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Curiosity, Creativity and SCIENCE!

Explore and create

Explore and create : Creation lab

Sunday, November 29, 10:45–11:35 am PST (Pacific Standard Time)

Mike Jones  
Dr. Kari Stubbs  

Explore the why and how of curiosity-fueled scientific inquiry. Come discover how to investigate phenomena nestled within the Next Generation Science Standards; how to use formative assessment to monitor student’s learning; and examine ways to bridge hands-on activities along with simulations and VR experiences.

Audience: Coaches, Teachers, Principals/head teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: It would be helpful (but not necessary) CoSpaces-

Topic: Project-, problem- & challenge-based learning
Grade level: 6-8
Subject area: STEM/STEAM, Science
ISTE Standards: For Students:
Innovative Designer
  • Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
Creative Communicator
  • Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Additional detail: Session recorded for video-on-demand
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session
Influencer Disclosure: This session includes a presenter that indicated a “material connection” to a brand that includes a personal, family or employment relationship, or a financial relationship. See individual speaker menu for disclosure information.
Related exhibitors:

Proposal summary

Purpose & objective

In the past few years, there has been a tremendous shift in the instructional methods of how science and STEM should be implemented in the elementary and middle school curriculum. It is not just a shift in content, but how lessons should be structured and the role of the students that has befuddled educators. According to Dr. Reiser in his article, “Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State” :

"Students engage in science and engineering practices to develop and use science ideas to make sense of phenomena or solve problems (National Research Council, 2015). Yet supporting learners in these 3D knowledge-building practices presents many challenges for teachers unaccustomed to these approaches."

Research has shown better ways to incorporate learning theory in classroom practice. The purpose of this engaging session is to demystify the fear surrounding the new NGSS standards. This session links learning theory of constructivism to examples in the classroom in instruction and assessment.

Learning based on questioning and phenomena allows for instruction to be centered around building upon students’ current level of understanding. One of the key foundation pieces to this approach is how we approach inquiry in our curriculum. Unfortunately, teachers often lack an understanding of what inquiry is and how to implement it in their class. According to Inquiry and the National Science Education Standards:

"For students to understand inquiry and use it to learn science, their teachers need to be well-versed in inquiry and inquiry-based methods. Yet most teachers have not had opportunities to learn science through inquiry or to conduct scientific inquiries themselves. Nor do many teachers have the understanding and skills they need to use inquiry thoughtfully and appropriately in their classrooms."

What makes teaching science and STEM so exciting is the amount of new tools and software designed around inquiry. Tools that use the sensors in a student’s phone now offer ways which allow them to collect and share information with each other. Websites can easily organize and visualize the data which allow students time to spend on analyzing and understanding over simple creation. While not a replacement for hands on activities, we will examine ways use simulations to supplement and enhance our learning. We will explore real world interactive data displays and immersive 3D worlds that students can inhabit and make observations. Anchored by essential questions, the presenters will help attendees understand how to develop scientific reasoning skills in a variety of different contexts.

Throughout this presentation, we will also emphasize the need for equity for our diverse learning population. Too often, teacher training focus on differentiation on assessments. Our session highlights the UDL approach on instruction by demonstrating tools and methods that seamlessly integrate into a STEM classroom.


A- Introductions of Presenters

B- How would we identify a good STEM unit?
Cultivate Curiosity and Creativity
Foster Enthusiasm for Learning
Persevere and Learn through Failure
Explore Connections
Relate Curriculum to Students’ Lives

C-  I do, We do, You do
We will model how to maximize synchronous and asynchronous instruction throughout the session, using a model shared by Cleveland Metropolitan Schools.

D - How have the standards shifted?
How can we include the ISTE standards in our STEM units
Deep dive into the NGSS
Pedagogy behind the practice
Why is the shift in instruction needed?
What does the research say to support this?

E-Building Wonder
Teaching with phenomena
Explore Primary source materials with audience, including simulations, games, related readings
Ask/ Small group discussion
What do you see
What are you curious about?
What connection, if any, do you have to this phenomena?

F-  Explorations - Learning through Discovery
Data & Simulations
ISTE standards
3D Worlds

Supporting research

Suzie Boss and Jane Krauss (2018) Reinventing Project-Based Learning, 3rd Edition. ISTE Publication

Michelle Zimmerman (2018) Teaching AI. ISTE Publication

Ted Willard (2018). The NSTA Quick-Reference Guide to the NGSS, K-12

Christina V. Schwarz, Cynthia Passmore, and Brian J. Reiser (2018) Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. An NSTA publication.

Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom?
Krajcik, Joseph; Merritt, Joi.The Science Teacher; Washington Vol. 79, Iss. 3, (Mar 2012): 38-41.

Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices

Christina V. Schwarz, Cynthia Passmore, Brian J. Reiser NSTA Press, Jan 31, 2017 - Education - 356 pages

McLemore, Caitlin and Passeport, Fanny (2018) Stretch Yourself: A Personalized Journey to Deepen Your Teaching Practice

The Impact of BrainPOP on State Assessment Reports (2018)

Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications Christopher J. Harris | Joseph S. Krajcik | James W. Pellegrino | Kevin W. McElhaney

Planning Instruction to Meet the Intent of the Next Generation Science Standards
Joseph Krajcik,Susan Codere,Chanyah Dahsah,Renee Bayer &Kongju Mun
Pages 157-175 | Published online: 21 Feb 2017

Examining Shifts in Teachers’ Understanding of NGSS and their Impact on Planned Instruction
Abraham S. Lo, Christina Krist, and Brian J. Reiser- Northwestern University Michael Novak- Park View School

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Mike Jones, Illinois State University- Lab School

Mike Jones was honored as Illinois’s 2017 STEM teacher of the year by the Illinois Science Teachers Association. Mike currently teaches at Illinois State University and is a Faculty Associate at Thomas Metcalf, ISU’s laboratory school. He formerly taught STEM and science at Bloomington District 87 in Illinois. Michael received his B.S in Middle School Education at Illinois State. He completed his first M.A. in Curriculum and Instruction and later another M.A in Educational Administration and Foundations. He is a trainer for The Moveable Feast, and has presented at numerous State and National science and technology conferences.

Dr. Kari Stubbs, Stages Learning, ISTE Board alumni

VP of Strategic Alliances at BrainPOP and proud former ISTE board member. I've been a regular speaker at ISTE for years - presenting on a multitude of topics including computational thinking, equity, STEM, critical thinking, mobile learning, UDL, and more! Other conference appearances include UNESCO Mobile Learning Week (Paris), SXSWedu (Austin), 21CL (Hong Kong), FETC (Orlando/Miami), and IEI Summit (San Juan). I look forward to engaging with educators and industry experts at ISTE 2020!

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