TERC Presents: Spring 2012 Conferences

January 15, 2012

TERC researchers, curriculum developers, and professional development specialists are giving presentations and workshop sessions at several conferences this spring and summer. Look for them at the following events:

Cyberlearning Research Summit

“Talk Set 1: Learning Science Research: Brains, Games, and Communities”
Wednesday, January 18, 2012
Washington, D.C.

Presenter(s): Todd Rose (CAST), Tom Moher (University of Illinois-Chicago)Jodi Asbell-Clarke (TERC: Cambridge, MA), Doug Clark (Vanderbilt University), James Lester (North Carolina State University)

2012 Phi Delta Kappan Annual Meeting

“Why and How to Walk the Tightrope”
Friday, February 17, 2012
Baltimore, MD

Presenter: Mona Abo-Zena (TERC: Cambridge, MA)

Although educators may recognize the importance of religious beliefs and practices in the cultural lives of students and families, they may hesitate to address religion directly for a range of personal and professional reasons. Meanwhile, the dynamic exchange of ideas and global interaction between people and across places has transformed the ecology of religious contexts at national, community, family, and personal levels. A nuanced exploration of religion in the lives of students has implications for human development and psychology generally, and is of particular utility for educators. This talk will provide a conceptual map of how religion may affect learning and other school-related encounters including those on the playground, in class, at prom, and in parent or guardian conferences. This talk will address many of the religious biases in school contexts through a discussion of religious minorities. Finally, drawing from a student-initiated project on beliefs in a kindergarten classroom will illustrate future directions and implications for researchers and educators.

Association for Economic Finance and Policy

”“Playing With Time: How to Best Structure Time for Learning” 
Friday, March 16, 2012
Boston, MA

Presenter(s): Jessica Simon, Chair (TERC: Cambridge, MA)

2012 NSTA Annual Conference and Exposition

“Climate Change Essential Knowledge and Beyond: Using the Past to Predict the Future"
Thursday, March 29, 2012, 8:00 a.m.-9:00 a.m. 
Indianapolis, IN

Presenter(s): Tamara Ledley (TERC: Cambridge, MA)

“BEST Pathway Session: How Can Students in Grades 3-5 Understand Energy?"
Thursday, March 29, 2012, 11:00 a.m.-12:00 p.m. 
Indianapolis, IN

Presenter(s): Sara Lacy (TERC: Cambridge, MA), Sally Crissman (TERC: Cambridge, MA)

Participants in this session explore how students can look at common experiences in the elementary science curriculum in terms of energy transfer.

"NSTA Elementary Extravaganza”
Friday, March 30, 2012, 8:00-9:30 a.m. 
Indianapolis, IN

Presenter(s): Sally Crissman (TERC: Cambridge, MA)

“NESTA Share-a-Thon: Atmospheres, Oceans, and Climate Change Share-a-Thon"
Friday, March 30, 2012, 11:00 a.m.-12:00 p.m. 
Indianapolis, IN

Presenter(s): Tamara Ledley (TERC: Cambridge, MA)

Join more than 20 NESTA members and other education specialists as they share their favorite classroom activities. Lots of free handouts!.

“Teaching Climate and Energy: The Clean Collection of Peer-Reviewed Climate and Energy Learning"
Friday, March 30, 2012, 2:00-3:00 p.m. 
Indianapolis, IN

Presenter(s): Tamara Ledley (TERC: Cambridge, MA)

CLEAN stands for Climate Literacy and Energy Awareness Network. The CLEAN collection of climate and energy learning resources can help you teach with confidence.

"The First Comprehensive Astronomy Textbook Written Specifically for High School Students (Also Well Suited for Community Colleges)”
Friday, March 30, 2012, 3:30-4:30 p.m. 
Indianapolis, IN

Presenter(s): Gary Curtis (Dublin Public Schools: Dublin, OH)

Investigating Astronomy was developed by TERC education experts to fill in the gaps in astronomy taught in high school. Most astronomy books used in high school classes are text heavy and have been originally developed and written for college courses. Investigating Astronomy engages students with a dynamic, active learning approach and allows them to explore all the major topics in astronomy. Also get introduced to the Starry Night software that can enhance your students' classroom experience.

Innovations in Early Childhood Education and Care Workshop Series

”Nurturing the Inner Lives of Children” 
Thursday, April 5, 2012, 4:30-6:30 p.m.
Cambridge, MA | Lesley University

Presenter(s): Mona Abo-Zena (TERC: Cambridge, MA), Nancy Carlsson-Page, Ben Mardell

Cultivating and respecting the inner lives of children can be challenging. While early childhood educators want to support children's natural curiosity and wisdom, they must grapple with societal taboos around discussions of sensitive topics. In this session educators share their experiences with curricula and family engagement that contribute to the development of children's inner resilience, competence, and a collaborative spirit of inquiry.

American Educational Research Association Annual Meeting


April 13-17, 2012 
Vancouver, BC, Canada

Presenter(s): Debra Bernstein (TERC: Cambridge, MA), Gilly Puttick (TERC: Cambridge, MA), Polly Hubbard (TERC: Cambridge, MA)

Energy conservation and awareness are increasingly important goals for youth and community programs. This study examined whether sharing a social norm message (SNM) with Girl Scouts who had recently completed an energy conservation program would impact their energy use and related attitudes. Thirty-seven girls (aged 11-14) participated in this study. Results suggest that the SNM was effective in maintaining post-program energy conservation behaviors for participants already dedicated to conservation (as indicated by behavior reported at baseline) but not for those with low dedication. The impact of the SNM on attitudes was influenced by participants’ strength of connection to Girl Scouts. This study makes a contribution by expanding the use of SNM to promote conservation behavior in adolescents.


April 13-17, 2012 
Vancouver, BC, Canada

Presenter(s): Brian Drayton (TERC: Cambridge, MA), Gilly Puttick (TERC: Cambridge, MA), Meaghan Donovan (TERC: Cambridge, MA)


April 13-17, 2012 
Vancouver, BC, Canada

Presenter(s): Joni Falk (TERC: Cambridge, MA), Rena Stroud (TERC: Cambridge, MA), Kathryn Hobbs (TERC: Cambridge, MA), Brian Drayton (TERC: Cambridge, MA)


April 13-17, 2012 
Vancouver, BC, Canada

Presenter(s): Felicity Crawford (Wheelock College), Brian L. Wright (TERC: Cambridge, MA)

The development of technical competence and knowledge of subject matter are important in the preparation of pre-service teachers to become highly qualified teachers. However, a number of notable studies (e.g., Cochran-Smith, 2004; Darling-Hammond, 2004; Futrell & Witty, 1997; Irvine, 1997/2003; Ladson-Billings, 2001; Godwin, 2000/2006; Melnick & Zeichner, 1997) have shown that many teacher candidates who enter certification programs have little knowledge about diverse racial-ethnic groups in the United States. Moreover, they know little about the histories and cultures of varying groups in the United States and the discrimination and disenfranchisement that they have encountered.
Therefore, achieving the status of highly qualified teacher cannot be limited to technical competence and knowledge of subject matter alone, but must also include a deliberate and purposeful focus on the development of candidates’ racial and cultural awareness, multicultural consciousness, and positionality. With this purpose in mind, this paper discusses an assignment used in a graduate teacher education program titled, “Location, Location, Location” to help pre-service teachers’ locate their positionality and interrogate their racial and cultural attitudes and beliefs.

2012 NCSM Annual Conference

“Using Video to Think About What the Math Practices Look Like in the K-2 Classroom”
April 23-25, 2012
Philadelphia, PA

Presenter(s): Megan Murray (TERC: Cambridge, MA), Karen Economopoulos (TERC: Cambridge, MA)

The descriptions of the Common Core's Math Practices can be challenging to decipher and are particularly light on primary grade examples. Yet these practices are a great place for people to begin as they think about how to use the CCSS to improve the teaching and learning of mathematics. Both teachers and leaders need to: develop an understanding of what the practices mean; build an image of what they look like in action; and think about how to create mathematics classrooms in which they can flourish. To that end, this Session will begin a conversation about questions such as:

  • What does it look like when primary students exhibit and use the Math Practices in the course of their daily math work?

 

  • What questions do teachers ask, and/or moves do they make, that encourage and enable students to do so?


This Session will use extended video clips from K-2 classrooms as a way to discuss and begin to answer such questions.

 

“Examining the CCSS Mathematical Practices in Grades 3-5”
Wednesday, April 25, 2012, 4:00 p.m.
Philadelphia, PA

Presenter(s): Keith Cochran (TERC: Cambridge, MA)

What do Mathematical Practices look like in 3-5 classrooms? How can teachers encourage and enable students to utilize the Practices to learn and understand mathematics? This Session will use video clips from 3-5 classrooms to examine what it means to understand and implement these Practices.

“What Elementary Teachers Need to Know to Teach About 'Properties of Operations' In Light of the Common Core State Standards”
April 23-25, 2012
Philadelphia, PA

Presenter(s): Susan Jo Russell (TERC: Cambridge, MA)

“Keeping Discussions in Mathematics Classes Active: Strategies for Response to Intervention”
April 23-25, 2012
Philadelphia, PA

Presenter(s): Judy Storeygard (TERC: Cambridge, MA)