editorial Our Science Story: When inquiry meets the Common Core describes how a middle school uses science journaling as a means of integrating science and literacy. Using Disciplinary Literacy Strategies to Enhance Student Learning illustrates strategies such as concept maps and summarization. Science Haiku Art provides examples of a non-traditional way for students to communicate their learning. And if vocabulary is a challenge for students, take a look at Tried and True: The many faces of word walls in middle school science classrooms.
Here are some additional SciLinks that provide content information and suggestions for additional activities and investigations related to this month’s featured articles:
- Reading and Writing Alignment Across Content Areas [SciLinks: Characteristics of Living Things]
- Teaching Graph Literacy Across the Curriculum [SciLinks: Graphing]
- The Who, What, When, Where, and How of Waves [SciLinks: Waves, Wavelength, Reflection and Refraction]
- Comic Relief: Using Comics and Illustrated Trade Books to Support Science Learning in First-Year English Language Learners [SciLinks: Rocks, Earth’s Structure]
The Science Teacher: Obtaining, Evaluating, and Communicating Information
TST’s Career of the Month describes the work of a Science Writer.
Here are some additional SciLinks with weblinks for content information and suggestions for additional activities and investigations related to this month’s featured articles:
- Sinking In and Beyond an Equation [SciLinks: Buoyancy, Density, Density of Water, Graphing Data]
- Confronting Ambiguity in Science [SciLinks: Water Quality, Watersheds]
- Doing the Data Walk [SciLinks: Velocity, Motion]
- Modeling Molecular Machinery [SciLinks: Proteins, DNA Structure and Function, Protein Synthesis]
This month’s Science & Children focuses on Energy and Matter, two concepts that can be challenging for younger students.
The article Science 101: How Should We Label Different Kinds of Energy? has a good refresher on the topic. And here are some additional SciLinks with weblinks for content information and suggestions for additional activities and investigations related to this month’s featured articles:
- Looking Through the Energy Lens [SciLinks: Energy, Energy Transformations]
- Go With the Flow [SciLinks: Ecosystems, Energy Pyramid, Food Chains, Food Webs]
- Physical Education Meets Physical Science [SciLinks: Forces and Motion, Simple Machines]
- How Does My Brain Pay Attention [SciLinks Human Brain]
- Inquiry-Based Science and the Next Generation Science Standards: A Magnetic Attraction [SciLinks: Magnets, Magnetic Materials]
- Teaching Through Trade Books: Understanding Matter and Energy [SciLinks: States of Matter, Describing Matter, Energy Transformations]
- The Early Years: Where does the “warm” go? [SciLinks: Heat and Temperature]
One of the many benefits of being an NSTA member is having access to all of the journals (including past issues) online. Regardless of the grade level you teach, the journals have ideas for authentic activities and investigations that can be used, adapted, or extended for different levels of student interest and experience. Most of the activities are aligned with the NGSS.
Every teacher is a literacy teacher. Each discipline, including science, has a language and strategies for communicating both verbal and nonverbal information. As the TST journal editor notes: “…it turns out that reading and writing comprise over half of the work of practicing scientists and engineers.” Reflecting this reality, Obtaining, evaluating, and communicating information is one of the Scientific and Engineering Practices in the NGSS.
Meet Me In the Middle Day: Coming to #NSTA15 Chicago, March 13, 2015
By Guest Blogger
Posted on 2015-02-24
Calling all middle school teachers! If you’ll be attending the NSTA National Conference on Science Education in Chicago, then please join me at the Meet Me in the Middle Day on Friday, March 13 from 10:00 am-4:00 p.m. This “conference within a conference” is brought to you by the National Middle Level Science Teachers Association and the NSTA Committee on Middle Level Science Teaching who have partnered up to bring you a day full of fun and learning.
Those of us who teach in the middle know that it is education’s best kept secret–it’s hard not to have fun when surrounded by energetic kids who are starting to be able to grasp abstract concepts. We also know how challenging it can be at times to find lesson that are perfectly aligned to the age level we teach. Meet Me in the Middle Day (MMITM Day) will feature a dozen sessions geared towards meeting the middle school science teacher’s unique needs. This Who’s Who in Science Education will feature Page Keeley, Christine Royce, Ken Roy, Michael Bowen, Dick Moyer, and many more. You’ll also have an opportunity to learn how to make foldables from Dinah Zike’s organization and learn about engineering practices in middle school chemistry from the American Chemistry Society. We’ve carefully selected some fabulous presentations for you, including:
- Formative Assessment
- Merging Literacy and Science
- Science Safety
- Data Literacy
- Building Better Partnerships with Your Administrator
- Foldables
- Everyday Engineering
- Engineering Practices
- Science on a Shoestring
- NGSS and You
- NSTA Learning Center
Be sure to also check out the Round Table discussions that will run from 10:15-10:45 a.m. and 11:00-11:30 a.m. Round Table discussions offer you a chance to sit down and interact with table leaders on a variety of topics.
We’ll end the day with a bang as nearly 100 presenters eagerly to share their ideas during the Middle Level Share-a-Thon from 2:00-4:00 p.m. in Vista S406a. We’ll have lots of yummy treats and dozens of door prizes that include a microscope, educational software, NSTA books, NSTA memberships, and an iPad. Author Nicolas Nicastro (author of Circumference) will also be on hand for the event.
This day-long celebration of middle school science is brought to you with generous support from Carolina Biological, It’s About Time, Lab-Aids, and PASCO.
For additional details about the event, please go to nmlsta.org. Be sure to plan on attending from 10:00 a.m. to 4:00 p.m. on Friday, March 13 in McCormick Place (Convention Center) at Vista S406a. I look forward to seeing you there!
Patty McGinnis (pattymcginnis1@gmail.com); NSTA Middle Level Science Teaching Division Director
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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Calling all middle school teachers!
Answers and questions
By Mary Bigelow
Posted on 2015-02-22
My middle school students have lots of questions in class, which is not a problem. But I’m torn between trying to provide the answers (sometimes I feel like a live version of Wikipedia with lots of empty entries) and telling them to figure it out for themselves (which discourages some students). Do you have some suggestions for helping students to learn to think and find information for themselves? —K., Ohio
Teachers need to walk a fine line between helping students and enabling them. Part of the art of teaching is knowing when to provide a straightforward answer and when and how to encourage students to think and explore on their own.
Some students become dependent on teachers, especially during an investigation or unfamiliar task, constantly asking procedural questions for verification: “Is this correct?” “Is it OK if I…?” If what they’re asking about could lead to a dangerous situation, a straightforward answer is best: “I will show you the correct way to…” or “Yes, you must wear eye protection.”
After you’ve gone over directions for an activity, it’s frustrating when students raise their hands and ask, “What are we supposed to do?” If you repeat the directions, they learn they don’t have to pay attention. If you say, “I already told you. Figure it out,” students may assume other kinds of questions will get the same response, or they may do something potentially dangerous on their own . Model how to review the printed directions, ask a partner, or refer to the rubric and encourage them to do so.
For factual questions, how you could respond depends on the type of question. For example, during a discussion or activity on circulation, a student might ask how many blood vessels are in the body. Even if you have that knowledge, this could be a good question for students to investigate, and the Internet makes this a much easier process. If a student searches on the phrase “blood vessels in the body,” the first hit is from the Franklin Institute and the topic is discussed there. You could verify that this is a reputable source for the answer to a question about the heart and circulation, and students can read more about the topic.
Another strategy is to pose the question to the whole class: “Marco is wondering about the differences between wolves and coyotes. Does anyone have any information that would help him?”
If students pose questions that don’t relate to the current topic or if time is an issue, use a section of a bulletin board or wall space as a “parking lot.” Ask the student to write the question on a sticky note or index card and add it to the parking lot to be addressed at a later time. Periodically, revisit the parking lot to look at the topics and encourage students to investigate them.
If a student asks a question for which you don’t know the answer, it’s OK to say, “That’s an interesting question, but I’m not sure how to answer it. What do you think? Does anyone else have an idea?” If the question is related to the lesson, you could model how you would go about finding information. If it’s not related, add it to the parking lot for later.
I recently joined a Facebook group on bird identification that uses elaboration and questions rather than straightforward answers. People submit photos of birds they’ve seen with the location and other observations, including an idea of what it could be. The rules for responding are enforced—members can’t respond with only the correct answer (the name of the bird). They must ask about or note field characteristics that would help the questioner with identification. For example, “Look at the color of the head and note the presence of wingbars.” If the identification is correct, a possible response could be, “Yes, you can tell it’s a canvasback because of the red head and white body.” So rather than the original questioner getting a short response, the rest of the birders in the group are learning, too.
I’ve learned a lot from the questions of others with this technique—and I now know the differences between Cooper’s and Sharpshin Hawks! Applying this strategy to the wolf/coyote question above, the teacher could ask what the animals have in common and use the observations to guide a search for additional information.
My middle school students have lots of questions in class, which is not a problem. But I’m torn between trying to provide the answers (sometimes I feel like a live version of Wikipedia with lots of empty entries) and telling them to figure it out for themselves (which discourages some students).
Challenging Perceptions in the STEM Classroom
By Becky Stewart
Posted on 2015-02-21
As a female STEM graduate myself (geology), I’ve been thinking a lot lately about how to encourage more women and minorities to get involved with STEM classes and potential careers. I was fortunate that my first job out of college was at the American Geosciences Institute, editing their database of journal articles from around the world. I have never had to deal with gender bias in my career, unlike many female scientists.
There are a number of factors in the under representation of women and minorities in STEM fields, and the reasons pile up long before people start STEM careers. In elementary schools, teachers may have unconscious biases that they transfer to their students. These biases can result in young girls’ feelings that science and math careers aren’t for them. These same kinds of unconscious biases can be stacked against people of color. Often, these unconscious biases are reinforced by teachers’ own feelings of anxiety with respect to science and math. One study found that undergraduate elementary education majors have high levels of math anxiety that they may transfer to students.
Dislodging Unproductive Beliefs
By the time students get to your middle and high school classrooms, you’re inheriting a number of unproductive beliefs that they may hold. Your female students have been exposed to the message that girls aren’t interested in STEM. Your minority students have heard similar messages. There is increasing evidence that these messages are just plain wrong. For example, a longitudinal study has found that globally, girls outperform boys in reading, math, and science. It’s important to try to change these beliefs, because the participation of all people is needed to come up with innovative solutions to pressing challenges.
Diversity in workplaces helps companies foster innovation and compete globally. Another important reason to increase diversity in STEM fields is to alleviate the problem of female minority scientists being mistaken for janitors in their own labs. The issue has broader economic and social implications too, because access to a STEM career in most cases brings a higher salary. If female and minority students don’t get the science and math background they need in school they will not be eligible for those higher salaries. Increasing diversity may be an effective way to alleviate social inequality. These issues are not just a concern in the United States, as similar debates are underway in England as well as in India.
Initiatives for Change
There are a number of initiatives in place to change perceptions about the role of women and minorities in STEM fields. The MIT Summer Research Program is open to undergraduate students, with the aim of encouraging them to pursue graduate degrees. And there are programs for younger students as well. Brookhaven National Lab offers a STEM Prep program for minority students in New York City. A number of programs, some specifically for women, are aggregated here. Coded by Kids offers weekly web development classes and summer camps to disadvantaged students in Philadelphia. An organization called Building Diversity in Science has created a curriculum called Optimizing STEM Students for high school juniors and seniors; it aims to equip students with skills to succeed in STEM fields.
In your own classrooms, consider highlighting the work of important female and minority STEM researchers. Your students need to see that the STEM fields are populated with researchers of all backgrounds. The Lady Paragons website produces a Women in STEM podcast that is worth telling your students about. A blog post by an astronomy postdoc describes her Rising Stargirls program for young middle school girls of color, and a YouTube video showcases five black chemists who changed the world. A history of African Americans in meteorology can be found here. Famed science evangelist Ainissa Ramirez has written a useful article on things you can do in your classroom to help change students’ perceptions of who scientists are and where to look for examples of female and minority scientists. She has also compiled a list of black scientists and inventors that you can share with your students.
Shape the Future
As teachers, you have a unique opportunity to shape your students’ futures. I hope you find these resources useful. All of your students should leave your classrooms knowing that even if a STEM career isn’t for them personally, there are others like them who are being successful at it.
Produced by the National Science Teachers Association (NSTA), The STEM Classroom is written by science writer Becky Stewart as a forum for ideas and resources that middle and high school teachers need to support science, technology, engineering, and math curricula. If you enjoy these blog posts, follow Becky Stewart on Twitter (@ramenbecky). Fans of the old version of The STEM Classroom e-newsletter can find the archives here.
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As a female STEM graduate myself (geology), I’ve been thinking a lot lately about how to encourage more women and minorities to get involved with STEM classes and potential careers.
First-Timer Tips for #NSTA15 Chicago
By Mary Bigelow
Posted on 2015-02-17
Are you attending the 2015 NSTA National Conference on Science Education in Chicago March 12–15? At this point, you should be registering, making arrangements for lodging and transportation, and thinking about your lesson plans for the substitute (if you haven’t done so already).
If this is the first time you’ve attended the national conference, it can be overwhelming at first. Here are some suggestions to consider before you go, updated from last year:
- Consider attending the first–timers session on the first day. This year, Bill Badders is hosting the session Is This Your First NSTA Conference? on Thursday, March 12, 8:00–9:00 AM in the McCormick Place W183a/b. It’s worth the time—you’ll meet people to share the conference with, and there will be great door prizes.
Add the NSTA Conference page to your bookmarks or favorites. Be sure to check out the Conference Newcomer’s information.- Decide what you’d like to focus on at the conference: What information do you need about the Next Generation Science Standards? What content, practices, or crosscutting concepts do you want to know more about? What topics do your students struggle with? Are you looking for new digital resources, textbooks, or equipment? Get suggestions from your colleagues, too. Ask your students what you should learn more about (related to science, of course!).
- Then go to the conference website and use the Session Browser/Scheduler to look at the session descriptions. You can print out a personal schedule or add the session information to your smartphone calendar (mine is getting full already). Pick a few sessions for each timeslot, in case the rooms are full. There are several conference venues (the conference center and several hotels), so allow travel time between sessions.
After March 5, download the NSTA conference app to your smartphone or tablet. Search sessions to build a schedule that integrates with your calendar; access maps of the convention center, hotels, and exhibit hall, share the play–by–play with social media, complete session evaluations, and more.- Preview the Conference Transcript section on the conference site to access online session evaluations and tools to track your professional development. This is a great way to show your administrators which sessions you attended—my principal was always impressed that I was at sessions all day into the late afternoon and on Saturday and Sunday!
What to Take?
An empty bag—preferably one with wheels—if you know you can’t resist picking up any brochures, handouts, and session materials you encounter (resistance can be futile), although many presenters and vendors are now posting their handouts online.- Address labels are handy for sign–up sheets and marking your program and other materials.
- If you don’t have any business cards, get some or make your own. Be sure to include your e–mail address, twitter name, and what and where you teach. These are great to hand out when you’re networking with other teachers, presenters, and exhibitors.
- A camera is handy to take pictures of equipment, displays, speakers, and new friends.
- Have an envelope or other system for keeping receipts and other documents. Expenses not reimbursed by your school might be tax deductible (check with your accountant).
- Chargers and adapters for your electronic devices.
- Above all, take comfortable walking shoes and be prepared for the Chicago weather!
At the Conference
Pick up your badge holder, your copy of the program (there’s one for each day, unless you opt for the electronic version) and other conference materials ahead of time, if possible. If you arrive the night before, be aware that you can pick up your badge early and go right to your sessions Thursday morning. Take some time to finalize your daily schedules. I like to put a small reminder in my badge holder with the session names, times, and locations. You can also stash a few of your business cards in your badge holder, making it easier to hand them out to new contacts. Keep your smartphone handy (and charged) if you’ve created a calendar on it.- Feeling social? NSTA would love you to join our online community and share your experiences. If you tweet, blog, post on Instagram, etc., we encourage you to tag NSTA so that we see it and can share too. The conference hashtag is #NSTA15.
- Evaluate your sessions online—not only is this a great way to document your professional progress but also you’ll be entered into a contest to win a Kindle. They’ll be automatically added to your transcript. (Navigate to the session browser and find the session you attended. There is a link to add your evaluations.)
- Unless you’ve signed up (and paid for) a special event, the session are first–come, first–served. So get to the sessions early. Sometimes the smaller rooms fill up quickly. Have a back–up session in mind in case the room is full. This will be especially true for the featured speakers like Neil Shubin and Bill Nye.
- Divide and conquer if you’re attending with friends or colleagues. You can only be at one place at a time, so coordinate with other teachers on what to attend and how to share notes and materials from sessions.
- Consider taking some snacks and a refillable water bottle. The concessions are often crowded at the noon hour and there is no formal lunch break at the conference. Take your lunch to a session if it’s one you don’t want to miss! The presenter won’t mind.
- The exhibit area is a science wonderland, with samples, brochures, posters, and promotional giveaways. (I brought back a great rock collection last year!) But whatever you collect, you’ll have to get home somehow. I know teachers who take an empty bag (see above under things to take) they can check on the way home (or you can ship things home via a delivery service). To get real-time notifications about what is being given away, raffled, etc., download the app or follow @NSTA on Twitter.
- Stop by the booths at registration staffed by local teachers who can fill you in on the many science education and cultural opportunities in Chicago. If you’re new to the area, take some time to explore some of the important historical and cultural sites (the Field Museum and the Adler Planetarium are on my list).
- Keep a log or journal of the sessions you attended, people you met, and new ideas. Update your homepage, Facebook, tweets, or class Wiki/blog with a summary of what you are learning at the conference. I’ve even seen teachers Skyping back to their students!
- Update your conference transcript.
- Put your cell phone on mute during sessions. But do feel free to live tweet, Instagram, etc. Just please do so quietly.
- Introduce yourself to teachers at the sessions or events. You’ll meet lots of interesting people and make many new personal connections. Although it’s important to keep up with your colleagues and classes back home via texts/tweets/email, take the opportunity to actually talk to the teachers in line with you or sitting next to you at a session. The value of a face–to–face conference is meeting and interacting with real people, and teachers are the most interesting people of all.
- Attend a session or two on a topic you know nothing about. It’s a good way to learn something new.
Back Home
Share your experiences with your students. Use some of the promotional items you collected as prizes or gifts.- Organize and file your notes and handouts. Share the materials and what you learned with your colleagues.
- Send a note of appreciation to the administrator who approved your attendance at the conference.
- Write a brief article for the school or district newsletter, if appropriate.
- Access your transcript online to add to your professional portfolio.
- Get ready for next year!
Does anybody else have tips for conference newbies? Please leave a comment.
The mission of NSTA is to promote excellence and innovation in science teaching and learning for all.
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Are you attending the 2015 NSTA National Conference on Science Education in Chicago March 12–15?
Take 10% off all #NSTA Kids Books thru 2/23/15
By Lauren Jonas, NSTA Assistant Executive Director
Posted on 2015-02-13
NSTA Kids books are all on sale through February 23, 2015! Take 10% off the items below when you use promo code GIVEBK when you purchase these in the NSTA Science Store.
Next Time You See a Seashell
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
Bonuses for this book are available, including O-W-L chart + seashell anticipation guide
Next Time You See a Sunset
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
* A 2014 Outstanding Science Trade Book for Students K-12
* 2014 Winner of the REVERE Award from PreK-12 Learning Group, Association of American Publishers
Next Time You See a Firefly
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
READ a free sample chapter for this book: Firefly sample chapter
Next Time You See a Pill Bug
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
“Especially designed to be experienced with an adult—be it a parent, teacher, or friend.”
Next Time You See the Moon
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
WATCH: Fans of this book will also love this Moon Phases Demonstration on YouTube, produced by author Emily Miller.
Next Time You See a Maple Seed
(soft cover, e-book, mixed-media set, and library editions all included in the sale)
READ a sample chapter: Next Time You See a Maple Seed sample
Set of all six Next Time You See books paperbacks or library editions
WATCH the Next Time You See – NSTA Book Trailer on YouTube for these books and let author Emily Miller tell you how to wake up children’s natural sense of wonder!
What Does an Animal Eat?
(e-book and mixed-media set included in the sale)
Read a sample chapter: What Does an Animal Eat?
How Tall Was Milton?
(e-book and mixed-media set included in the sale)
Read a sample chapter: Milton the Giant: I Wonder Why
How Does a Plant Grow?
(e-book and mixed-media set included in the sale)
Read a sample chapter: Plants Can Grow Different Parts—How Do Plants Grow?
What Makes Different Sounds?
(e-book and mixed-media set included in the sale)
Read a sample chapter: Ding Ding Ding
What Can an Animal Do?
(e-book and mixed-media set included in the sale)
Read a sample chapter: What Can an Animal Do?: I Wonder Why
Spenser and the Rocks
(e-book and mixed-media set included in the sale)
Read a sample chapter: Spenser and the Rocks sample
Clouds, Rain, Clouds Again
(e-book and mixed-media set included in the sale)
Read a sample chapter: Clouds, Rain, Clouds Again sample
How Does the Wind Blow?
(e-book and mixed-media set included in the sale)
Read a sample chapter: How Does the Wind Blow sample
Up, Up in a Balloon
(e-book and mixed-media set included in the sale)
A 2014 Outstanding Science Trade Book for Students K-12
Environments of Our Earth
(e-book and mixed-media set included in the sale)
Read a sample chapter: Environments of Our Earth: I Wonder Why sample
Rubber vs. Glass
(e-book and mixed-media set included in the sale)
Read a sample chapter: Rubber vs. Glass: I Wonder Why sample
Light and Color
(e-book and mixed-media set included in the sale)
Read a sample chapter: Light and Color: I Wonder Why sample
Sounds Are High, Sounds Are Low
(e-book and mixed-media set included in the sale)
Read a sample chapter: Sounds Are High, Sounds Are Low: I Wonder Why sample
Michael’s Racing Machine
(e-book and mixed-media set included in the sale)
Read a sample chapter: Michael’s Racing Machine: I Wonder Why sample
Dark as a Shadow
(e-book and mixed-media set included in the sale)
Set of all 15 I Wonder Why Books
Mrs. Carter’s Butterfly Garden
(e-book and mixed-media set included in the sale)
Read a sample chapter: Mrs. Carter’s Butterfly Garden sample
My School Yard Garden
(e-book and mixed-media set included in the sale)
Read a sample chapter: My School Yard Garden sample
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NSTA Kids books are all on sale through February 23, 2015! Take 10% off the items below when you use promo code GIVEBK when you purchase these in the NSTA Science Store.
Effective partnerships
By Mary Bigelow
Posted on 2015-02-12
My school has been approached by a university to form a partnership to apply for grants for elementary science and math. What factors should we consider regarding this offer? —L., California
This could be a great opportunity to supplement or enhance the professional development, materials, programs, or technology in your school, especially if you have a tight budget. Before you agree, representatives from your school (including teachers and administrators) should meet with the university staff to ask questions, share ideas, and develop a project that will benefit all of the stakeholders (especially the students). I’ve been involved with several K-16 projects that had various interpretations of the word “partnership,” so from the beginning it’s essential to collaborate on a shared definition of terms and agreed-upon expectations for responsibilities and outcomes.
For example, in one very traditional project, the teachers attended workshops or courses conducted by the university during the school year. Teachers updated their content knowledge and became more familiar with technology and lab equipment. If you participate in this type of partnership, it is important to describe and assess not only what the teachers will learn, but also how this new knowledge will influence their classroom instruction.
In another project, university professors worked with teachers in hands-on activities over the summer on special topics aligned with the state science standards. During the school year, the professors visited the schools to interact with the K-6 students. Spending time in an elementary school was a new experience for them. They learned what challenges the teachers faced, including the variety of students (and size of the classes), the obligation to address state science standards, the type of equipment available in the schools, and the emphasis on testing in reading and mathematics. But they enjoyed the energy and enthusiasm of the students and were impressed by their questions and interest. The students had the opportunity to meet and work with real scientists. The disadvantage of this type of project is a “special event” atmosphere can occur. For any lasting impact, this should be an ongoing collaboration between the teacher and the professor, not just a few gee-whiz demonstrations by the professor while the teacher watches from the sidelines.
I’ve heard about mentoring projects during which teachers spent a summer working as research assistants at a university or science organization. They learned the content, lab procedures, and research models in use. They assisted with collecting and analyzing data. The teachers returned to their classrooms in the fall with new content knowledge, a sense of accomplishment, and insights into what is involved in scientific research. This type of mentoring required a commitment from both the teachers and the lead researchers. in addition, the teacher-researchers required training and background education on the research subject.
Then there are partnerships that give teachers access to the facilities of higher education: nature centers, museums, specialized equipment and expertise, tours of laboratories, access to library resources, invitations to special lectures or presentations, and field trip opportunities for students. Some higher education institutions have traveling science specialists that visit schools for demonstrations or assemblies.
Ask about the responsibilities the school will have in terms of recruiting teachers to participate, scheduling time, and providing support or materials. If the university staff will work directly with students, they may need clearances in compliance with state or local laws.
If the partnership is part of a university research project, teachers and students’ parents may be asked to sign consent or release forms, according to university policy. It should be clear what type of data the university will need to access or collect, for example student standardized test scores, observations, student pre-and posttests, teacher feedback, surveys, photographs/videos, or interviews. The ownership of any equipment should be established ahead of time, as well as who will be listed on any publications or press releases about the project.
In most partnerships, the K-12 teachers and the university faculty were compensated for the time they spend beyond their normal teaching duties.
Regardless of what your partnership project looks like, it will be important to ask: What happens at the end of the project? What knowledge, skills, materials, and self-confidence will the teachers have gained that will continue to improve student learning?
Photo: https://www.flickr.com/photos/xevivarela/4610711363/sizes/o/in/photostream/
My school has been approached by a university to form a partnership to apply for grants for elementary science and math. What factors should we consider regarding this offer? —L., California
Learn About Argumentation With NSTA Press Author Victor Sampson
By Wendy Rubin, Managing Editor, NSTA Press
Posted on 2015-02-10
Join NSTA Press author Victor Sampson in Orlando for workshops about scientific argumentation.
Scientific Argumentation in Biology
Attendees will receive a copy of the book Scientific Argumentation in Biology.
Date: Feb. 25, 2015
Place: Marriott Residence Inn Orlando at SeaWorld
Registration: 1 Day: $195/per person
Visit www.scientificargumentation.com/upcoming-workshops.html to register and learn more about the Scientific Argumentation Workshop.
Argument-Driven Inquiry in Biology
Attendees will receive a copy of the book Argument-Driven Inquiry in Biology.
Date: Feb. 26, 2015
Place: Marriott Residence Inn Orlando at SeaWorld
Registration: 1 Day: $195/per person
Argument-Driven Inquiry in Chemistry
Attendees will receive a copy of the book Argument-Driven Inquiry in Chemistry.
Date: Feb. 27, 2015
Place: Marriott Residence Inn Orlando at SeaWorld
Registration: 1 Day: $195/per person
Visit www.argumentdriveninquiry.com/orlando-feb-26–27-2015.html to register and learn more about the Argument-Driven Inquiry Workshops.
Questions? E-mail kristaclark.adi@gmail.com.
Join NSTA Press author Victor Sampson in Orlando for workshops about scientific argumentation.