AI is already having a significant impact on education and is only just starting to transform our work and lives. This session seeks to provide a discussion space for educators to consider some of the following thought prompts: -How do I design work that will help my students learn in the age of AI? -How do I leverage AI for my work? -How do I use AI ethically and how do I teach students to use AI ethically? -Who has access to AI and what biases are inherently embedded in it? -What policies exist in my space about AI? -What policies and practices do I want to establish using AI? -How can I evaluate the use of AI in my work and in my students’ work?
Attendees will be able to leave with: -A better understanding of the ways that AI is shaping and will shape their work. -Reflections on their views and values about AI in the classroom -Next steps for their practice in the ethical use of AI
Every student deserves a welcoming and comfortable learning environment. At this polarized time, different communities are in different places in their level of encouraging welcoming spaces. In our session we’ll brainstorm the types of things that are within the control of a classroom practitioner to create welcoming spaces for all different types of identities. We’ll also share brainstorming of ways of overcoming community challenges. We will honor the wisdom and experience of the diverse perspectives of the room, by modeling strategies for helping people solve each other’s problems. Finally, we’ll look at places where in a Science classroom in particular, old types of thinking/ exclusion may cause problems for learners.
Attendees will be able to leave with: -A reflection on the identities present in their context -A list of possible strategies to try to make their space more welcoming to those identities -Troubleshooting solutions to other people’s challenges in creating welcoming spaces
Learn how a digital template can provide scaffolded guidance for student learning by providing easily accessible learning resources such as embedded content sources (video clips, articles, website links, etc) and clarifying support related to expectations for student work products (embedded rubrics, student work exemplars, etc). Additional discussion and simulated mini-lesson will cover how this approach fosters more efficient and relevant feedback of student work and how the digital template can serve as a resource hub for teaching materials (i.e. lecture slides, class data collection, rubrics, answer keys, etc.). Student notebook samples and corresponding digital notebook templates will be available for reference.
Learn what makes great phenomena and come away with free lessons.
Not all phenomena are equal. How you kick off your unit sets the tone for the entire unit itself. Learn what makes a phenomenal phenomenon that keeps your students engaged. You’ll learn how to choose and implement the best science phenomena. You’ll also receive free access to Mosa Mack Science phenomena lessons.
This interactive, hands-on workshop has three parts:
1. Why Phenomenon: We dive into the purpose and methodology of teaching with phenomena. 2. Hands-on Physical Science: You’ll experience a shocking phenomenon: security camera footage of cars that appear to be levitating! What is really going on in the footage, how can we test it, and what can we learn about the laws of force and motion from it? 3. Closing: We’ll close the workshop with a brief summary, lesson takeaways, and a final Q&A.
