Our three invited NSTA guests are NSTA Press authors and each will be presenting a conference workshop session.
Special Sunday Breakfast Event: D-52
Our NSTA guests will participate as panel experts to offer insights to shift instruction and engage students in science practices.
Look for this option on the Conference Registration Form when you register for the conference.
Dr. V. Sampson
Argument-Driven Inquiry: Promoting Science Proficiency by Transforming Lab Activities in Elementary School Grades 3-5
(Saturday,9:30am - 10:30pm, A-05)
Dr. Sampson's research examines how students participate in argumentation in the context of science, engineering, and mathematics and ways to make the interactions that take place between students, materials, and ideas more productive in terms of learning. His current work focuses on the ways students support, evaluate, and revise ideas when attempting to develop explanations or solutions to problems, group and individual meaning making during episodes of argumentation, the development of innovative instructional materials and strategies, and how to support teachers in making classroom instruction more equitable and inclusive. He has published numerous articles, book chapters and books related to these issues. He has received several awards for his scholarship, including the 2008 National Association for Research in Science Teaching Outstanding Dissertation award and the 2012 National Association for Research in Science Teaching Early Career award.
BIO: Dr. Victor Sampson teaches both undergraduate and graduate level science education courses that focus on how people learn, instructional design, and assessment. His teaching philosophy is rooted in theories of learning that stress the importance of experience, interaction with others, the evaluation of alternative ideas, and metacognition. As a result, his courses tend to engage students in cycles of inquiry, reading, discussion, and a project that requires the application of new ideas and principles to authentic problems.
Phenomena-Driven Instruction: Science Learning for ALL Students
This session focuses on what 3D teaching and learning look like in a science classroom. Phenomena and opportunities for students to express their thinking are key ingredients for success. Emphasis will be placed on how to use phenomena successfully in the classroom to drive three-dimensional teaching and learning for all students.
BIO: Tricia Shelton has spent the past 22 years as a high school science teacher and teacher leader in Kentucky, driven by a passion to help students develop critical and creative thinking skills necessary for success in a 21st-century world. Tricia is a 2014 NSTA Distinguished Teaching Award winner for her contributions to and demonstrated excellence in science teaching. In Kentucky, Tricia served on the Commissioner’s Teacher’s Advisory Council and Commissioner’s Assessment Work Group. Tricia works with educators as an EQuIP Rubric trainer for Achieve, and has joined the National Science Teachers Association in the role of Standards Implementation Specialist.
Dr. Jackie Speake
StEMTify Your Science Lessons!
Science standards in all states have consistent big ideas. It is how we teach and frame the content that makes a significant difference in student learning and retention of important science concepts. StEMT is a process that links science, engineering, and mathematics to concepts and activities that promote constructivist learning so students are cognitively challenged through questioning and problem-solving opportunities. StEMT provides the integral component of real-world application for learning, with the goal of helping teachers increase the efficacy of their current science lessons by StEMTifying existing lessons to include three-dimensional learning that infuses the crosscutting concepts, core ideas, and science/engineering practices. Participants engage in a StEMT lesson to learn the process of StEMTifying their own lessons.
BIO: Dr. Jackie Speake has been an educator for more than 20 years. She received her bachelor of science degree in biological sciences from the University of Maryland, and after eight years as a field and laboratory biologist, Jackie went back to school to get her master of education degree in secondary science curriculum from the University of South Florida. A lifelong learner who really enjoys collaborating and learning with colleagues, Jackie returned to USF to study education leadership and policy and received her doctorate in 2011. Jackie’s 20-year teaching career ranges from high school biology and marine science teacher, to district curriculum specialist, to Florida Department of Education science program coordinator, to senior director for science in a Florida school district with more than 100,000 students. She now lives in Pittsburgh and is an independent education consultant, and currently collaborates with the Curriculum Development Team for Learning Sciences International.