Making Science Engaging for the Whole Child

 This summer we are privileged to be bringing Diana Velez, Professional and Leadership Developer at University of California at Berkeley, to San Antonio to present to K-3rd grade educators. Through support of the National Science Foundation and the Lawrence Hall of Science at Berkeley, Dr. Velez has developed science curriculum. She will be joined by Claudio Vargas, currently a Program Coordinator, who has had extensive experience in the field of science, conducting research and supervising. He has used it to help develop curriculum and implement high quality science programs. Both presenters work with the idea that science is an active process, and therefore, should be taught in a way that is active and engaging to the students.

 

But science is also a very social discipline. In the real world, scientists work together to solve problems, develop hypotheses, bounce ideas around until they come up with another angle to attack a problem, read each other's research, and so much more. In order to do all of these tasks, one must be able to work with others. That is why science is a natural vehicle to teach social emotional skills as well. Learning how to work together toward a common goal is a valuable life skill. Learning how to learn from each other and cooperate is necessary to function in school and beyond. Dr. Velez  and Mr. Vargas will show educators how to weave these skills into their science curriculum, thus addressing the whole child.

 

Join us on July 18, 2017 to learn from Diana Velez and Claudio Vargas. For more information and registration link for the Kindergarten-1st grade session, click here. For more information and registration link for the 2nd-3rd grade session, click here. These events, as well as all of the events in our Summer Expert Series are free of charge to educators in San Antonio.

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009

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