Podcasts about science classroom

Dr. Elisabeth Marnik is not your average immunologist.  Because she grew up unvaccinated, she has a special insight into why people choose to opt out of vaccine schedules and what can be done to build trust and increase vaccine acceptance. This week on Say More, Dr. Marnik, who is also the executive director of the Evidence Collective, sat down with Say More's Anna Kusmer to talk about vaccine mandates, the limits of empathy, and why “facts alone are not enough.” Email us at saymore@globe.com. From the Science Classroom by Science Whiz Liz Eureka Day, now playing at the Huntington Theater.

What happens when teaching becomes storytelling, performance, and creative expression all at once? And how can educators use social media with purpose instead of simply chasing attention online? In this episode of the Fueling Creativity in Education Podcast, Dr. Matthew Worwood and Dr. Cyndi Burnett welcome Dr. Raven Baxter, also known as Dr. Raven the Science Maven, to explore the intersection of science, creativity, music, and social media in education. Listen in as the conversation explores how Raven uses music, humor, pop culture, and storytelling to make science more engaging and accessible. She also shares why joy, authenticity, and human connection are essential parts of meaningful learning experiences both online and in the classroom. In this thoughtful conversation, they explore: – How creativity and joy can transform science learning – Why music works as a powerful tool for teaching and remembering content – The role of humor, storytelling, and pop culture in science communication – How social media can help educators build trust and connection with learners – Why intention matters when teachers create content online – The difference between creating for engagement and creating for meaningful learning – How educators can use social media to extend conversations beyond the classroom – Why students benefit when learning feels playful, creative, and personal – The importance of creating spaces where students feel safe expressing themselves – How creative projects can reveal talents and understanding traditional assessments may miss – Why adults need more opportunities for whimsy, delight, and creative expression – How small creative shifts can completely change students' relationship with learning Raven also shares inspiring classroom examples, including students creating songs, paintings, theater performances, and even mechanical models to demonstrate their understanding of science concepts. If you are an educator interested in creativity, science communication, or student engagement, this episode offers practical ideas for making learning more human, memorable, and joyful. About the Guest Dr. Raven Baxter, known as Dr. Raven the Science Maven, is a molecular biologist, science communicator, and learning scientist whose work focuses on the intersection of science, culture, and creative expression. Her research explores how hip hop pedagogy and creative communication can transform science learning and public understanding of science. She is also the founder of The Science Haven, a nonprofit focused on expanding access to science education, and has partnered with organizations including NASA, Netflix, Pfizer, and the White House on STEM initiatives.   Be sure to subscribe to your favorite platform and sign up for our Extra Fuel newsletter for more resources and inspiration. Visit FuelingCreativityPodcast.com for more information or email us at questions@fuelingcreativitypodcast.com.

In this episode of BaseCamp Live, host Davies Owens sits down with Paul Laywell, founder of Eureka Science Education, to tackle a lingering stereotype - classical Christian schools love great books, but struggle to do science with the same depth and rigor. Paul shares his journey from public school teaching to becoming a “one man science department” in a classical Christian school, and why he became convinced that science is one of the most integratable disciplines. Not by forcing a Bible verse onto every lesson, and not by stripping science down to formulas and memorization, but by teaching science as a story, with real people, real ideas, and real consequences. You will hear why Paul jettisoned most textbooks, how he uses history and philosophy to strengthen scientific understanding, and why families do not need to fear that a classical approach will “hurt” students headed for medicine, engineering, or other STEM-adjacent careers. In fact, Paul argues that what universities and employers need most are students who can think, reason, and ask good questions.

I was recently reading the January - February  2026 issue of "Science Scope", a publication of the National Science Teaching Association.  In this issue, I read the section, "Citizen Science" written by Jill Nugent. She wrote an article entitled "Data and Discovery from the Sea to the Science Classroom." Students can follow in the footsteps of Benjamin Franklin's study of ocean currents, by participating in the citizen science "Global Ocean Surface Ecosystem Alliance Project (GO-SEA)."  You can learn more about the project at: https://goseascience.org

Send us a textWe are checking back in to speak with the extraordinary Dr. Liz Marnik who discusses her journey into science communication coming from a background where skepticism for vaccines and medicine were the norm into evolving into a premier scientist and scientific communicator on platforms like Those Nerdy Girls on instagram, substack and facebook and founding Science Whiz Liz.  What a fun conversation and Dr. Marnik and her story is incredibly inspirational.  Please follow her @sciencewhizliz on all the platforms and writes the substack for the Science Classroom and her new endeavor evicollective.org.  What a fun convo!  Dont forget to check her out and send us questions and comments at drtonianddraimee@gmail.com.  Thanks again to Jeff Jeudy for our music and check out our youtube!

December is here, and we're kicking off the month by bringing back your most-loved, most-listened-to episodes of Secondary Science Simplified to make the holiday chaos feel a little lighter! This week's replay dives into practical, high-impact ways to differentiate for high achievers - without busywork or burnout. You'll learn how to craft more challenging assessments, build a classroom culture that fosters autonomy and peer support, and weave in student choice, inquiry, and meaningful extensions that keep advanced learners truly engaged.➡️ Show Notes: https://itsnotrocketscienceclassroom.com/episode211Resources Mentioned:Take the 2026 Secondary Science Simplified Podcast Survey! Be a guest in 2026 on the SSS podcast. It's Not Rocket Science® Complete Units Biology Curriculum Full Year Bundle Chemistry Curriculum Full Year Bundle Anatomy Curriculum Full Year Bundle Physical Science Curriculum Full Year Bundle PBL Packs Culture Mini Course Download your FREE Classroom Reset Challenge.Take the Free Labs When Limited virtual PD courseSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Follow, rate, and comment on Spotify.Related Episodes:Episode 29, Student-Centered Pedagogy: What It Is Episode 96, Why I Stopped Assigning Homework (And 6 Surprising Results)Episode 168, Differentiation In Your Science Classroom – Simple Tips to Decrease OverwhelmEpisode 170, Differentiating for Lower Achieving Students (Without Lowering the Bar)Save 25% on It's Not Rocket Science's resources, full-year curricula, and virtual PD with code: CYBER25! The sale runs Monday, December 1st, and Tuesday, December 2nd, and is your LAST CHANCE in 2025 to save BIG on INRS resources! https://shop.itsnotrocketscienceclassroom.com/

Once the school year is in full swing, meeting every learner's needs can feel impossible, especially when it comes to supporting English learners. In this episode, I sit down with Risa Woods from Every Teacher for a conversation that's equal parts practical and encouraging. Together, we dig into common misconceptions about who English learners are, why translation isn't always the answer, and how focusing on academic language can be a total game-changer. Risa shares simple, actionable strategies that make a real difference. This episode is your reminder that serving every student doesn't require a million new lesson plans - just small, intentional steps that truly work!Show Notes: https://itsnotrocketscienceclassroom.com/episode204Resources:Risa's InstagramRisa's websiteAI tool: ChatGPTDownload your FREE Classroom Reset Challenge.Take the Free Labs When Limited virtual PD courseSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Related Episodes:Episode 157, Serving ELLs with AI and More with Guest Alyse of Keystone ScienceEpisode 168, Differentiation in Your Science Classroom - Simple Tips to Decrease OverwhelmEpisode 171, Differentiating Within One Class Period (And How to Not Make it Obvious) Episode 172, Content-Specific Differentiation TipsEpisode 191, Engaging Students, Serving ELLs, and Teaching Earth Science with Becca of Science Lessons That Rock4 FREE Halloween-themed resources specifically for high school science - 1 for biology, 1 for chemistry, 1 for anatomy, and 1 for physics. Be sure to grab them at https://itsnotrocketscienceclassroom.com/halloween/

Elizabeth Marnik, also known as Science Whiz Liz, grew up unvaccinated, yet she is now an immunologist, science communicator, and advocate for vaccines–this is her story.    Host: Cindy Leifer Guest: Elizabeth Marnick Subscribe (free): Apple Podcasts, RSS, email Become a patron of Immune! Links for this episode MicrobeTV Discord Server More about Liz on her webpage ScienceWhizLiz on Instagram From the Science Classroom with Science Whiz Liz on Substack Time stamps by Jolene Ramsey. Thanks! Music by Tatami. Logo image by Blausen Medical Send your immunology questions and comments to immune@microbe.tv Information on this podcast should not be construed as medical advice.

What happens when algorithms meet acids and AI rubs shoulders with Bunsen burners? In this show, we're diving into the weird, wonderful world of teaching science with tech. in this show Matt is joined by the brilliant Alex Gray.

In this episode, Erin continues her conversation with middle school science teacher Char Ritchie.  Char explains how she builds on the community building practices discussed in the last episode to build a science routines that contribute to a safe classroom community. More Resources:Episode 121: Respect AgreementsCheck out Char's resources on Teachers Pay TeachersMore Resources:Teaching Science in 3D on Instagram & FacebookAre you looking for a quick, easy and FREE way to improve your lessons? Download Erin's 3D Lesson Planner. Then, all you have to do is write down what you are already doing in class. She'll send you instructions for EASY next steps. Click here to grab this FREE download.You're invited to check out Bring Wonder Back, an on-demand video series designed to help you take your first steps to transforming your students into scientists with 3D teaching practices — what the NGSS is all about! Access the video series at iexplorescience.com/wonder and get ready to bring wonder, engagement, and a love for learning back to your science class.You're invited to check out Bring Wonder Back, an on-demand video series designed to help you take your first steps to transforming your students into scientists with 3D teaching practices — what the NGSS is all about! Access this video series at iexplorescience.com/wonder and get ready to bring wonder, engagement, and a love for learning back to your science class. Are you looking for a quick, easy and FREE way to improve your lessons? Download Erin's 3D Lesson Planner. Then, all you have to do is write down what you are already doing in class. Then, she will send you instructions for EASY next steps. Click here to grab this FREE download. Support the showConnect With Erin Sadler & Nicole VanTasselInstagram: @SadlerScience // @iExploreScienceWebsite: Sadler Science // iExploreScience

I was recently reading the June 30, 2025 blog posting on the National Science Teachers Association website.  The blog was posted by Ken Roy and the title of his blog post was “Dealing with Chemical Waste in the Science Instructional Space.” Unattended hazardous chemical waste can be unsafe, and at times, dangerous.  In Ken's blog posting, he shares 10 key factors to consider for an appropriate chemical disposal program in school. 

Differentiation in your science classroom doesn't have to feel overwhelming! In this episode, I share practical strategies to meet your students' diverse needs without burning out. By shifting your mindset and focusing on sustainable practices, you can create an inclusive environment that supports all learners, from struggling students to high achievers.We dive into three key steps to simplify differentiation. Start by seeking support from colleagues, resources, and tools - don't go at it alone! Focus on one area to improve, like differentiated notetaking options, and keep your plans flexible to address students' needs in the moment. Small, proactive changes can make a big difference over time.➡️ Show Notes: https://itsnotrocketscienceclassroom.com/episode168Resources:Complete UnitsBiology Curriculum Full Year BundleChemistry Curriculum Full Year BundleAnatomy Curriculum Full Year BundlePhysical Science Curriculum Full Year BundleCore Values Mini-CourseDownload your FREE Classroom Reset Challenge.Send me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Related Episodes:Episode 166, How to Use Your Students to Work Smarter Rather Than HarderEpisode 157, Serving ELLs with AI and MORE with Guest Alyse of Keystone ScienceEpisode 151, Ask Me Anything! Part 2: Differentiated Instruction, Difficult Conversations, Work/Life Balance, and More!

Get the book, Rigor in the 6-12 Math and Science Classroom: A Teacher Toolkit Download the Sample Science Structured Writing Guide Download the Sample Mathematics Structured Writing Guide Download the Flesh It Out Math Handout Download the Flesh It Out Science Handout About The Author Barbara Blackburn, PhD is the author of more than 35 books and a full-time consultant who works with schools around the world to help raise the level of rigor and motivation for professional educators and students alike. Dr. Blackburn has been repeatedly named to the Top 30 Education Gurus by Global Gurus.  This episode of Principal Center Radio is sponsored by IXL, the most widely used online learning and teaching platform for K-12. Discover the power of data-driven instruction in your school with IXL—it gives you everything you need to maximize learning, from a comprehensive curriculum to meaningful school-wide data. Visit IXL.com/center to lead your school towards data-driven excellence today.   

Recently, I had the pleasure of reading the November-December 2024 issue of “Science Scope,” a journal published by the National Science Teaching Association. Within this issue, I encountered the “From the Editor's Desk” section, authored by Patty McGinnis. Her article, titled “Reading in the Science Classroom,” provided insightful information on the science of reading. Reading plays a pivotal role in all disciplines, and science is no exception. If you are seeking reading-based strategies to incorporate into your classroom, The California Academy of Sciences offers several before, during, and after active reading strategies that can assist students in comprehending science texts. To access these active reading strategies, kindly visit: https://tinyurl.com/mr2swwcu

Over the past several years, one of the biggest complaints I've heard from teachers is the lack of student apathy that exists in post-pandemic students. I've addressed this topic on the podcast before by the ways of classroom management and building resilience in students. And while those are important to tackling the problem, I want to share a new approach. So in today's episode, I'm discussing how to get students to be active in their own learning and ways to hold them accountable!➡️ Full Show Notes: https://itsnotrocketscienceclassroom.com/episode155 Resources Mentioned:Free Labs When Limited Audio CourseAnatomy of a Class PeriodDownload your FREE Classroom Reset Challenge.Send me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.com  Follow, rate, and review on Apple Podcasts.Related Episodes & Blog Posts:Episode 145, How to Build Resilience in Students Post-PandemicEpisode 143, My Top 5 Favorite Teacher Hacks for the New School YearEpisode 92, 5 Ways to Have Precise Pacing and Tight Transitions in Your Secondary Science ClassroomEpisode 89, Classroom Management in a Post-COVID World with Guest Casey O'HearnEpisode 32, Student-Centered Pedagogy: One Way to StartEpisode 31, Student-Centered Pedagogy: How To Do ItEpisode 30, Student-Centered Pedagogy: Why Make the ShiftEpisode 29, Student-Centered Pedagogy: What It IsEpisode 5, Engaging Your Students - Without Exhausting Yourself

I was recently reading the September-October 2024 issue of Science Scope, a journal published by the National Science Teaching Association. In this issue, I read the “Editorial” section, written by Patty McGinnis.  She wrote an article entitled: “Social-Emotional Learning in the Science Classroom.” Perhaps nowhere else in education is social-emotional (SEL) more crucial than in the middle school science classroom, a place where students are expected to collaborate, communicate, and participate respectfully in the practice of argumentation.  For more information about SEL consider exploring the site for the Collaborative for Academic, Social and Emotional Learning (CASEL), a nonprofit organization that utilizes research to guide SEL initiatives.  For more information, visit: https://casel.org

In this episode, Eugene and Matt talk about storytelling and the value that stories bring to learning and in particular, learning science. They relate to their own experiences using storytelling, describe some of the latest research, and offer tips for how teachers can bring stories and storytelling into their own science classroom.Resources mentioned in this episode:Ignorant Pineapplehttps://www.youtube.com/watch?v=u0yv5bMjv7gPlaylist of Green Ninja Film Festival Winnershttps://youtube.com/playlist?list=PL4Q5pqbnCmP4l1U9fl2e5DRxUtaeFjpZSCopenhagen by Michael Fraynhttps://www.concordtheatricals.com/p/2869/copenhagenThe Ministry for the Future by Kim Stanley Robinsonhttps://www.hachettebookgroup.com/titles/kim-stanley-robinson/the-ministry-for-the-future/9780316300162/

Kailey & Jacob are joined by two educators and NWEA content specialists who have thought a lot about how to improves student experiences in science. Kim Baker has been at NWEA for 13 years, and Megan Kuehl has been here for eight. We discuss challenging assumptions about the science classroom and unpack the notion that science is inherently impartial. 

It's Just Research has officially launched. In the very first episode, the hosts, Dr Sara Black and Liam Cini O'Dwyer, are joined by Dr Arthur Galamba, a Senior Lecturer in Science Education, to discuss his work investigating the links between science education and ideology. Alongside exploring ways of decolonising education and the need for climate change education.Click here to access the links to the articles mentioned throughout the episode, and learn more about the new podcast.Follow us:Instagram: @itsjustresearchpodcastTwitter: @justresearchpodEmail: justresearch-ecs@kcl.ac.ukWebsite: https://www.kcl.ac.uk/its-just-research-an-ecs-podcastIt's Just Research is hosted by ECS academics and PhD students and executive produced by Sylvie Carlos, PhD student in ECS and award-winning audio producer. Hosted on Acast. See acast.com/privacy for more information.

My message in last week's episode was all about how to be proactive rather than reactive using routines and procedures. Continuing with the classroom management series, I believe another way to be proactive in your classroom is through the pace of your class and how you handle transitions. In today's episode, I'll be sharing 5 practical tips to keep your class moving with efficiency. In my experience, one of the best ways to prevent disciplinary issues is by keeping your class moving. The pace of your classroom sets the tone and shows your students what's expected of them. Because of this, I intentionally use my time more precisely and reap the benefits from it, which I share with you. Additionally, I discuss my 5 simple and practical tips, which include transitions, to help give you a more efficient classroom. The best time to implement new procedures, routines, activities, or habits is the beginning of a new school year. Instead of wishing for more classroom time, dealing with behavioral issues, or constantly trying to get your students' attention, think about what you can do now to establish the pace of your classroom. Start being more precise with your time using these 5 tips! Stay tuned for next week's episode, where I wrap up my classroom management series with more practice tips and simple strategies! Resources Mentioned: FREE Anatomy of a Class PeriodJoin me for Free Professional DevelopmentDesk Visual TimerDownload your FREE Classroom Reset ChallengeSend me a DM on Instagram: @its.not.rocket.scienceSend me an email: rebecca@itsnotrocketscienceclassroom.comFollow, rate, and review on Apple PodcastsShow Notes: https://itsnotrocketscienceclassroom.com/episode92 

What should students study in the science classroom? How might this look different in a Catholic school compared to an American public school? Is naturalism reinforced by the way science is taught in many schools? Is it possible to teach biology in a pedagogically responsible way yet without disrespecting those who hold religious views about creation? Dr. Kenneth Kemp joins us to discuss these topics. The Classical Theism Podcast aims to defend Catholic Christian ideas in conversation. With the help of various guests, I defend three pillars of the Catholic Christian worldview: (1) the God of classical theism exists, (2) Jesus is our Messiah and Lord, and (3) He founded the Catholic Church. We place a strong emphasis on the first pillar, defending classical theism, drawing upon the work of Thomistic philosopher Dr. Edward Feser and many others.    John DeRosa www.classicaltheism.com/support   Support the show: Check out my book One Less God Than You: How to Answer the Slogans, Cliches, and Fallacies that Atheists Use to Challenge Your Faith >> www.classicaltheism.com/newbook   Support on Patreon to help keep the podcast going and to allow me to produce even more quality content: www.classicaltheism.com/support

I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.” This is the second of a two-part podcast series on Scientific Literacy.  In this podcast we will look at the strategies for encouraging scientific literacy: 1.  Incorporate real-world examples 2.  Encourage critical thinking 3.  Provide hands-on learning opportunities 4.  Use many kinds of media resources 5.  Address misconceptions 6.  Collaborate with community resources 7.  Creating a culture of making student thinking visible

I was recently reading the May/June 2023 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Promoting Scientific Literacy in the Science Classroom.” This is the first of a two-part podcast series on Scientific Literacy.  In this podcast we will look at the meaning of Scientific Literacy - “understanding how science is done.”  The next podcast will look at strategies for incorporating Scientific Literacy.

Are you a secondary science teacher looking for tips on stretching, supporting and challenging your students? This episode is for you!  Today's host is Senior Product Marketing Executive at the Press, Tamsin Hart. She is joined by Head of Science, David Martindill. David authors titles from our IGCSE biology and combined and co-ordinated sciences series. We also welcome Chemistry Teacher, Dr. Steve Owen, author from our IB biology and chemistry series. Show notes  Cambridge IGCSE Combined and Co-ordinated Science Biology for the IB Diploma  Chemistry for the IB Diploma  Brighter Thinking Pod Ep 27: Improving Maths Skills in the Science Classroom with ASE SMOsNotes - IB Chemistry and IGCSE Chemistry worksheets by Dr Steve Owen  Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org

I was recently reading the March/April 2023 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the “Practical Research” column, written by Alison Betz Seymour.  She wrote an article entitled, ““But, I'm Not Done Yet!” Time Management in the Science Classroom.”   Here are some practical, simple suggestions to develop time management skills: 1.  Explicitly talk about time management. 2.  Prompts such as “Check in with your time, there are about 10 minutes left for this task.” 3.  Scaffold students' ability to visualize time by using an analog clock with time intervals marked with dry-erase pens.

Dr. Liz Bailey and graduate student, Sierra Nichols talk about their biological science education research. The studies below look at various gender gaps observed in both remote and in-person science classrooms.This episode was recorded on March 16, 2023.Female In-Class Participation and Performance Increase with More Female Peers and/or a Female Instructor in Life Sciences CoursesParticipation and Performance by Gender in Synchronous Online Lectures: Three Unique Case Studies during Emergency Remote Teaching

What skills do students need to learn in order to flourish in IB sciences? Furthermore, do the courses the teach skills that students need for higher education and the world of work?  Your host for this episode is Senior Marketing Executive for science titles at the Press, Tamsin Hart.  She is joined by two special guests. Brenda Walpole is an author from our IB Diploma Biology series. Brenda has taught IB for around 25 years at a UK school and she is also a teacher trainer.  Andreas Tsokos has taught physics and maths for 32 years and is an author from our IB Diploma Physics series. Show notes Association for Science Education Brighter Thinking Pod Episode 27: Improving Maths Skills in the Science Classroom (with ASE) Biology for Cambridge IGCSE™ Maths Skills Workbook Chemistry for Cambridge IGCSE™ Maths Skills Workbook Physics for Cambridge IGCSE™ Maths Skills Workbook Ronald Reagan Strategic Defense Initiative (SDI) “Star Wars Programme” IB community – My IB Biology for the IB Diploma  Chemistry for the IB Diploma  Physics for the IB Diploma 

Math anxiety can often be a potential barrier to student success in STEM related fields. Experience Chemistry and Experience Physics author Dr. Chris Moore joins us on the podcast to discuss not only the importance of bringing more math into science learning but also the anxieties associated with integrating mathematics into the science classroom and strategies for mitigating them. 

In this episode we welcome Genevieve Bent, Assistant Principal leading Sixth Form and former Head of Science at the Harris Federation, and Lynda Charlesworth, Head of Science at Camden School for Girls. Genevieve and Lynda talk to Lamorna Newcombe, Science Publisher at Oxford University Press, about the importance of identity in engaging students in their learning, and the impact of the strategies they are using in the science classroom. Our speakers take a research-based approach to discussing the influence of science capital, culturally responsive teaching, and diversity and inclusion on learner identity. They also share some exciting ideas for increasing engagement and representation in STEM studies, activities and careers provision. Every student needs to feel valued in order to succeed and learner identity is one of the key pillars of the Oxford Smart Curriculum Service. Find out more here: www.oxfordsecondary.com/smart Genevieve Bent   Lynda Charlesworth   Lamorna Newcombe

Barbara R. Blackburn talks about her books Rigor in the K-5 Math and Science Classroom and Rigor in the 6-12 Math and Science Classroom. This is episode 512 of Teaching Learning Leading K12, an audio podcast. Barbara R. Blackburn, named a Top 30 Global Guru in Education, has dedicated her life to raising the level of rigor and motivation for professional educators and students alike. What differentiates Barbara's over 30 books are her easily executable concrete examples based on decades of experience as a teacher, professor and consultant.  Barbara's dedication to education was inspired in her early years by her parents. Her father's doctorate and lifetime career as a professor taught her the importance of professional training. Her mother's career as a school secretary shaped Barbara's appreciation of the effort all staff play in the education of every student.  Barbara has taught early childhood, elementary, middle and high school students and has served as an educational consultant for three publishing companies. She holds a master's degree in school administration and was certified as a teacher and school principal in North Carolina.  She received her PhD in Curriculum and Teaching from the University of North Carolina at Greensboro. In 2006, she received the award for Outstanding Junior Professor at Winthrop University. She left her position at the University of North Carolina at Charlotte to write and speak full time. In addition to speaking at state, national and international conferences, she regularly presents workshops for teachers and administrators in elementary, middle and high schools. Her workshops are lively and engaging and filled with practical information. Her most popular seminars include: Rigor Is NOT a Four-Letter Word Rigorous Schools and Classrooms: Leading the Way Rigorous Assessments Differentiating Instruction Without Lessening Rigor in Your Classroom Motivation + Engagement + Rigor = Student Success Rigor for Students With Special Needs Motivating Struggling Students Rigor in the Remote Learning Classroom   Barbara can be reached through her website: www.barbarablackburnonline.com. Today we are focused on Barbara's books Rigor in the K-5 Math and Science Classroom and Rigor in the 6-12 Math and Science Classroom written with Abigail Armstrong. Great talk! So much to learn! But wait... The new intro and outro music was written and performed by Brian K. Buffington. Connect with Brian at briankbuffington@gmail.com or go to his website at  https://briankbuffington.com/ He is an awesome musician, comedic power, teacher, trainer, technology guru, and overall creator of all that is cool. Thanks, Brian! Oh, yeah... Could you do me a favor? Please go to my website at https://www.stevenmiletto.com/reviews/ or open the podcast app that you are listening to me on and would you rate and review the podcast? That would be Awesome. Thanks! Hey, I've got another favor...could you share the podcast with one of your friends, colleagues, and family members? Hmmm? What do you think? That would so awesome! Thanks for sharing! Thanks for listening! Connect & Learn More: www.barbarablackburnonline.com https://globalgurus.org/education-gurus-30/ www.routledge.com/eyeoneducation https://twitter.com/BarbBlackburn https://www.pinterest.com/barbblackburn/ https://www.facebook.com/BarbaraRBlackburn/ Length - 43:48

In this episode of the amazing Progressively Incorrect podcast, I had the pleasure of interviewing Jo Castelino, a secondary school science teacher based in West Yorkshire in the UK, and one of my absolute favorite bloggers about the art and science of great science teaching. When I was training to be a teacher, science was … Continue reading S2E7: Jo Castelino on Structuring the Science Classroom for Optimal Learning

Do you LOVE organizing your space or does the thought of it send you running the other way? Are you thinking there's no way you can “organize” when you aren't in a science classroom, you have no storage, or you're a floater who only has a cart? You all know how much I love all things organization and I am sharing some of my favorite tips and recommendations with you to help make your teaching space (whatever that space may be) efficient and welcoming. I have spent time teaching in several settings and have learned so much about how to best use the space I have. Today, I am sharing some of the things I've learned with you! We are looking at how to use the front of your classroom most effectively, suggestions for having an organized turn in area, how to make class necessities easily accessible, and some advice specifically for floaters. PLUS, I'm sharing two bonus recommendations on how to help manage cellphones in the classroom and how to organize YOUR files. Need some help getting your classroom reset, organized, and ready to go? Grab my FREE Classroom Reset Challenge where I walk you through 5 tasks to help get your classroom in order. Resources: Download your FREE Classroom Reset Challenge. Natural Selection Lab Turn in bins Utility Cart Shoebox storage containers Phone caddy Follow, rate, and review on Apple Podcasts. Check out the show notes for all resources mentioned in this episode: https://itsnotrocketscienceclassroom.com/episode39

Ms. Mayra Camacho from Bowie Elementary from Pasadena ISD. She teaches bilingual Math and Science and she likes to get creative when teaching. Help her Clear her List. 

Ms. Ram is a Science teacher from Melillo Middle School In Pasadena ISD.  Help her Clear her List. 

I was recently reading the July/August 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the Editor's Corner, written by Ann Haley MacKenzie.  She wrote a column entitles, “Teaching Societal Issues in the Science Classroom.”   By incorporating societal issues into our classrooms, we provide students a chance to explore topics in depth, instead of simply glossing over the content.  Here are some reasons to include societal issues in science courses: --These issues justify information included in science courses. --Societal issues allow students to find science classes relevant to their daily lives.   --These societal issues enable teachers to evaluate student success at application and synthesis of ideas. --Infusing societal issues defines the teacher's role to be “facilitator” and relegates the textbook's / digital learning platform status to “information sources.” --These issues may allow for increased scientific understanding of concepts, ased on cognitive theories of learning.

I was recently reading the May/June 2022 issue of “The Science Teacher” a publication of the National Science Teaching Association.  In this issue, I read the “Editor's Corner” column, written by Ann Haley MacKenzie.  She wrote an article entitled, “Inclusive Strategies for the Science Classroom.” The time is now for more attention to be paid to providing an inclusive environment for all learners.  Our STEM pipeline depends on it.  Our future as a progressive scientific country depends on it.  Our scientific literacy depends on it.  Our goal for an inclusive science classroom is to make sure all of our students can bring their authentic selves to school and feel that they belong, while providing engaging, responsive, and stimulating learning environments.  

Professor Anthony Poole School of Biological Sciences University of Auckland https://profiles.auckland.ac.nz/appo310 (https://profiles.auckland.ac.nz/appo310) Professor Poole's Articles https://theconversation.com/japans-path-to-becoming-a-leader-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge-179191 (Japan's path to becoming a leader in Western science: an Asian perspective on science and other forms of knowledge (short version)) https://openinquiry.nz/2022/03/26/japans-path-to-becoming-leaders-in-western-science-an-asian-perspective-on-science-and-other-forms-of-knowledge/ (Japan's path to becoming leaders in ‘Western' science: an Asian perspective on science and other forms of knowledge (long version)) Ministry of Education's curriculum article  https://ncea.education.govt.nz/science/chemistry-and-biology?view=learning (What is Chemistry and Biology about?) In July 2021, seven University of Auckland professors published a letter to the editor in the New Zealand Listener, titled "In Defence of Science". The professors' were responding to a Government education report (see link below), recommending parity for Mātauranga Māori in the secondary school curriculum, and in particular, in the science classroom. The report states: ”Our goal is to ensure parity for mātauranga Māori with the other bodies of knowledge credentialed by NCEA (particularly Western/Pākehā epistemologies)." The report also states: "Philosophy and History of Science is a unique strand in Pūtaiao [Māori word for Science], with no equivalent in the New Zealand Curriculum. It promotes discussion and analysis of the ways in which science has been used to support the dominance of Eurocentric views (among which, its use as a rationale for colonisation of Māori and the suppression of Māori knowledge); and the notion that science is a Western European invention and itself evidence of European dominance over Māori and other indigenous peoples. Pūtaiao allows opportunities to incorporate Māori perspectives and knowledge about the natural world into the classroom. In this regard, it decentres Western epistemologies and methodologies." The professors' letter arose from their concern for "the disturbing misunderstandings of science emerging at all levels of education and in science funding", which they state is encourages a mistrust of science. Their concern is in the context of the decline in maths and science achievements in New Zealand schools, particularly by Māori and Pacific Island students. Their letter stated that: "Indigenous knowledge is critical for the preservation and perpetuation of culture and local practices, and plays key roles in management and policy. However, in the discovery of empirical, universal truths, it falls far short of what we can define as science itself. To accept it as the equivalent of science is to patronise and fail indigenous populations; better to ensure that everyone participates in the world's scientific enterprises. Indigenous knowledge may indeed help advance scientific knowledge in some ways, but it is not science". The reaction to the "In Defence of Science" by the University of Auckland, the Royal Society of New Zealand Te Apārangi, the Tertiary Education Union, and the New Zealand Association of Scientists was not positive and can be viewed in the following articles… NZ Herald - Scientists rubbish Auckland University professors' letter claiming Māori knowledge is not science https://tinyurl.com/2p8v2h9s (https://tinyurl.com/2p8v2h9s) RNZ - University academics' claim mātauranga Māori 'not science' sparks controversy https://tinyurl.com/2ybvk3ja (https://tinyurl.com/2ybvk3ja) Research Professional News - Public letter from academics sparks Māori science row https://tinyurl.com/3juc66yc (https://tinyurl.com/3juc66yc) An open letter in response to the professors' letter by professors Hendy and Wiles, "An open response to In defence of science" was co-signed by

I was recently reading the May/June 2022 issue of “Science Scope” a publication of the National Science Teaching Association.  In this issue, I read the “From the Editor's Desk” column, written by Patty McGinnis.  She wrote an article entitled, “Equity in the Science Classroom.” Despite advances in science education, there remains an opportunity gap; historically underperforming populations often opt out of advanced courses and are not equitably represented in the STEM fields.  As teachers, we are tasked with closing this gap through practices that allow all students to succeed and thrive.

In this episode, our host Eric Cross sits down with Miami-based educator, Valeria Rodriguez. Valeria shares her journey of serving in the Peace Corps, working a corporate job, and eventually finding her passion as a middle-school science teacher. Listen in as Valeria explains how sketchnoting, a form of note-taking that utilizes illustrations, encourages student choice and creativity in her classroom. Eric and Valeria discuss the importance of risk-taking within the science classroom, and how their own mistakes can be crucial in modeling resilience for students. Valeria also shares several teachers that have inspired her throughout her career.Check out Valeria here!Download a free poster created by Valeria here!Join Science Connections: The Community on Facebook!

How important are maths skills to life?  Our host for this episode is Cambridge's own Tamsin Hart. She is joined by Richard Needham, past Chair of Association for Science Education (ASE) and member of project teams for the language of mathematics in science and other ASE projects. And Tom Rainbow, an Education Support Specialist who works for the Advanced Maths Support Programme. Show notes Centre for Evaluation and Monitoring – baseline assessments Association for Science Education (ASE) ASE Facebook ASE resource hub Advanced Mathematics Support Programme (AMSP) Core Maths curriculum Nuffield Foundation: Is the UK an outlier? An international comparison of upper secondary mathematics education Biology for Cambridge IGCSE™ Maths Skills Workbook Chemistry for Cambridge IGCSE™ Maths Skills Workbook Physics for Cambridge IGCSE™ Maths Skills Workbook Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org

In this episode, Eric sits down with Joe McCormick, director of engineering at SplitSpot. Joe shares his experience of losing his central vision in high school and the transition into college at Harvard. Eric and Joe chat about self-advocacy within the classroom, and scaffolds that worked for Joe as he learned how to navigate the world with his disability. Eric also learns about beep baseball, the adapted national pastime for the blind and visually impaired, and the importance of its community for Joe's journey to becoming an engineer. Lastly, Joe shares about accessibility tools, college acceptance, and how to motivate students to love computer science.Read more about Joe's story here.Join Science Connections: The Community on Facebook!

Join us as we get to know another Shorecrest faculty member Melissa Estremera . We learn about her journey from Bioengineer to the Computer Sciences classroom.  Ms. Estremera's infectious passion for engineering, science and computer programming inspire her students to take on any challenge with the confidence that any problem can be solved with the proper perspective and approach.This podcast is made possible by a grant from Intuitive, maker of the Da Vinci and ION surgical robotic systems. The Intuitive foundation is dedicated to promoting the advancement of STEM educational programs, medical and technology research, healthcare training, and fellowship programs.

In this episode, Eric sits down with Aryanna Trejo, a professional learning specialist of Code.org. Aryanna shares her journey from working as an elementary teacher in New York City and Los Angeles to teaching other educators at Code.org. Eric and Aryanna chat about computer literacy within the science classroom, problem-solving skills, and ways to model productive struggle for students. Aryanna also shares ways to teach coding and computer literacy in schools, no matter the classroom's technology level.Check out Science Connections: The Community on Facebook here.Visit Code.org!

In this special episode, our host Eric Cross sits down with veteran middle school teacher Ryan Rudkin. Ryan shares her expertise after almost two decades in the classroom, discussing ways to incorporate aspects of problem-based learning into the K–8 science classroom. Eric and Ryan talk about how to increase parent engagement, involve community members, and add excitement to lessons.Connect with Ryan in our brand-new Facebook community here!Check out March Mammal Madness here!

In this episode, our host Eric Cross discusses the importance of integrating literacy skills into science instruction with Rebecca Abbott, Professional Learning Lead at the Lawerence Hall of Science at UC Berkley. Listen in as Rebecca challenges science educators to weave together vocabulary, background knowledge, and an understanding of language structures to help students make sense of complex science texts. Eric and Rebecca also chat about ways to use literacy in the service of science, and how educators can take the challenges of unfinished learning and use them to accelerate learning. Want to learn more from Rebecca? Attend a webinar with EdWeb!Read about the importance of great professional learning for teachers here.Check out some great resources from the Lawerence Hall of Science! You can read No More Science Kits or Texts in Isolation to lean more on integrating literacy into science instruction.

Kelly and Sean interview Tom Lauwers, founder and CEO of BirdBrain Technologies (https://www.birdbraintechnologies.com) about the role of robotics in the computer science classroom. We've used the Finch 2.0 robot, which is designed to use the BBC micro:bit as a foundation for coding and computer science. Whether you're in a traditional classroom, teaching after school, or just trying to get people excited about the POWER OF CODING, robots can play a vital role in learning. About BirdBrain Technologies: BirdBrain Technologies' mission is to inspire deep and joyful learning in all students through creative robotics. Founded at the CREATE Lab (https://www.cmucreatelab.org/home) at Carnegie Mellon University (https://www.cmu.edu) in 2010, BirdBrain is a research-based company that promotes gender equality and diversity in computer science, engineering, and robotics. A large part of our mission is to assist educators interested in bringing computer science and engineering design into any classroom. We work collaboratively to support teachers with free standards-aligned curriculum and professional development. Our products have been used by thousands of teachers around the world to bring creative design and robotics fun into the classroom! Special Guest: Tom Lauwers.

How can science teachers engage in the growing movement to adopt anti-racist curriculum and teaching practices? After previously discussing math classes and English Language Arts classes, we now take a look at science! We're joined by Dr. Terence Keel, a super-dope professor with a split appointment in the UCLA Institute for Society and Genetics and UCLA's Department of African American Studies. But first, Jeff and Manuel explore recent headlines in education including who's to blame for national broadband internet gaps and an uphill battle in California to bring back affirmative action. ***Please consider subscribing to our YouTube channel! https://youtube.com/AllOfTheAbove *** 0:00 - Welcome! 5:35 - Decades of internet inequity leaves schools unprepared 17:10 - Early polls suggest an uphill battle for affirmative action in California 32:35 - Exploring the role that science classes play in the work of anti-racism 1:01:16 - Sacramento teachers take the lead on anti-racism training AOTA One-on-one: A conversation with Dr. Terence Keel: https://youtu.be/3xTqrZmeDDU AOTA Episode 2: Race, Culture, and American Schooling: https://youtu.be/cEh947QJVUY?t=785 Dr. Keel's university profile: https://afam.ucla.edu/terence-keel/ Dr. Keel's book, Divine Variations: https://www.sup.org/books/title/?id=25826 Get MORE All of the Above: - Website - https://aotashow.com/ - Podcast on multiple platforms via Anchor - https://anchor.fm/aota - Podcast via Apple Podcast - https://itunes.apple.com/us/podcast/all-of-the-above-podcast/id1339198232 - Podcast via Spotify - https://open.spotify.com/show/4NO3FENVr96JJTU4ZjdnCm - Twitter - https://twitter.com/AOTAshow - Facebook Page - https://www.facebook.com/AOTAshow/ Theme Music by its tajonthabeat: https://www.youtube.com/channel/UCChvx9rSyOTEO2AnYynqWFw --- Send in a voice message: https://anchor.fm/aota/message Support this podcast: https://anchor.fm/aota/support

In this episode, Munazzah shares with us how she turned her grade 7 & 8 spilt class into a lab of Muslim scientists tackling an important environmental and social issue from an Islamic world lens. The post MCEP 002 : Islamic integration in the Science classroom with Munazzah Shirwani appeared first on Podcast for Muslim Teachers.

We discuss teaching writing, teaching science, and how to create classrooms in which students use writing to learn and think scientifically with Kim Jaxon and Leslie Atkins Elliott, authors of the new book Composing Science. Kim and Leslie talk about concrete approaches for engaging students in practices that mirror the work that writing plays in the development and dissemination of scientific ideas, rather than replicating the polished academic writing of research scientists. They also address a range of genres that can help students deepen their scientific reasoning and inquiry.