Participants will:

Participants will:

Participants will:

Participants will:

Participants will:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

This session will highlight:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

This session will highlight:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

This session will highlight:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

This session will highlight:

Helping students make sense of complex scientific ideas requires more than just content delivery—it requires purposeful, consistent opportunities for thinking, talking, and connecting ideas. Instructional routines are structured, repeatable strategies that create space for all students to engage in meaningful sensemaking.

This session will highlight:

As science education evolves, the shift toward three-dimensional (3D) teaching and learning—integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices—represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

As science education evolves, the shift toward three-dimensional (3D) teaching and learning—integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices—represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

As science education evolves, the shift toward three-dimensional (3D) teaching and learning—integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices—represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

As science education evolves, the shift toward three-dimensional (3D) teaching and learning—integrating disciplinary core ideas, crosscutting concepts, and science and engineering practices—represents a transformative opportunity for educators and students alike. But with transformation comes challenge, and teachers need informed, sustained support as they reimagine their instructional practice.

Drawing on current research, classroom examples, and district case studies, this session will focus on:

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and today’s science education reform—but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and today’s science education reform—but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and today’s science education reform—but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

Three-dimensional (3D) learning is at the heart of the Next Generation Science Standards (NGSS) and today’s science education reform—but what does it really look like in classrooms, and how can leaders support its implementation system wide?

Designed specifically for school and district leaders, this session will provide a clear vision of 3D learning in action and offer tools for identifying and supporting high-quality, three-dimensional instruction.

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What does it take to create a science classroom where students feel empowered to share their ideas, ask questions, and figure things out together? 

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What makes instructional materials high quality—and how can you tell the difference between a resource that simply covers content and one that truly supports deep, three-dimensional learning?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

What does it really mean for students to make sense of science?

Because many science educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, implementing it in today’s classrooms can feel like venturing into the unknown.

Because many science educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, implementing it in today’s classrooms can feel like venturing into the unknown.

Because many science educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, implementing it in today’s classrooms can feel like venturing into the unknown.

Because many science educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, implementing it in today’s classrooms can feel like venturing into the unknown.

Because many science educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, implementing it in today’s classrooms can feel like venturing into the unknown.

Many educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, which makes implementing it in today’s classrooms both challenging and exciting.

Many educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, which makes implementing it in today’s classrooms both challenging and exciting.

Many educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, which makes implementing it in today’s classrooms both challenging and exciting.

Many educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, which makes implementing it in today’s classrooms both challenging and exciting.

Many educators didn’t experience Using Mathematics and Computational Thinking during their own K–12 education, which makes implementing it in today’s classrooms both challenging and exciting.