Inquiry Science Teaching and Learning from a Distance

Posted on June 9, 2020June 24, 2020 by wwtfstemsympos

BIOGRAPHY

Matt Oney is the director of the Escanaba Student Success Center, an alternative school in Michigan’s rural Upper Peninsula. Prior to his role as director, Matt was a science teacher and 2012 Woodrow Wilson Michigan Teaching Fellow. He spent his years teaching, developing, and implementing inquiry-based curricula centered in modeling instruction. He was a governor appointee to Michigan’s 21st Century Education Commission, which was charged with developing plans to improve Michigan’s entire education system. Matt has been successful in raising funds for his classroom that have allowed him to explore the integration of various types of technologies in his classroom instruction. Many of these technologies have been instrumental in his transition to online instruction.

SESSION ABSTRACT

Next Generation Science Standards, 3-dimensional teaching, and inquiry-based learning have revolutionized science instruction. However, this method of science instruction is difficult and requires large amounts of planning and practice when face-to-face. With our current modality of teaching online, inquiry-based teaching and learning becomes even more difficult. In this session, Matt will share his experience in developing, implementing, and facilitating inquiry driven lessons from a distance. In addition, Matt will highlight many of the technologies that have eased the transition to online teaching.

I Scream, You Scream, We all Scream!!! Standardizing and refining your processes for success with distance learning

Posted on June 9, 2020June 24, 2020 by wwtfstemsympos

BIOGRAPHY

Daron Martin, is an educator in Gwinnett County Public Schools (GCPS) teaching Chemistry and Astronomy at Lanier High School. Martin is a part of the oldest and most established STEM academy in the district, the Center for Design and Technology (CDAT). CDAT focuses on interdisciplinary project-based learning (PBL) across four core subjects, engineering, and digital technology. Daron Martin has been leading the 9th grade program for four years. Daron has a passion for increasing students’ science literacy, critical thinking, and 21st century transferrable skills for success in their post-secondary endeavors.

SESSION ABSTRACT

Did you spend the spring coming up with robust lessons only to be forced to troubleshoot user errors? Did you feel there was an extreme disconnect between you, your students, and colleagues? Were you looking for ways to leverage your interdisciplinary work for student success? In this session, Daron will provide: tips for reducing user error and confusion when completing assignments; methods and programs to make work accessible for most students; and ways to employ teacher teams for student success.

Creating an Equitable Digital Classroom

Posted on June 9, 2020July 23, 2020 by wwtfstemsympos

BIOGRAPHY

Tyler Kinner developed a passion for teaching and educational equity during his undergraduate years while serving as a mentor to high school students as part of his work in a research laboratory. After earning degrees in chemistry and physics, Tyler was awarded a Woodrow Wilson Georgia Teaching Fellowship in 2015 and completed his teacher preparation program at Piedmont College. Tyler taught at Meadowcreek High School, one of Georgia’s most diverse high schools, and has since moved into a role supporting teachers as Gwinnett’s district-wide 6-12 Science Instructional Coach. Supporting more than 40 middle and high schools, Tyler focuses on providing meaningful professional development and high-quality curricular resources while simultaneously encouraging teachers to lean into the uncertainty of modern science pedagogy.

SESSION ABSTRACT

As the school year draws to a close, many teachers are reflecting on the rapid pivot to digital learning. While every educator has poured time and effort into their digital instruction, the potential for the need to continue digital learning into the upcoming school year remains. This possibility demands intentional planning to build relationships, develop a classroom culture, and ensure equity for all students. This session will focus on using culturally responsive pedagogy as an actionable framework for developing an effective rapport with students in a virtual environment.

Weaving Chemistry into the Fabric of Life

Posted on June 9, 2020June 24, 2020 by wwtfstemsympos

BIOGRAPHY

Laura Cummings teaches first-year chemistry and AP Chemistry at Herron and Riverside High Schools in Indianapolis, Indiana and serves as the Science Department Chair. Laura was in the inaugural cohort of Woodrow Wilson Indiana Fellowship program and has just completed her 10th year teaching high school chemistry. Laura serves as an instructional coach, mentoring early career teachers to help them develop strong teaching practices. She emphasizes weaving classroom experiences into real-life applications of chemistry.

SESSION ABSTRACT

Parker Palmer wrote, “Good teachers join self, subject, and students in the fabric of life.” The “fabric of life” necessitates more than just a screen. How can we design E-Learning lessons that have students doing safe three-dimensional, non-screen-based activities that connect what they are learning in chemistry with their worlds at home? Laura will share approaches that were developed this spring in E-Learning that had students off their screens and engaged in the “fabric” of their lives. This includes an acid scavenger hunt, cleaning with acids and bases, baking with acids and bases, and a pressure scavenger hunt.