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281 results for "":
- Homepage
- Welcome to STEM Teaching Tools!
- About STEM Teaching Tools
- Contact info
- Is it important to distinguish between the explanation and argumentation practices in the classroom?
- Using curriculum adaptation as a strategy to help teachers learn about NGSS and developing aligned instructional materials
- How should districts and schools focus professional development when starting to implement NGSS?
- Are there multiple instructional models that fit with the science and engineering practices in NGSS? (Short answer: Yes.)
- Tools
- New Tool: Is it important to distinguish between the explanation and argumentation practices in the classroom?
- Practices should not stand alone: How to sequence practices in a cascade to support student investigations
- Leading Instructional Models That Fit With NGSS
- New Tool: Practices should not stand alone: How to sequence practices in a cascade to support student investigations
- New Tool: Are there multiple instructional models that fit with the science and engineering practices in NGSS? (Short answer: Yes.)
- New Tool: Using curriculum adaptation as a strategy to help teachers learn about NGSS and developing aligned instructional materials
- Next Generation Science Standards: What’s different, and do they matter?
- New Tool: Next Generation Science Standards: What’s different, and do they matter?
- Learning STEM Through Design: Students Benefit from Expanding What Counts as "Engineering"
- New Tool: Learning STEM Through Design: Students Benefit from Expanding What Counts as "Engineering"
- Thanks!
- Implementing Meaningful STEM Education with Indigenous Students & Families
- New Tool: Implementing Meaningful STEM Learning with Indigenous Students & Families
- The National Academies Press
- How Can I Get My Students to Learn Science by Productively Talking with Each Other?
- New Tool: How Can I Get My Students to Learn Science by Productively Talking with Each Other?
- Why should students investigate contemporary science topics—and not just "settled" science?
- New Tool: Why should students investigate contemporary science topics—and not just "settled" science?
- New Tool: How should districts and schools focus professional development when starting to implement NGSS?
- Failing Forward: Managing Student Frustration During Engineering Design Projects
- New Tool—Failing Forward: Managing Student Frustration During Engineering Design Projects
- Background on STEM Teaching Tools
- Engaging English Learners in the Science and Engineering Practices
- New Tool: Engaging English Learners in the Science and Engineering Practices
- What is meant by engaging youth in scientific modeling?
- New Tool: What is meant by engaging youth in scientific modeling?
- Want to easily download the entire collection of STEM Teaching Tools?
- New Tool: Overview: How can we promote equity in science education?
- Overview: How can we promote equity in science education?
- Why focus on science and engineering practices--and not "inquiry?" Why is "the scientific method" mistaken?
- New Tool: Why focus on science and engineering practices—and not "inquiry?" Why is "the scientific method" mistaken?
- What is the role of informal science education in supporting the vision for K-12 science education?
- New Tool: What is the role of informal science education in supporting the vision for K-12 science education?
- Research Brief: Designing an Assessment System that Measures Three-Dimensional Science Learning
- New Tool: Research Brief on "Designing an Assessment System that Measures Three-Dimensional Science Learning"
- New Tool: How to focus students’ engineering design projects on science learning
- How to focus students’ engineering design projects on science learning
- argument-discussions
- Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples' Rights
- New Tool: Teaching STEM In Ways that Respect and Build Upon Indigenous Peoples' Rights
- WISE Peer Learning
- Beyond the Written C-E-R: Supporting Classroom Argumentative Talk about Investigations
- New Tool: Beyond the Written C-E-R: Supporting Classroom Argumentative Talk about Investigations
- Professional Development that Supports Teacher Learning about the New Vision for Science Education
- New Tool: Professional Development that Supports Teacher Learning about the New Vision for Science Education
- Why should students learn to plan and carry out investigations in science and engineering?
- New Tool: Why should students learn to plan and carry out investigations in science and engineering?
- Evolving Sample
- Research Brief: The Informal Formative Assessment Cycle as a Model for Teacher Practice
- New Tool: Research Brief—The Informal Formative Assessment Cycle as a Model for Teacher Practice
- Scientific literacy involves understanding global climate change & what people can do about it
- New Tool: Scientific literacy involves understanding global climate change & what people can do about it
- Uses: Playlists for Tools
- Research Brief: Supporting teacher professional communities to implement school-wide initiatives
- New Tool: Supporting teacher professional communities to implement school-wide initiatives
- Self-Documentation Instructional Technique
- How to launch STEM investigations that build on student and community interests and expertise
- New Tool: The new vision for science education calls for a 5-D view of learning. Shhhh....!
- Getting their hands dirty: Engaging learners in authentic science practices outside the classroom
- NEW TOOL: Getting their hands dirty: Engaging learners in authentic science practices outside the classroom
- What school building administrators should know about the new vision for K-12 science education
- NEW TOOL: What school building administrators should know about the new vision for K-12 science education
- How teachers can develop formative assessments that fit a three-dimensional view of science learning
- NEW TOOL: How teachers can develop formative assessments that fit a three-dimensional view of science learning
- Evaluating Curriculum Materials for Alignment with the New Vision for K-12 Science Education
- NEW TOOL: Evaluating Curriculum Materials for Alignment with the New Vision for K-12 Science Education
- Research Brief: How Teacher Social Networks Support and Constrain Sustainable Reform
- NEW TOOL: How Teacher Social Networks Support and Constrain Sustainable Reform
- How can formative assessment support culturally responsive argumentation in a classroom community?
- NEW TOOL: How can formative assessment support culturally responsive argumentation in a classroom community?
- How can assessments be designed to engage students in the range of science and engineering practices?
- NEW TOOL: How can assessments be designed to engage students in the range of science and engineering practices?
- SHORT COURSE: How to Develop 3D Formative Assessments for the Science Classroom
- SHORT COURSE: How to Use Curriculum Adaptation to Adopt the New Vision for Science Education
- Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons
- Steps to Designing a Three Dimensional Assessment
- Integrating Science Practices Into Assessment Tasks
- NEW TOOL: Qualities of a Good Anchor Phenomenon for a Coherent Sequence of Science Lessons
- tgs
- How to design assessments for emerging bilingual students
- NEW TOOL: How to design assessments for emerging bilingual students
- Explore the Diagnoser system
- Beyond “misconceptions”: How to recognize and build on Facets of student thinking
- NEW TOOL: Beyond “misconceptions”: How to recognize and build on Facets of student thinking
- Talk Activities Flowchart
- How can I foster curiosity and learning in my classroom? Through talk!
- NEW TOOL: How can I foster curiosity and learning in my classroom? Through talk!
- Partnership Tool: How to Identify and Develop Practice Briefs
- How can Making promote equity and excitement in STEM?
- NEW TOOL: How can Making promote equity and excitement in STEM?
- Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction
- NEW TOOL: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction
- Talk Activities Powerpoint
- Using Phenomena in NGSS-Designed Lessons and Units
- New Tool: Using Phenomena in NGSS-Designed Lessons and Units
- How can students’ everyday experiences support science learning through engineering design?
- NEW TOOL: How can students’ everyday experiences support science learning through engineering design?
- ACESSE Resource A: Introduction to Formative Assessment to Support Equitable 3D Instruction
- pd overview
- NEW PD SESSION: Introduction to Formative Assessment to Support Equitable 3D Instruction (ACESSE Resource A)
- ACESSE Resource B: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work
- Why Do We Need to Teach Science in Elementary School?
- NEW TOOL: Why Do We Need to Teach Science in Elementary School?
- NEW PD SESSION: How to Assess Three-Dimensional Learning in the Classroom: Building Assessment Tasks that Work (ACESSE Resource B)
- Addressing controversial science topics in the K-12 classroom
- NEW TOOL: Addressing controversial science topics in the K-12 classroom
- How to define meaningful daily learning objectives for science investigations
- NEW TOOL: How to define meaningful daily learning objectives for science investigations
- How can I promote equitable sensemaking by setting expectations for multiple perspectives?
- NEW TOOL: How can I promote equitable sensemaking by setting expectations for multiple perspectives?
- How can teachers guide classroom conversations to support students’ science learning?
- NEW TOOL: How can teachers guide classroom conversations to support students’ science learning?
- How can mentor teachers and university educators support preservice science teachers?
- NEW TOOL: How can mentor teachers and university educators support preservice science teachers?
- Talk Resource Tools: Cards Sets
- Talk Resource Tools: Partner Conversational Supports
- Talk Resource Tools: Other Recommended Resources
- Talk Resource Tools: Pre- and Post-Talk Writing Supports
- Talk Resource Tool: Classroom Talk as a Formative Assessment Opportunity
- Talk Resource Tool: Instructional Feedback Survey
- Talk Resource Tools
- STEM Teaching Tools Bookmark
- PD Playlist: Introducing the NGSS / NRC Framework Vision to Teachers
- PD Playlist: Introducing the NGSS / NRC Framework Vision to School Principals
- ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience
- PD Playlist: Engaging Teachers with Equity in Science Education
- PD Playlist: Incorporating Scientific Argumentation into Your Classroom
- How Can Preservice Teachers Orient to Students’ Ideas and Sensemaking practices?
- NEW TOOL: How Can Preservice Teachers Orient to Students’ Ideas and Sensemaking practices?
- Supporting Successful District Implementation of New Science Standards
- NEW TOOL: Supporting Successful District Implementation of New Science Standards
- SPANISH TRANSLATIONS: How to Engage English Learners in the Practices & Build on Prior Interest and Experience
- PD Playlist: Promoting Student Science Talk in the Classroom
- NEW PLAYLIST: Promoting Student Science Talk in the Classroom
- ACESSE Resource D: How to Craft 3D Classroom Science Assessments
- Supporting Preservice Teachers with Task-Based Instruction
- STEM Curriculum Pitfalls reference
- NEW TOOL: Supporting Preservice Teachers with Task-Based Instruction
- How to avoid possible pitfalls associated with culturally responsive instruction
- NEW TOOL: How to avoid known pitfalls associated with culturally responsive instruction
- draft: ACESSE Resource C: Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience
- Talk_Resource_Cards_ConstructiveConversationSkills_AllCardsonOnePage
- Talk_Science_Resource_Cards_AllCardsonOnePage
- How to build an equitable learning community in your science classroom
- NEW TITLE: How to build an equitable learning community in your science classroom
- ACESSE Resource E: Selecting Anchoring Phenomena for Equitable 3D Teaching
- NEW PD SESSION: Selecting Anchoring Phenomena for Equitable 3D Teaching
- Why it is crucial to make cultural diversity visible in STEM education
- NEW TOOL: Why it is crucial to make cultural diversity visible in STEM education
- ACESSE Resource G: Learning to See the Resources Students Bring to Sense-Making
- Diagrama de flujo de actividades de conversación
- Engaging Students in Computational Thinking During Science Investigations
- NEW TOOL: Engaging Students in Computational Thinking During Science Investigations
- NEW PD SESSION: Learning to See the Resources Students Bring to Sense-Making
- Place-based Science Education in Urban Contexts
- Community Asset Mapping for Science Investigations
- Understanding The Socio-Historical Nature of Place
- NEW TOOL: How place-based science education strategies can support equity for students, teachers, and communities
- How place-based science education strategies can support equity for students, teachers, and communities
- How can science instruction leverage and develop student interests? Short answer: In so many different ways!
- NEW TOOL: How can science instruction leverage and develop student interests? Short answer: In so many different ways!
- Potential Barriers
- Multiple Means of Engagement
- Multiple Means of Representation
- Multiple Means of Action and Expression
- Background Resources on the Learning Styles Myth
- Creating science learning experiences that support learners receiving special education services
- NEW TOOL: Creating science learning experiences that support learners receiving special education services
- Designing ‘productive uncertainty’ into investigations to support meaningful engagement in science practices
- NEW TOOL: Designing ‘productive uncertainty’ into investigations to support meaningful engagement in science practices
- Using science investigations to develop caring practices for social-ecological systems
- NEW TOOL: Using science investigations to develop caring practices for social-ecological systems
- Webinar: Designing Inclusive Science Learning Environments: Supporting Students Who Receive Special Education Services (on STT59)
- What does subject matter integration look like in elementary instruction? Including science is key!
- NEW TOOL: What does subject matter integration look like in elementary instruction? Including science is key!
- How to integrate the argumentation from evidence practice into engineering design projects
- Students should generate criteria and constraints for engineering design problems—not just be provided with them
- NEW TOOL: How to integrate the argumentation from evidence practice into engineering design projects
- NEW TOOL: Students should generate criteria and constraints for engineering design problems—not just be provided with them
- Using 3D interim assessments to support coherence, equity, and a shared understanding of learning
- NEW TOOL: Interim assessments can support coherence, equity, and a shared understanding of learning
- Supporting Students’ Science Learning During COVID-19 School Closures
- Why you should stop pre-teaching science vocabulary and focus on students developing conceptual meaning first
- NEW TOOL: Why you should stop pre-teaching science vocabulary and focus on students developing conceptual meaning first
- REVISED TOOL: Steps to Designing a Three Dimensional Assessment
- ClimeTime Professional Learning Session: How to Support Home-Based Science Learning During School Closures
- Focusing Science and Engineering Learning on Justice-Centered Phenomena across PK-12
- NEW TOOL: Focusing Science and Engineering Learning on Justice-Centered Phenomena across PK-12
- NSTA Newsletter on Justice-Centered Phenomena
- Keeping Climate Science Learning and Instruction Focused on Creating Solutions and Building Community Resilience
- Using Local Phenomena to Communicate Climate Solutions
- NEW TOOL: Using Local Phenomena to Communicate Climate Solutions
- How can environmental educators practice intersectional environmentalism?
- How can you advance equity and justice through science teaching?
- NEW TOOL: How can you advance equity and justice through science teaching?
- How can arguing from evidence support sensemaking in elementary science?
- Connecting science instruction to neighborhood life through collaborative design with community
- NEW TOOL: Connecting science instruction to neighborhood life through collaborative design with community
- NEW TOOL: Designing and participating in community and citizen science efforts to support equity and justice
- Designing and participating in community and citizen science efforts to support equity and justice
- Using the crosscutting concepts to reflect on and refine your teaching
- How do we present gender, sex, and sexuality as part of inclusive and accurate science teaching?
- Building Family-Centered Models for Science Education through Learning in Places
- NEW TOOL: Using the crosscutting concepts to reflect on and refine your teaching
- NEW TOOLS to support more accurate and inclusive learning about gender in science
- NEW TOOL to center learning on home and family socio-ecological questions, wonderings and experiences
- Navigating the Political Dimensions of Climate Change Teaching and Learning
- Climate Learning Resources
- How can we confront and dismantle systemic racism through science learning?
- NEW NSTA Special Issue on Climate Justice Learning
- How to productively reframe eco-anxiety as a science communicator or educator
- Organizing for educational transformation using Actor-Network Theory
- RESOURCE COLLECTION: Exploring Indigenous Science & STEM
- Supporting observations, wonderings, systems thinking & “Should We” deliberations through Learning in Places
- NEW TOOL on Place-Based Systems Thinking
- Steps to Designing Justice-Focused Assessments in Science
- Let’s Talk Climate! Bridging Climate Justice Learning and Action Across School, Home, and Community
- NEW TOOL to create justice-centered assessments
- NEW TOOL to support conversations about climate change
- Principals! Here’s what you can do to foster equitable three-dimensional science learning
- How do race and racism connect with science learning in early childhood and elementary classrooms?
- Identifying local environmental justice phenomena for science and engineering investigations
- Fostering meaningful conversations about equity grounded in teacher practice
- ACESSE Resource F — Seeing Facets, not Misconceptions: How to Build on the Range of Student Thinking in Instruction
- Attending to Race and Identity in Science Instruction
- ACESSE Resource H — Attending to Student Interests and Community Priorities in Phenomena
- ACESSE Resource U — Unconference Toolkit to Support Participant-Driven Professional Learning
- Designing Climate Change Learning for Action
- Why and how should I use crosscutting concepts to enhance my science instruction?
- Using Nature Journaling to identify meaningful local phenomena and support the infinite range of student sensemaking
- Think globally, act locally: Promote the Sustainable Development Goals (SDGs) through community-centered learning
- Systematically Noticing and Responding to Learning Experiences through Practical Measures
- How can STEM education leaders move with community towards culturally affirming and sustaining practices?
- Dig Into Science
- 3D Instruction | Meal
- Science for All Modules
- test for google analytics August24
- STEM Teaching Tools at NSTA in Kansas City
- 3D Instruction | Snack
- 3D Instruction | Dessert
- 3D Instruction | Bite
- Module #1: Science is for Everyone | Snack
- Module #1: Science is for Everyone | Bite
- Student Sensemaking | Dessert
- Student Sensemaking | Snack
- Student Sensemaking | Bite
- Module #2: Recognizing Science Ideas, Practices, and Skills | Bite
- Module #2: Recognizing Science Ideas, Practices, and Skills | Snack
- Student Sensemaking | Meal
- Module #2: Recognizing Science Ideas, Practices, and Skills | Meal
- Module #2: Recognizing Science Ideas, Practices, and Skills | Dessert
- Module #1: Science is for Everyone | Meal
- Module #1: Science is for Everyone | Dessert
- Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Bite
- Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Snack
- Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Meal
- Module #3: Students’ Ability to See Themselves as Scientifically Literate Critical Thinkers | Dessert
- Module #4: Science in our World - Culture and Community | Bite
- Module #4: Science in our World - Culture and Community | Snack
- Module #4: Science in our World - Culture and Community | Meal
- Module #4: Science in our World - Culture and Community | Dessert
- Understanding how food, energy, and water decisions affect the thriving of local, regional, and global systems
- STEM Teaching Tools at NSTA in Denver
- What is climate justice learning?
- How might climate educators leverage the diverse funds of knowledge of rural communities?
- Connected Science Learning on Washington’s ClimeTime Work
- STEM Teaching Tools at NSTA in New Orleans, 2024
- Elevating the cultural wealth of multilingual students, families, and communities in climate justice education
- How can we better understand and work toward equity in STEM education?
- What is Climate Literacy?
- STEM Teaching Tools at NSTA in Philadelphia (Philly), 2025
- Bringing Fish Back and Other Lessons From Taholah Youth to Support a Flourishing and Just World