It’s not Broadway—but NSTA will see its name in lights!

By NSTANewProducts | Published: March 1, 2010

US Flag in Crown LightsIf you are planning on attending the Philadelphia conference, don’t forget to “look up” … specifically at night.  NSTA conference attendees will be welcomed to the city of brotherly love by having a scrolling message across the “Crown Lights” on the PECO building.  This is a Philadelphia tradition that started on the bicentennial—July 4, 1976.  The display utilizes more than 2 million new, energy-efficient LED lights which helps all “Go Green.”

—Christine Royce, Conference Chairperson

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Preschool STEM

By PeggyA | Published: March 1, 2010

Science, technology, engineering and math are linked together in what is called “STEM” curriculum. If we break down this (possibly unfamiliar) term into it’s parts, we see that much of it is already happening in early childhood programs. Science can be planting seeds, mixing materials together to make a change, rolling objects down a ramp, sorting rocks by color, and touching objects with a magnet to test for attraction to the magnet, all the while recording and thinking about what happened. Technology—computers, but also using other tools such as flashlights and digital cameras. Math can be counting and matching shapes, and making patterns. Engineering in preschool and kindergarten is easy to, uh…, engineer, in the block area. There children are planning and designing structures every day with little teacher direction. Measuring is easy too, especially if the blocks are unit blocks where every two make one of the next size up. Add the experience of recording the process by asking children open-ended questions (Tell me what you are working on now. If you don’t like the tipping, what can you do to stop it? What else can you use since all the long blocks are being used?) and writing down their thoughts. Put paper on clipboards or trays in the block area and invite children to draw their structure, or just the “best” part of it.
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Science careers

By MaryB | Published: February 27, 2010

There was an interesting article recently in eSchool News. Survey: Educators aren’t discussing STEM careers with students reports on a survey of students who basically said that their teachers make the content interesting, but they don’t always make the connection to science and engineering as careers.

To access the entire article, you need to subscribe to eSchool News, (it’s free). This is a useful publication for teachers and administrators, and there are articles related to general education topics, as well as STEM ones, notices about grants, free webinars, news articles, and other announcements of interest. It’s worth skimming or getting the email alerts.

Rather than devote an entire unit to “science careers,” there are ways to incorporate ideas into regular units of instruction. Some textbooks have career/interview with a scientist at the end of the chapters. When you use SciLinks, search on the keyword “careers” for information related to biology, earth science, physics, chemistry, public health for your grade level. Or filter a list on any topic by checking the “career” box.
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“Connecting Science Past with Science Future …”

By NSTANewProducts | Published: February 26, 2010

NSTA Philadelphia Conference logo…. is this year’s theme!

Philadelphia is rich in the history of science—from Ben Franklin’s famous experiments to the Wagner Free Institute of Science to current, cutting-edge jobs in the science field. We are fortunate that the importance of quality science teachers as well as quality science instruction is in the forefront of future endeavors as we consider President Obama’s recent statement:

“…. since we know that the progress and prosperity of future generations will depend on what we do now to educate the next generation,….[it is important that we have] a renewed commitment to education in mathematics and science.”

As NSTA members, we have been and continue to be on the leading front of this commitment. Whether you are a first-timer or veteran conference attendee, you are sure to find everything you need at the Philadelphia conference to help you grow both personally and professionally and meet that challenge.  What are you looking forward to?  I personally am looking forward to connecting with all of my friends and colleagues from Pennsylvania as well as other programs I have participated in throughout the years.

—Christine Royce, Conference Chairperson

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Outdoor Science

By Claire Reinburg | Published: February 26, 2010

Book-cover image for "Outdoor Science: A Practical Guide"The melting snow piles outside NSTA headquarters in Arlington, Virginia, provide daily reminders of the D.C. area’s record 2010 snowfall (locally dubbed Snowmageddon).  Like many teachers in other parts of the country, we’re watching for green shoots and planning for spring. What better way to spend the remaining days of winter than planning how to take science learning outdoors as soon as you can?  Right on time for winter-weary teachers, author and state science supervisor Steve Rich packs outdoor activities and novel teaching strategies into his new NSTA Press book Outdoor Science: A Practical Guide.  In Steve’s book, you’ll find lessons about seeds, birds, and butterflies as well as new ways to incorporate reading and writing into your science lessons.  He emphasizes educational benefits students experience from increased opportunities to connect with nature and explore the natural world. On another level, as 2008-09 NSTA President Page Keeley points out in the foreword, “In an era of standards and accountability, we need to think outside the box for new ways to make learning accessible to students. What better way to do that than to take ‘the box’ outside!” Take a look inside Steve’s engaging book by browsing the sample chapter we’ve posted in the Science Store:  “Birds, Bugs, and Butterflies: Science Lessons for Your Outdoor Classroom.”

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Conference first-timer

By MaryB | Published: February 25, 2010

I will be attending the NSTA national conference for the first time. And while I am really excited, I am also nervous. Can you give a newbie some advice on how to approach the conference? I want to make the most of this experience.
—Krishna, Chicago, IL

Attending this event is a wonderful professional experience. I assume you’ve registered, made arrangements for lodging and transportation, and have your lesson plans ready for the substitute.

There are a few other things you should do before you go:

  • Add the NSTA Conference page to your bookmarks or favorites. Be sure to check out the Conference Newcomer’s page.
  • Decide what you’d like to focus on at the conference: What content do you want to know more about? What topics do your students struggle with? Are you looking for new 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 to look at the session descriptions. You can even print out a personal schedule.
  • Preview the Conference Transcript section on the conference site. When you turn in a session evaluation, the session will be added automatically to your transcript. You can also add events manually. This is a great way to show your administrators which sessions you attended—and it looks impressive!

Some hints on what to take:

  • An empty bag—preferably one with wheels—if you know you can’t resist picking up every brochure, handout, and session material you encounter (resistance can be futile).
  • 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 and what and where you teach. These are great to handout when you’re networking with other teachers, presenters, and even exhibitors.
  • A digital 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).
  • Above all, wear comfortable walking shoes!

More suggestions for while you’re at the conference Read more »

Posted in Conferences, Ms. Mentor | Tagged , | 3 comments

Latest from NSTA’s online outposts

By Howard Wahlberg | Published: February 24, 2010

What’s New, 2/22/2010

On our listservs, there are great conversations about meiosis and fruit flies on our Biology list, reaction rates on our Chemistry list, teaching seasons and stars on our Earth Science list, density on our General Science list, and toilets (yes, you read that correctly) on our Physics list.

In the NSTA online professional learning communities, there is a great discussion going on in the forums attached to the Aha Moments Group about teaching cell cycles.

On our “core site” (www.nsta.org): everyone’s gearing up for our National Conference on Science Education this March 17 – 21 in Philadelphia. Write your own declaration of independence and join your fellow educators this March in Philadelphia!

On Facebook, lots of folks have been discussing plans for the National Conference.

On Linkedin,  you can now find a jobs subgroup, that re-posts all of the listings on the NSTA Career Center.

And of course all our science educator Tweeps are tweeting and re-tweeting about all the free resources available to science educators from NSTA!

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National Board Certification

By MaryB | Published: February 23, 2010

I currently teach third grade, and I’m a candidate for National Board Certification (NBC) for Generalist/Middle Childhood (7–12 year olds). I would like advice for studying for the Knowledge of Science assessment. I’d also appreciate any other tips for preparing for this certification.
—Lori, Evanston, Illinois

According to the National Board for Professional Teaching Standards (NBPTS) website, the Knowledge of Science exercise for your certification area states: In this exercise, you demonstrate your ability to identify and understand fundamental concepts and principles in science. You are asked to respond to a student’s inquiry about a real-world phenomenon by identifying scientific concepts and principles that are related to the real-world phenomenon. You are also asked to describe an appropriate learning experience with a rationale that will provide student understanding of a concept/principle that relates to the real-world phenomenon.

I don’t have much first-hand experience with the certification process, so I contacted some National Board Certified Teachers for their suggestions.

Amy Fowler Murphy

There is no way to know what specific “real-world phenomena” you will be asked about, but if you have an idea of the possibilities, you will be better prepared. Amy Fowler Murphy from Alabama poses a few questions to consider:

  • What are examples of the “big ideas” in science that your students need to know? Use the National Science Education Standards (NSES) to help you figure this out (click here for a preview)
  • What are some real-world phenomena that relate to these big ideas? Talk to colleagues to help you figure out as many as possible.
  • How would you teach your students about these phenomena in terms of the big ideas? Since inquiry-based teaching methods are encouraged in the NSES and National Board Standards, focus on lessons that allow students to explore the concepts on their own as much as possible. If you use an inquiry format (such as the 5E or 7E model), then your experience as a teacher should allow you to fill in the pieces of the puzzle regardless of the given phenomenon.

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Different strokes for different … students

By AssocEditorNSTAReports | Published: February 23, 2010
Creative Commons Different Sides posted to flickr by JP<3!

English-language learners…gifted and talented…female/male…minority…urban…rural…special needs—so many diverse groups of students; so little time to reach them all.

How to do it? One way is by differentiating instruction. Educators with experience in differentiated instruction will share their techniques with you at the NSTA National Conference in Philadelphia next month.

Here’s a sample of the sessions on this topic (use the Session Browser to find more):

  • Differentiated Science Inquiry (Thursday, March 18)
  • Going Beyond 1,2,3: Successful Differentiated Grouping Strategies (March 18)
  • Differentiating Instruction Related to Science and Societal Issues (Friday, March 19)
  • Developing Differentiated Science Lesson Plans (Saturday, March 20)

And if you’re a school leader, the conference has a session just for you: Differentiated Leadership: Leading With Learning Styles in Mind (March 19). You’ll hear about a way to identify your teachers’ core beliefs so you can craft a differentiated plan for effective leadership. Because different teachers need different strokes, too.

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Differentiated instruction

By MaryB | Published: February 22, 2010

Science Scope Cover Feb 2010Consider the facility that students have with electronic communications and games. They somehow had to “learn” how to use these tools and figure out the rules and strategies of the games. But I heard some teachers talking about how “students do not want to learn.” The evidence the teachers had for their statement was their observation that “Students don’t do their assignments.”

But I wonder what the connection is between a student’s desire to learn and the tasks we require of them. How do we choose or design learning activities that will build on students’ prior knowledge, experiences, skills, and strengths while meeting their needs? Do we as teachers ever provide students with any choices or input into what they are learning and how they learn?

Although teachers may provide a variety of activities, several articles in this issue show a structured and systematic design can lead to increased student engagement and learning. Unit Pages: Differentiation for Students describes how students can be scaffolded into taking more responsibility for their learning. Differentiation Through Choice has examples of a strategy called a “think-tac-toe” which provides students with several alternatives to demonstrate their learning. (I’ve also seen this strategy described as a “choice board.”) Check out the websites of Carol Tomlinson  for more on differentiation and Kathie Nunley for more on layered curriculum.
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