1. science

Time Slot Presenter 10:00 – 11:15 Joji Thompson 1 2 3 Workshop Description Title of Workshop: Science by Inquiry and Design Summary: This workshop will have participants work on an Inquiry by Design project called "Mystery Cubes". The workshop will focus on the delivery, objective, and outcomes of the project -­‐ along with changes I have made to the project to achieve better outcomes, The pattern on the cubes will be unique and this workshop will be a lot of fun for problem solvers or teachers looking to boost problem solving and scientific understanding. Later in the workshop, participants will group together to create their own patterns and later in the workshop, collaborate with each other, and with the workshop audience as a whole, to suggest their own inquiry by design ideas/successes/challenges. Jaskiran Kaur Title: Applying inquiry and evidence based learning in the science classroom David Bungard with a goal to engage and motivate students. Summary: This workshop is focused on practicing scientific inquiry through evidence and the scientific method. Attendees will work in small groups to apply evidence in order to understand a scenario and create a working theory based on the evidence and their prior knowledge. The goal is to actively engage the participants in practicing the use of the scientific method as a framework for their lessons which can be extended to their classrooms. The participants will also discuss augmenting the curriculum using student passions outside the classroom. During this workshop, participants will have several opportunities to interact and network with each other. Gamal Sherif Title: Sustainable STEM – A Roadmap for Greening Our Schools Victor Donnay Part I of TWO PART Session – MUST PARTICIPATE IN BOTH SESSIONS Summary: The goal of this workshop is to explore how sustainable STEM can help participants imagine, create and maintain healthy, green schools. All students Continued in 11:15-­‐
should have access to schools with clean water and air, beautiful classrooms, 12:30 cutting-­‐edge studios and labs, energy-­‐efficient buildings, and nature-­‐friendly Timeslot spaces. Participants will also understand how sustainable STEM can provide opportunities for students to study and design their own schools as teachers Participants who take integrate curricula and projects across the disciplines. After a brief introduction, this must commit to teams will collaborate to map math & science lessons that engage students, going to Part I and integrate curricula, and advance green school projects. Teacher teams will then Part II present their plans for peer review. 4 George Mehler 5 Kathy Tait 6 Joe Mazza 7 Meredith Mehra Title: Using Newer and Emerging Tools in the Secondary Science Classroom Summary: Explore a variety of learning tools for science education. Simulations, Real Time Data, New Content Delivery Methods, Citizen Science and other tools can make your science instruction more engaging and relevant. Join us for this workshop that will give participants an overview of these tools and strategies for how they can be used in their classes. Title: CER (Claim, Evidence, Reasoning) in the Science Classroom Summary: Participants will explore the concept of using CER in a science classroom with the outcome consisting of each teacher incorporating CER in one of their science lessons. Teachers will learn the logic behind CER, how to implement the process in their science classroom. The process will be taught, examples of CER forms will be shared, and ultimately, the teachers will be asked to come up with a quick outline of one to be used in their classroom. If time permits, teachers will share their ideas and plans with the group. Title: DIY Personalized Professional Development – 5 Tested Ideas for Educators in the Connected Age Summary: This interactive session includes both real-­‐time and asynchronous use of social media tools aimed to “meet teacher and ed leaders where they are using high and low tech innovations. Leave with at least one new network to support your growth as a teacher, learner and leader. Title: Efficient, high-­‐leverage uses for exit ticket data the next day Summary: Do you find yourself with a pile of exit tickets on your desk that sit there for a few days (maybe a few weeks) after you administer them to students? Does the size of your exit ticket pile feel daunting so they end up going in the trash can? If you're interested in using formative assessment data to inform your instruction the next day, but you're not sure how to make it efficient and impactful, this is for you. We'll identify the necessary criteria for creating meaningful exit tickets as well as how to easily score and analyze them. Then, we will learn about three next-­‐day strategies that can be used for reteaching content based on student data. Finally, participants will create their own exit ticket and engage in a feedback process with colleagues. Time Slot Presenter 11:15 – 12:30 Gamal Sherif 1 Victor Donnay Sustainability Science and Math Workshop Description 2 Jay Bagley -­‐ Physics 3 Josh Taton -­‐ Math Title: The Expanding Universe Summary: This activity is designed to help students and teachers understand the nature of our expanding universe, and how galaxies that are farther from us appear to be moving faster than galaxies that are nearby. Learning goals: Create a " chain of galaxies"; Each group determine the distance between galaxies using different measurements; graph the Data and draw a line of best fit. Working in groups of 3 or 4 and then the working with the whole group will incorporate a networking atmosphere because of sharing and working together to complete the activity. It starts with Dark Matter (Video) "Perimeter Institute" and hands-­‐on and cooperative learning throughout the workshop from there. I'll supply all materials. Title: "Order of Oops!" Summary: "Please Excuse My Dear...!" Can you finish this phrase? This is one of the most-­‐remembered, and least well-­‐understood, sayings in all of elementary and middle school mathematics; it's very use covers-­‐up a lot of complexity and often leads to confusion and frustration for students. The topic it connotes, the conventional order of operations, is often regarded as one of the more frustrating-­‐-­‐
dare I say "boring?"-­‐-­‐topics to teach. Why do we have the order of operations? Are other "orders" possible? What are some strategies for alleviating student misapplications? Can the order of operations be studied as part of other content and authentic problem-­‐solving, rather than as it's own, disconnected unit? Title: Sustainable STEM – A Roadmap for Greening Our Schools
Part II of TWO PART Session - MUST PARTICIPATE IN BOTH SESSIONS Summary: The goal of this workshop is to explore how sustainable STEM can help participants imagine, create and maintain healthy, green schools. All students should have access to schools with clean water and air, beautiful classrooms, cutting-­‐edge studios and labs, energy-­‐efficient buildings, and nature-­‐friendly spaces. Participants will also understand how sustainable STEM can provide opportunities for students to study and design their own schools as teachers integrate curricula and projects across the disciplines. After a brief introduction, teams will collaborate to map math & science lessons that engage students, integrate curricula, and advance green school projects. Teacher teams will then present their plans for peer review. 4 Caitlin Matyas -­‐ Physics 5 Lori Spindler -­‐ Biology 6 Tanya Berezovski -­‐ Math In this session, the facilitator will share a problem with you that might turn the order of operations on its ear, and in working on this problem together, you will have the chance to discover *new* ideas that even mathematicians don't know! As time permits, we will also discuss simple, strategic ways to take some of the "boring" problems from your curriculum and turn them into more engaging, problem-­‐solving opportunities for your students. Title: Engaging Students in Learning From the Start: Optics Inquiry Activities Summary: Teachers will act as students and experience the “Optics Demo Day” that my students experience each year. Throughout this experience, they will rotate in small groups through the various activities and answer questions related to each station. They will then come back as a whole group to discuss their experience and their ideas about each station. Before concluding, I will explain how I use this as a hook and refer back to this experience throughout the unit. I will also explain how I use this as part of their learning assessment at the completion of the unit. Title: Mitosis and Meiosis in the Context of a Content-­‐Based Professional Development Program Summary: In this workshop, teachers will learn an approach to teaching mitosis and meiosis and will also learn about a local opportunity for professional development and networking. I will present two hands-­‐on activities, "Mitosis: How each cell gets a complete set of genes" and "Meiosis and Fertilization: Understanding how genes are inherited". Teachers will use rolosomes (model chromosomes made of foam hair rollers) to model how genes in the DNA of chromosomes are transmitted from a single cell to two daughter cells during mitosis and how genes are transmitted from parents to offspring by the processes of meiosis and fertilization. Teachers will be introduced to the opportunities provided by the Biology Professional Development program supported by the Biology Department of the University of Pennsylvania. Title: Secondary Mathematics Teachers’ Learning Geometry in In-­‐service Course Focusing on the Specialized Content Knowledge. Summary: During this workshop, participants will be introduced to the geometric tasks and problems that have shown to improve their Specialized Content Knowledge They will also have a hands-­‐on experience of working with and designing such, particularly those that have of the objective to teach students some Mathematical Practices. The discussion of further implementation into day-­‐to-­‐day practice will conclude the workshop. Time Slot 2:00 – 3:15 Presenter Workshop Title and Summary 1 Jaskiran Kaur David Bungard 2 George Mehler 3 Kathy Tait 4 Joji Thompson 5 Liz Shriver Title: Applying inquiry and evidence based learning in the science classroom with a goal to engage and motivate students. Summary: This workshop is focused on practicing scientific inquiry through evidence and the scientific method. Attendees will work in small groups to apply evidence in order to understand a scenario and create a working theory based on the evidence and their prior knowledge. The goal is to actively engage the participants in practicing the use of the scientific method as a framework for their lessons which can be extended to their classrooms. The participants will also discuss augmenting the curriculum using student passions outside the classroom. During this workshop, participants will have several opportunities to interact and network with each other. Title: Using Newer and Emerging Tools in the Secondary Science Classroom Summary: Explore a variety of learning tools for science education. Simulations, Real Time Data, New Content Delivery Methods, Citizen Science and other tools can make your science instruction more engaging and relevant. Join us for this workshop that will give participants an overview of these tools and strategies for how they can be used in their classes. Title: CER (Claim, Evidence, Reasoning) in the Science Classroom Summary: Participants will explore the concept of using CER in a science classroom with the outcome consisting of each teacher incorporating CER in one of their science lessons. Teachers will learn the logic behind CER, how to implement the process in their science classroom. The process will be taught, examples of CER forms will be shared, and ultimately, the teachers will be asked to come up with a quick outline of one to be used in their classroom. If time permits, teachers will share their ideas and plans with the group. Title: Creating College-­‐Ready Students and Boosting Critical Thinking... with Style Summary: This workshop discusses techniques for engaging students in critical thinking and scientific discourse. During this workshop, a sample of physics topics will be broken down based on student needs/abilities. The aim of this workshop is to promote thinking like a scientist, boost academic curiosity, and help guide teachers in improving higher-­‐level understanding. Title: Using Team Building to Sustain Innovative Programs and Create Collective Buy-­‐in. Summary: The goal of this session is to focus on creating supportive teams to sustain programs for students. We will use a strengths based perspective to begin: •
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Identifying the assets of your school community that connect to your goals Creating systems of support to share planning and implementation of a program Building relationships and encouraging potential allies Planning for sustainability (even if you can’t guarantee it) Tools / methods used will include: •
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6 Diane Welsch -­‐ Chemistry Creating an “eco map” of your school community Exploring collaborative program creation tools such as: Livebinder, PBworks Reviewing sample meeting agendas and year-­‐long planning templates that include school staff, community partners and other stakeholders Practicing teambuilding / trust building exercises Title: Forensics 101: How to Start a Forensic Science Course Summary: Teachers will understand how a forensic science course provides students an amazing opportunity to gain scientific knowledge and develop critical thinking and problem solving skills. Teachers will learn how a forensics course can be built around almost any budget and some of the many resources that are readily available for starting a forensic science program at the high school level or even just incorporating forensics into a biology and/or chemistry class through the use of a PowerPoint presentation.