Category Archives: Featured Session

Creating an Equitable Digital Classroom

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Tyler Kinner (WWTF ‘15)

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.
SCHOOL PROFILE

  • Large school
  • Urban/Suburban/Exurban
  • Traditional public school
  • Enrolled students: ~180,000 (district-wide)
  • Free/Reduced lunch percentage: >80% (varies by school)
  • Racial profile: Diverse (varies by school)

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.

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Increasing Student Engagement with Local Social Justice Case Studies

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Jennifer Elton (WWTF ’14)

BIOGRAPHY
Jennifer Elton is the 9th grade Environmental Science teacher at STEMCivics Charter School of Trenton. This is her fifth year at the school teaching and coaching cross country. Prior to the Woodrow Wilson Teaching Fellowship program, Jennifer was an environmental educator in the Trenton area who saw the need for additional science educators in the local schools. At STEMCivics, she has enjoyed the opportunity to use the skills gained from the Fellowship to design the ninth-grade science curriculum and mentor new teachers.
SCHOOL PROFILE

  • Small school
  • Urban
  • Publicly Funded Charter School
  • Enrolled students: 400
  • Free/Reduced lunch eligible: 61%
  • Demographics: 66% Black, 33% Hispanic

SESSION ABSTRACT
In this session, participants will explore how to increase student engagement in an online platform by incorporating local social justice case studies. Social justice issues are important now more than ever and are a relevant and thought-provoking way to help students find meaning in their academic classes. Jennifer will walk participants through the process of identifying and selecting a case study, deconstructing the case study into manageable parts, and designing a culminating project based on the case study. Participants will then have the chance to brainstorm how they might incorporate the provided social justice resources into their own classrooms.

Presentation

Weaving Chemistry into the Fabric of Life

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Laura Cummings (WWTF ’09)

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.
SCHOOL PROFILE

  • Small to medium sized schools
  • Urban
  • Charter School
  • Enrolled students: Herron 934 students, Riverside 320 students
  • Free/Reduced lunch eligible: Herron 36%; Riverside: 64%
  • Demographics: Herron: 54% White, 25% Black, 11% Hispanic, 8% Multiracial, 1% Asian; Riverside: 58% Black, 20% White, 13% Hispanic, 6% Multiracial, 1% Asian

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.

Presentation

Virtual PBL with Limited Resources

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Cindy Celi (WWTF ’15)

BIOGRAPHY
Cindy Celi has taught Architectural & Engineering Design and Sustainable Technologies at West Orange High School for four years. Before teaching, Cindy worked in an architectural design firm and had the chance to work on exciting projects. Cindy realized that something was missing and searched for an opportunity to merge her passion for design and education. In 2015, she was given that chance through the Woodrow Wilson New Jersey Teaching Fellowship. She completed her Fellowship at The College of New Jersey and enjoyed being a part of such a wonderful organization. Cindy enjoys every moment of teaching, even during these difficult times.
SCHOOL PROFILE

  • Large school
  • Urban
  • Traditional Public School
  • Enrolled Students: 2,095
  • Free/Reduced Price Lunch Eligible: 38%
  • Demographics: 80% minority

SESSION ABSTRACT
During the early transition to virtual learning, Cindy saw some students detach from her classroom. Making fun and engaging projects has helped her maintain the excitement of design in her classroom and re-engage students. This session will provide STEM educators with ideas on creating projects for their students that can be applied to virtual learning contexts—even when resources are limited. Educators will be provided with examples of teacher lessons and student work. The sample lessons have been designed to engage students with excitement and motivation to have a brighter outlook on their modified learning experience.

Presentation

Leveraging Desmos in Remote Instruction

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Olivia Birdsall (WWTF ’12)

BIOGRAPHY
Olivia Birdsall is a math teacher and chair of the math department at the Lynhurst 7th & 8th Grade Center on the west side of Indianapolis where she has taught for all seven years of her career. Olivia was a 2012 Woodrow Wilson Indiana Teaching Fellow at the University of Indianapolis. Prior to her acceptance to the Woodrow Wilson Teaching Fellowship, Olivia studied studio arts and mathematics at St. Lawrence University. She worked in costume construction and design and as a photographer before starting her teaching career.
SCHOOL PROFILE

  • Medium School
  • Urban
  • Traditional public school
  • Enrolled students: 1,256
  • Free/Reduced lunch eligible: 5%
  • Demographics: 5% Hispanic, 33% White, 22% Black, 5.4% Multiracial, and 1% Asian

SESSION ABSTRACT
Before COVID-19, Olivia’s classroom featured mathematical discourse and inquiry. Students were encouraged to make mistakes and engage creatively with mathematics. As classes shifted to remote learning, Olivia fought to maintain inquiry-based teaching practices and resist the urge to fall back into teacher-centered pedagogical routines. In this session, Olivia will share how she leveraged Desmos, a free resource with both “customizable” and “create from scratch” math activities and how she plans to utilize this technology next year–should classes start the year in the digital setting. While primarily used with mathematics content, Desmos is also adaptable to other content areas.

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