Monday, October 17, 2016
Session 1: 8:50 a.m. – 10:20 a.m.
Welcome from Connecticut Commissioner of Education, Dianna Wentzell
and Keynote Panel – Location: Theater - Level 1
The Pugh Matrix: Harnessing a New Tool for Engineering & Design
Amy O’Neal, Director of Education - JASON Learning
Location: Science Hall - Level 1
Level: Grades 6 – 8
Explore the new engineering and design standards in middle school with an
emphasis on MS-ETS1-2: Evaluate competing design solutions using a
systematic process to determine how well they meet the criteria and constraints
of the problem. Using a tool called the Pugh Matrix, participants will examine a
strategy that allows students to systematically evaluate different design ideas
and trade offs. Each team of participants will design a wind turbine out of easyto-find and inexpensive materials and use the matrix to evaluate the turbine’s
performance against other designs based on a list of selected criteria. The
sample activity centers around the design of a wind turbine, with implications for
instruction reaching deeper into human impact on the environment, the
availability of natural resources, and the search for clean energy. However,
emphasis is on the process of evaluating competing designs and how educators
might adapt this tool to meet the needs of a variety of engineering and design
challenges. Participants will share ideas on how they might employ this method
in the classroom while examining elementary through high school ETS storylines.
Educators who test this strategy in their classrooms will be encouraged to
provide feedback after implementation.
Future Mathematicians STEM From Here!
Erin Wilson, Instructional Coach – Annie Fisher STEM Magnet School
Location: Lab 1 – Street Level
Level: Grades Pre K – 5
Want to experience an inquiry-based approach to elementary mathematics that
engages all learners and builds math esteem? Come participate in a series of
math protocols that reflect best teaching practices in an elementary classroom.
Participants will engage as hands-on learners to solve real-world problems in a
collaborative setting while using argumentation skills to defend, justify and
explain their mathematical thinking. Learn how to elevate student discourse and
model the standards of practice in mathematics that align to grade-level
standards. Tools and resources will be provided to all attendees to support the
future development of elementary mathematicians.
Pushing and Pulling our Students’ Ideas of Forces and Motion
J.T. Schemm, Physics Teacher/STEM Department Chairperson - Joel Barlow
High School (Regional HS #9, Easton & Redding CT)
Lucas Walker, Science and Engineering Teacher – Weston High School
Location: Lab 2 – Street Level
Level: Grades Pre K – 12
Forces and the reasons for motion are perhaps the slipperiest of science
concepts for students to grasp; many students are unable to correctly articulate
the ‘how’ and ‘why’ of motion. Take this opportunity to immerse yourself in
engaging activities your students can do in the classroom to challenge their
preconceptions about forces and motion. Participants in the workshop will
experience the activities as their students would in an immersive and highly
collaborative setting. Lab activities will use a variety of high and low-tech
approaches that can fit with a variety of grade levels. These curricular materials
will be shared to bring back for use in your own classroom.
Blending Engineering and Science
Danielle Larkin, 4th grade teacher – Mapleshade School, East Longmeadow MA
Location: Lab 3 – Street Level
Level: Grades 3 – 5
Engineering in elementary school? Can my students really do that? Yes! And...
they will love it! This workshop will draw upon the newly developed NGSS
Standards as well as the embedded Science and Engineering Practices. It will
give you creative ways to teach engineering standards that align with science
content while engaging the elementary school student and not overwhelming the
teacher. Science will become your students’ favorite part of the school day! This
session will introduce the approach of engineering integration across science
content areas to create a cohesive science program in the elementary school
classroom.
Microcontrollers & Microprocessors: A Low-Cost Approach to Incorporate
Hardware-Based Computer Science in STEM Classrooms
Michael Wilkosz, Technology & Engineering Teacher - William H. Hall High
School
Anthony Truss, Technology & Engineering Teacher – Conard High School
Location: Lab 4 – Street Level
Level: Grades 6 – 12
This workshop will provide attendees an overview on how to successfully
incorporate microcontrollers and microprocessors into the STEM classroom to
teach hardware-based computer science. Attendees will go through several
hands-on lab experiences, participate in classroom activities, and reflect. Those
presenting come from a STEM computer science background and will be sharing
their direct experiences and best practices developed in their own classrooms.
Attendees should have some prior knowledge of electronics, computer hardware,
and computer science however expertise is not expected. Specifically Arduino
microcontrollers and Raspberry Pi platforms will be covered through the context
of computer science principles. Attendees will code in a syntactical language
borrowing from functions in C/C++, as well as a block-based visual language. All
of the necessary hardware will be supplied for the duration of the session,
however attendees are welcome and encouraged to bring their own Arduino, Pi,
or laptops.
The M in STEM- Developing and Strengthening Young Mathematical Minds
Danielle Legnard, Principal – Frank A. Berry School
Susan Austin, Assistant Superintendant – Groton Public Schools
Location: “Forces in Motion” – Level 4
Level: Grades Pre K – 5
Join us for this interactive workshop where mathematics support science,
technology and engineering. See how the intersections of the mathematics and
engineering practices come to life and how we can all support and strengthen
young mathematical minds every day! In this session participants will explore the
workshop model and learn how to develop strategies to naturally encourage
young students to think, reason, and problem solve. Participants will learn the
nature of mathematical and scientific thinking and how to encourage students to
make and investigate their own conjectures through Math Mind Journeys and
Conjecture Boards. Participants will explore a variety of strategies and systems
that support communication skills that are needed for rigorous inquiry and
problem solving. Together participants will engage in mathematical discourse
and conversation as we explore the M in STEM together! Leave this session with
a handful of ideas that you can incorporate into the classroom the very next day.
How to Start a STEM Club with Little to No Money
Michele Deeb, District Enrichment Teacher K-4 – Regional School District #10
LGS STEM Club
Location: “DaVinci’s Leonardo’s Playhouse” – Level 4
Level: Grades 3 – 5
Want to start a STEM Club in your school, but funds just aren't there? No
worries, it can be done! Learn how to implement inquiry-based, hands-on lessons
that follow the scientific method. Come join to gather ideas and materials
guaranteed to make students beg for more! Become a hands-on, inquiry-based
learner in this session and leave with the confidence to spread the love of STEM
to all your students!
Session 2: 10:50 a.m. – 12:20 p.m.
Extending a Models and Design STEM/STEAM Unit By Incorporating Digital
Literacy Skills Through a Student-Centered Blog
Vanessa Percoco, 5th Grade Teacher/Associate Professor – Henry Barnard
Laboratory School/Rhode Island College
John Arango, Technology Education Teacher/Associate Professor – Henry
Barnard Laboratory School/Rhode Island College
Location: Theater - Level 1
Level: Grades 3 – Higher Education (Career Readiness)
Emphasis to bring STEM/STEAM curriculum into daily instruction to prepare
students to compete globally has been an educational focus and rightfully so.
However, literacy must be interwoven within. It is essential for success that
scientists and engineers read, write and articulate proficiently with collaborators
and involved parties. An extension to our Models and Designs science unit was
created by giving each child a technologist to study by reading biographies and
conducting research using nonfiction texts and a variety of resource materials.
Students then used Kidblog, a kid-friendly, COPPA compliant website, to learn
about other technologists by discovering similarities, differences and interesting
information through reading and answering questions with each other on the
blog. Blogging, a viable and transparent form of communication with an authentic
audience that transports learning into the 21st century, promotes interactivity,
student-centered learning and peer input. Participants, who bring digital devices,
will partake in a simulation of our technologists blog to experience and appreciate
the numerous benefits of blogging. Additionally, participants will create a blog to
bring back to their schools and classrooms.
Evaluating Units and Lessons against NGSS: Must-Knows for Using the
New Version of the EQuIP: Science Rubric
Nicholas Balisciano, STEM Program Manager – Connecticut Science Center
Ronald Michaels, K-12 Science Education Consultant, Connecticut State
Department of Education
Location: Science Hall - Level 1
Level: Grades Pre K – 12
With CT’s adoption of NGSS last November, schools face a dearth of curricular
and instructional materials aligned to the NGSS. With district curricula in
transition, the pressure to develop, modify, and/or acquire units is increasing.
With that challenge in mind, this summer, over several days, an MSP-funded
group of educators used a modified version of EQuIP: Science v2 and a release
candidate of EQuIP: Science v3 to evaluate a variety of commercially available
materials that claimed some degree of NGSS alignment. They also brainstormed
ways to strengthen the lessons’ NGSS alignment. In the process, the group
learned not only about the tools themselves, but also how best to engage in the
process of evaluating and revising existing materials. In this conference session,
you will engage in a condensed version of this review process in small groups.
As a result, you will improve your ability to make important curricular decisions
and improvements through effective use of the latest EQuIP rubric. Furthermore,
you will have a broader impact by providing feedback on the takeaways from the
MSP-funded group before the recommendations are distributed as guidance to
educators statewide. Recommended Prerequisite: A foundational understanding
of NGSS.
Play-Doh is NOT just for Playing!!
Erica McNeil, Middle School Teacher – Shelton Intermediate School
Location: Lab 1 – Street Level
Level: Grades Pre K – 12
In this session participants will use Playdoh as a highly functional classroom
manipulative. Playdoh serves as a kinesthetic, three-dimensional tool for
students to connect two-dimensional learning using 21st century modeling skills
and incorporating Next Generation Science Standards. Playdoh is a great way to
create a higher-level thinking visual aid that is quick and inexpensive for
classroom teachers! Participants will engage in several innovative mini lessons
using multiple intelligences for vocabulary sculpting, discussion monitoring,
modeling, scaffolding and math skills. Using Playdoh in the classroom unlocks a
new appreciation for childhood memories and replaces it as a useful means for a
multifaceted, educational learning instrument across the curriculum and all
grades.
STEM, Nature’s Designs & NGSS in the Classroom
Mistral Dodson, Program Director – New England Science & Sailing
Location: Lab 2 – Street Level
Level: Grades 3 – 12
Get rid of that set of directions, give your students supplies, and guide them to
figure it out on their own! Draw, design, build, fail and modify. Learn techniques
to connect your students to the environment by building a hands-on, minds-on
curriculum that is engaging and captivating. Delve into the field of Biomimicry to
examine and mimic the aspects of the natural world, with its models, systems,
and processes and challenge your students to solve human needs. Use these
STEM-based examples to strengthen the engineering aspects of the NGSS in
your classroom. Engage students as they investigate and build models and
theories about the natural world and guide them to design and build models and
systems. With educational support from organizations like New England Science
& Sailing Foundation (NESS), students and teachers alike can enjoy the natural
beauty and outstanding “living laboratory” the marine environment can offer,
while the adventure vessel allows them to realize these challenging skills are
within their reach.
STEM Challenge! Discover Energy and Motion through Rube Goldberg
Patricia McMahon, Grade 3 Teacher – Charles H. Barrows STEM Academy
Ashley Welch, Grade 4 Teacher – Charles H. Barrows STEM Academy
Location: Lab 3 – Street Level
Level: Grades 3 – 5
Launch new learning in your classroom and inspire your students to become
engineers. This workshop will demonstrate a performance task that is geared
towards Grade 4 NGSS Energy standard. Participants will explore motion and
energy while creating their own Rube Goldberg machine. Resources will be
provided and cross-grade level connections will be made.
Computer Science for All
James Veseskis, Computer Science Teacher/Project Coordinator Exploring
Computer Science Connecticut - Hartford Public Schools
Aaron Czarneck, Computer Science Teacher – Joseph A. Foran High School Milford
Makenna Lindsay, Hartford Magnet Trinity College Academy Student – Hartford
Public Schools
Location: Lab 4 – Street Level
Level: Grades 9 – 12
Nine of ten parents want a computer science taught to their child but only one out
of four schools teach computer programming. Is your school or district compliant
with Public Act 15-94 which mandates Connecticut schools have a component of
computer programming instruction in their curriculum? Does your school want to
build a computer science component into your school’s curriculum? In this
session, you will learn about two engaging course opportunities for your school
or district. The participants will do a few of the lessons that students would
complete in these courses. This session will offer future professional
development opportunities in Exploring Computer Science and Mobile CSP, two
nationally recognized curricula in computer science supported by the National
Science Foundation.
If there was one word to describe Exploring Computer Science and Mobile CSP it
would be, equity. The courses focus on enabling all students regardless of race,
gender, or disability to gain skills in computer science empowering them in the
21st century world. Both courses introduce students to computer science through
creativity, collaboration, and problem solving. Exploring Computer Science is a
general exploratory course in computer science while Mobile CSP is geared
toward the new College Boards AP Computer Science Principals course.
Bring your own laptop and build your first app!
Foster Inquiry in Young Children
Terry Wilson, Elementary Science Curriculum Specialist – CREC Magnet
Schools Curriculum Department
Michelle Fleming, PK Teacher – Discovery Academy
Amy Lynch, PK Teacher – Discovery Academy
Cynthia Granahan, PK Teacher – Discovery Academy
Kristen Fruchtenicht, PK Teacher – Reggio Magnet School of the Arts
Location: “Forces in Motion” – Level 4
Level: Grades Pre K – 2
Participants will learn how to prepare the environment and themselves to develop
a culture of inquiry in the preschool and kindergarten classrooms. Skills such as
questioning, documenting, observing and assessing will be presented. As a
result, children learn how to ask questions, take risks, make models, develop and
test theories, while engaging in authentic scientific explorations. These practices
and experiences develop a foundation of science understanding and concepts,
as well as, grow critical thinking and inquiry skills.
Exploring STEM Concepts Through Theatre
Jackie Coleman, Education Consultant for the Arts, Connecticut State
Department of Education
Location: “DaVinci’s Leonardo’s Playhouse” – Level 4
Level: Grades 3 – 8
During this interactive workshop, participants will explore how theatre can be
integrated into the STEM classroom. As we are on the brink of adopting new
Connecticut Arts Standards, this session will be the perfect opportunity to
connect across disciplines. Come play purposeful theatre games that bring the
concept of patterns – and communication through patterns - to life! Explore
staging and how movement reveals relationship. Engage in choice-making as an
actor and compare that to choice-making in design. No theatre background
required. Come and learn joyfully as you trust that the greatest risk in life is to
risk nothing.
Session 3: 1:15 p.m. – 2:15 p.m.
Keynote Speaker - Joanne Berger-Sweeney, an accomplished teacher,
scholar, neuroscientist, and administrator. Berger-Sweeney is the
President of Trinity College and a Neuroscience professor.
Location: Theater - Level 1
STEM for All: Empowering Students Equitably
Eric Frary, Science Teacher – The Paulo Freire Social Justice Charter School
Location: Science Hall - Level 1
Level: Grades 6 – 12
In this session, we will explore research related to how Students of Color,
LGBTQ students, and young women are often unintentionally marginalized by
the content and instruction in their STEM classes. We will have opportunities to
reflect on our own practice, and look at ways we ourselves may have
perpetuated these patterns. We will then explore several concrete methods of
shifting curriculum and instruction to empower all students of all identities, to be
critically engaged and successful in our classes. Participants will also leave with
free curriculum materials and lesson plans.
Society of Women Engineers SWENext Program
Jonna Gerken, President-Elect - Society of Women Engineers
Carolyn Begnoche, SWE Hartford Outreach Chair
Gina Trivellini, SWE Hartford Section President
Location: Lab 1 – Street Level
Level: Grades Pre K – 12
Participants will receive an overview of the Society of Women Engineers (SWE)
and the SWENext Program for girls through age 18, which encourages and
exposes students to information and careers in engineering. The Society's
various outreach programs and teacher and adult influencers resources will also
be covered. SWE is the world's largest advocate for women in engineering!
NGSS in Action
Kirsten Devlin, STEM Coach, Environmental Sciences Magnet School at Mary
Hooker
Sandra Inga, PK-12 STEM Director – Hartford Public Schools
Location: Lab 2 – Street Level
Level: Infant – Higher Education (Career Readiness)
Join us for a session of interactive activities to uncover and deepen your
understanding of NGSS and what this looks like in the K-12 classroom. We will
be engaging in discussions on a broad range of topics around three-dimensional
learning and the natural integration of STEM throughout these standards.
Teaching Introductory Computer Programming and AP Computer Science
Principles with the Graphics-Oriented Processing Programming Language
David Scrofani, Computer Science and Physics Teacher - Staples High School
Nick Morgan, Computer Science and Physics Teacher - Staples High School
Location: Lab 3 – Street Level
Level: Grade 9 – 12
Introductory programming and AP Computer science can be approached from
different perspectives. In contrast to both the traditionally based
console/command line approach and the drag-and-drop block language
approach, we offer a tried and tested method that uses processing as the
students' first language. Employing Java syntax, processing is a language
designed for artists and those who wish to easily represent data visually.
However, it also comes with all of the full object-oriented goodness and external
library support of Java. We intend to present our experiences teaching
programming this way. We will highlight our approach and the advantages of
introducing students to programming by starting with a drawing canvas approach,
writing animated sketches that connect well to (1) the graphical understanding
that students already have of computers; (2) their prior mathematical knowledge
(the coordinate plane and geometric shapes); while still working with a hardtyped programming language. We will share our curriculum and the major
programming assignments used in our introductory and AP courses, as well as
the successes and challenges that we faced.
Hey, I get it! Using Formative Assessments to Improve Student Efficacy
Tim Kessler, Science Department Supervisor - Conard High School and
Sedgwick Middle School
Location: Lab 4 – Street Level
Level: Grade 3 – Higher Education (Career Readiness)
Educators are using more and more data to drive the decision-making/evaluation
process in their schools. However, as we become more familiar with this process,
questions arise about the quality of the data being used and the assessments
associated with the data. Whereas content specific assessments usually provide
teachers and students with a single point of measurement at the end of a unit,
focusing on skill development allows a students and teachers to track their
development over the course of a year. The Developing Inquiry Based Skills
process provides educators with an outline for how to effectively collect data on
skill development. Using data collected over a seven-year action research
project, this session will introduce participants to assessment strategies that
focus a student’s ability to develop problem solving skills, rather than recalling
specific content standards. Participants will be provided with a means for both
students and teachers to track the development of these skills. Data collected
from participating teachers using the DIBS model indicates that teachers are able
clearly identify a student’s level of understanding and learning needs, while also
observing positive impacts on student efficacy related to the development of the
assessed skills.
Making Your Space Work
Heather Smith, Principal – Natick Public Schools
Location: “DaVinci’s Leonardo’s Playhouse” – Level 4
Level: Grades Pre K – 5
During the 2015-2016 school year, the presenter created a pilot maker space at
a public elementary school in Massachusetts, in conjunction with her doctoral
work at Johns Hopkins University School of Education. The proposed session will
review the project, as well as evidence for Makerspaces and the experience of
the pilot from the perspective of students, teachers, and administrators at the
school. The presentation will focus on how Makerspaces facilitate an
environment of creativity, encourage divergent thinking among students, and
engage the community in building the space. The proposed session is relevant to
STEM education because the pilot provided students with an opportunity to
integrate knowledge from all of their courses into their practice in the
Makerspaces.
Session 4: 2:30 p.m. – 3:30 p.m.
BME-4-STEM - Bringing the Real World of Biomedical Engineering into the
STEM Classroom
Jerry Crystal, Project Co- Principal Invesitigator &Theme Coach - BME4STEM,
Trinity College and University of Hartford
Location: Theater - Level 1
Level: Grades 6 – 12
This session will give an overview of the BME-4-STEM project. BME-4-STEM is
a teacher training and curriculum development project focused on biomedical
engineering. It is a collaborative project of the Biomedical Engineering
Consortium and Alliance (BEACON), Hartford Health Works (HHW), Hartford
Public Schools, Capital Region Education Council (CREC), Talcott Mountain
Academy, University of Hartford and Trinity College. BME- 4-STEM’s initial focus
is at the Middle School level (grades 6-7-8). At a later date, we would expand the
program to the High School level. The BME-4-STEM curriculum is composed of
“Educational Units” for specific biomedical subjects (e.g. Cardio, Bone) with an
eye towards NGSS standards and format. These units were developed over an
intensive three-week time period this summer. The sessions included an initial
deep-study lab week for teachers taught by University of Hartford and Trinity
College BME professors. During the second week teachers collaborated to
develop lessons and a unit framework for both Cardio and Bone. In the final
week teachers directly taught the lessons to a variety of students.
Bring out the "Wild Child" in your Students! - Practical Ways to Incorporate
Nature in Your Classroom
Rebecca Granatini, Grade 2 Teacher - Colchester Elementary School
Melissa Elliott, Grade 2 Teacher - Colchester Elementary School
Location: Science Hall - Level 1
Level: Grades Pre K – 8
“Between every two pine trees there is a door leading to a new way of life,” John
Muir. Our students are the first generation to grow up indoors. They are likely in
front of a screen for over 50 hours per week without a real connection to nature.
What can we do to change this? In this session, we will explore answers to that
very question. Educators will receive hands-on, practical ways to include nature
in their classrooms. We will explore nature journaling and sensory activities.
Additionally, we will investigate the important new role that our students can play
in citizen science. This science focuses on collecting and analyzing data in one's
own neighborhood, as part of a collaborative project with professional scientists.
All participants will come away with a resource packet that they can use to
recreate these activities in their own classrooms.
Learn Our Process for Writing NGSS Units for K-12 Science!
Crystal Caouette, Theme Coach – CREC Medical Professions Academy
Terry Wilson, Elementary Science Curriculum Specialist, CREC Magnet Schools
Julie Christianson, Science Teacher - CREC Greater Hartford Academy of the
Arts Middle School
Sarah Fairbanks, Science Teacher - CREC Public Safety Academy
Meredith Nash, Teacher - CREC Reggio Magnet School of the Arts
Location: Lab 1 – Street Level
Level: Grades Pre K – 12
CREC Magnet Schools embarked upon NGSS unit writing in grades 3, 6, 7, and
8, along with Physical Science and Biology in the summer of 2016. Learn how we
used phenomena to develop a discussion board to support 5E learning
sequences and the assessments that gauge mastery of the performance
expectations. Our unit writers and pilot units will be available at this workshop.
Collecting and Displaying Data from Algebra to AP Stats
Christopher Affie, Math Department Chair – The Gilbert School
Location: Lab 2 – Street Level
Level: Grades 9 – 12
Probability and Statistics has become an integral part of curriculum in all grades.
Students need to be able to collect, display and analyze sets of data. In order to
engage students in topics that interest them, I have the students design a study,
experiment or survey and gather the information from their fellow students and
teachers. Students learn difficulties and usefulness of statistics by using valid
methods and analyzing and displaying their results using various forms of
technology. Students in Algebra I and II graph lines and plots point to show
relationships between variables. Pre-Calculus students explore more complex
functional relationships and AP students analyze relationships that will help them
prepare for exam. This session will give examples of data students can collect
and hands-on ways to graph, calculate and discuss statistical topics.
A Candid Forum on Genetics & Equity
Sandra Inga, PK-12 STEM Director, Physical Education & Health Education –
Hartford Public Schools
Andrea Greene, STEM Curriculum Specialist – Hartford Board of Education
Location: Lab 3 – Street Level
Level: Grades 6 – Higher Education (Career Readiness)
In this session, participants will actively engage in a conversation about genetics
and the ethical ramifications about the field. Participants will also learn about the
new CRISPR technology and implications. Real studies (e.g., Henrietta Lacks)
and case studies of identical twins will be discussed. Educators will also learn
how to incorporate new genetics finding in the classroom.
LEGO Robotics "From having no Team to hosting the Hartford Invitational"
Dario Soto, STEAM Coach – Sarah J. Rawson Elementary School
Location: Lab 4 – Street Level
Level: Grades 3 – 8
Rawson Lighthouse School currently has two LEGO robotics teams with all 30
members. We competed in three events, won some new LEGO trophies, cried a
small bit, cheered a ton, and had a crazy amount of fun. We went into creating a
LEGO team thinking that our students would learn about robots and some
computer stuff, but it was so much more of a life learning experience for all of us.
We will share our start-up journey and empower others with tips and inspiration
so they can step out on their own path to create a LEGO robotics team.
Worried About Navigating NGSS Engineering Practices? Learn How to
Promote Inquiry in the Elementary Classroom
Megan Jacobs, Third Grade Teacher – Andover Elementary School
Location: “DaVinci’s Leonardo’s Playhouse” – Level 4
Level: Grades Pre K – 5
Oriented around the understanding that the most meaningful learning happens
when students are focused (requiring solid classroom management) and
engaged (inquiry based learning!), we’ll explore some smart suggestions for how
to navigate the NGSS Engineering Practices in an Elementary Classroom. Best
suited for K-6 teachers and administrators newer to STEM instruction, we’ll look
at a best practice guideline for components to implement and mistakes to avoid.
Then we’ll apply our new learning and see it in practice as we break off into
groups and try out several STEM activities that you can use in your own
classroom immediately. We’ll end with a conversation about some management
techniques that will help you to rein in and refocus your little scientists.
Participants will come away with a management plan and some great ideas!