EMPOWERING STUDENTS: THE 5E MODEL (4 Hours)
(Grades K-12)
Empowered learners see how they can make a difference in the world. They see how their learning can impact others. How it can help a friend, or solve a problem, or challenge someone's thinking. If we want to create students who are world-changers we have to give them the opportunity.
This course is designed for teachers grades K-12. Teachers will learn how to incorporate each phase of The 5E Model (Engage, Explore, Explain, Elaborate and Evaluate) into their classrooms to help students build a strong foundation of knowledge through active participation and concept application.
Teachers will learn how to use the instructional model to promote collaborative, active learning in which students work together to solve problems and investigate new concepts by asking questions, observing, analyzing, and drawing conclusions.
Teachers will walk away with numerous resources to support the practical application of the instructional model.
DESIGN THINKING (4 Hours)
(Grades K-12)
This course equips educators with a structured, human-centered process for solving authentic challenges. Through empathy, inquiry, ideation, prototyping, testing, and reflection, participants learn how to create learning experiences that move beyond foundational skills, empowering students to think creatively, collaborate effectively, and design innovative solutions that make a meaningful impact.
UNIVERSAL DESIGN FOR LEARNING (UDL) (4 Hours)
(Grades K-12)
UDL is a proactive framework for designing inclusive learning environments where every student has meaningful opportunities to learn and succeed. Participants will explore how to anticipate learner variability and apply the principles of multiple means of engagement, representation, and action and expression to create flexible, equitable learning experiences that foster student agency, independence, and deep understanding.
STEAM MACHINE AI (3 HOURS)
Steam Machine AI is a human-centered professional learning course that helps educators integrate artificial intelligence into teaching, learning, and curriculum design. Participants explore practical strategies for using AI to enhance instruction, support project-based learning, foster creativity, and streamline classroom workflows while ensuring that critical thinking, collaboration, and human judgment remain at the center of learning.
Educators will leave with classroom-ready approaches that empower students to use AI as a thoughtful partner for inquiry, problem-solving, innovation, and authentic creation—preparing them to thrive in an AI-powered world where humans remain meaningfully in the loop.
ESTABLISHING SCIENCE NOTEBOOKS: THE INTRO INTO SCIENCE NOTEBOOKING (3 Hours)
(Grades K-12)
This introductory course is designed for teachers grades K-12. Teachers will explore the basics of setting up science notebooks with specific rituals and routines for their students to facilitate better student outcomes aligned with Next Generation Science Standards. The work will include Decorating, Organizing, and incorporating the three different entry types (Investigations, Note Taking and Reflections) students will utilize in their Science Notebooks.
Teachers will walk away with numerous resources to support the practical application of Science Notebooks.
DIVING DEEPER INTO SCIENCE NOTEBOOKS (8 Hours)
(Grades K-12)
This advanced course is designed for teachers grades K-12. It is recommended but not necessary that teachers take ESTABLISHING SCIENCE NOTEBOOKS: THE INTRO INTO SCIENCE NOTEBOOKING.
Science notebooks are a powerful component of a science classroom. For students, it is a tool for recording observations, reflections, and other thinking around science. For a teacher, it is an instructional tool, a formative way to assess students, and a place to give meaningful feedback. In this course, teachers will take a deeper dive into how to incorporate each of the eight Science and Engineering Practices (what scientists do) and make connections to the seven Cross Cutting Concepts (how scientists think) while using the science notebook as a way to curate student thinking.
Teachers will walk away with numerous resources to support the practical application of Science Notebooks.
PROMOTING STUDENT THINKING: NGSS CROSSCUTTING CONCEPTS (3 Hours)
(Grades K-12)
Education is nothing more, nor less, than learning to think! Research points to fundamental differences in how novices and experts organize information. How students think and organize information is a key aspect to their success. Through this course teachers grades K-12 will explore the Crosscutting Concepts, the third dimension in the New York State Science Learning Standards. Through this course teachers will:
understand where the Crosscutting Concepts (CCCs) come from,
build definitions of the seven CCCs,
understand that students can use the CCCs as a conceptual framework for organizing new information,
understand how Crosscutting Concepts (CCCs) build in depth and complexity through grade levels,
recognize that using different CCCs can highlight different ideas or have different learning outcomes for students.
ASKING QUESTIONS & DEFINING PROBLEMS (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 1: Asking Questions and Defining Problems. A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12, explicit routines that can be employed in their class to address this SEP. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
DEVELOPING & USING MODELS (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 2: Developing and Using Models. A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
PLANNING & CARRYING OUT INVESTIGATIONS (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 3: Planning and Carrying out Investigations. Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
ANALYZING & INTERPRETING DATA (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 4: Analyzing and Interpreting Data. Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
MATHEMATICS & COMPUTATIONAL THINKING (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 5: Mathematics & Computational Thinking. In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; statistically analyzing data; and recognizing, expressing, and applying quantitative relationships.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
CONSTRUCTING EXPLINATIONS & DESIGN SOLUTIONS (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 6: Constructing Explanations & Design Solutions. The products of science are explanations and the products of engineering are solutions.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. Teachers will specifically explore Claim Evidence Reasoning as a routine to establish with their students that will enable them to produce high quality explanations. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
ENGAGING IN ARGUMENT FROM EVIDENCE (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 7: Engaging in Argument from Evidence. Argumentation is the process by which explanations and solutions are reached.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. Teachers will specifically explore Claim Evidence Reasoning as a routine to establish with their students that will enable them to produce high quality explanations. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
OBTAINING, EVALUATING & COMMUNICATING INFORMATION (2 Hours)
(Grades K-12)
This course will address Science and Engineering Practice (SEP) 8: Obtaining, Evaluating and Communicating Information. Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity.
Authentically, the SEP are fluid and dynamic, yet, research indicates that the use of explicit routines can be very helpful to support students and scaffold mental models. This course will provide background on this SEP and for teachers grades K-12 explicit routines that can be employed in their class to address this SEP. Specifically, teachers will explore Sketchnotes as a means for students to obtain, evaluate and communicate information. This course will also provide teachers insights on how to use student friendly progressions, anchor charts and science notebooks to frame the instructional progression.
LEVELING UP THE 5E MODEL AND 3-D LEARNING (4 Hours)
(Grades K-12)
This advanced course is designed for teachers grades K-12. It is recommended that teachers take Empowering Students: The 5E Instructional Model before taking this course.
This course is designed for teachers grades K-12. Teachers will learn how to level up each phase of The 5E Model (Engage, Explore, Explain, Elaborate and Evaluate) as well as The New York State Science Learning Standards (NYSSLS) through the use of various strategies, technology enhancements, literature, and multimedia resources.
Teachers will walk away with numerous resources that can be utilized in their classrooms immediately.
