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Three-Dimensional Teaching & Learning Workshop

Making Sense of Three-Dimensional Teaching and Learning

July 14–15, 2018
Philadelphia Marriott Downtown
1201 Market St.
Philadelphia PA 19107

Registration is now closed for this event

Earlybird rate (closes 5/11/18):

$675 earlybird nonmember | $600 member

Full rate (after 5/11/18):
$750 nonmember | $675 member

During this two-day workshop, participants build a solid understanding of the three dimensions and how they integrate, and take home a powerful toolkit of resources to further their implementation efforts.

*This workshop is a ticketed event held in conjunction with the STEM Forum and Expo, hosted by NSTA, in Philadelphia. Participants must register to attend the STEM Forum and Expo and add the workshop during checkout.

Workshop Objectives

  • Conduct an investigation where participants actively engage in science and engineering practices in the context of explaining a phenomenon or designing a solution to a problem in order to understand the essential features of all three dimensions (Practices, Core Ideas, and Crosscutting Concepts) and why all three dimensions must be integrated for effective instruction.
  • Construct an evidenced-based argument on how to use phenomena to generate student questions to motivate student sense making and support three-dimensional teaching and learning of the targeted core ideas.
  • Analyze a lesson's potential to support three-dimensional teaching and learning by building on student's prior knowledge, providing students opportunities to express their ideas, and helping students see how the lesson fits coherently into the overall unit of instruction.

Participants receive

To learn more about the Discover the NGSS: Primer and Unit Planner, view the archived web seminar Discover the NGSS: An Interactive Exploration of the Next Generation Science Standards.


Kate Soriano began her career as a geologist for the EPA's Superfund program. Her work explaining science to affected communities made her realize that many people did not have access to a high-quality science education; she wanted to change that. Kate now has more than 20 years of experience teaching K–12 students science in both formal and informal educational settings. Currently, she is supporting New Jersey K–12 teachers in their transition toward the Next Generation Science Standards as a curriculum and professional development specialist with the Center for Innovation in Engineering and Science Education at Stevens Institute of Technology in Hoboken, NJ. Kate serves on the EQuIP Science Peer Review Panel and is an NSTA instructional coach of three-dimensional teaching and learning. She holds a BS in geology and geophysics from Boston College, an MS in geology from the University of Wisconsin–Madison, and an MA in education from Humboldt University.

Ted Willard is Associate Executive Director of Science Standards for the National Science Teachers Association. In this role, he supports implementation of the Next Generation Science Standards (NGSS) and three-dimensional learning more broadly by creating resources such as web seminars, conference sessions, workshops, books, and journal articles. In addition, he edited NSTA's Quick-Reference Guide to the NGSS and oversees the content of the NGSS@NSTA Hub, a website that offers dynamic browsing and searching of the NGSS, tools to support curriculum planning and professional learning, and classroom resources focused on the standards. Prior to joining NSTA, Ted spent 12 years at Project 2061 for the American Association for the Advancement of Science (AAAS), where he was responsible for the development of the Atlas of Science Literacy, Volume 2, and involved in many of Project 2061's efforts toward standards-based education reform including teacher professional development, curriculum resources development, assessment development, and science education research. Earlier in his career, Ted spent five years editing science textbooks for commercial publishers and is a former high school physics teacher.

Workshop Agenda

Day 1

8:00–8:15 a.m. Getting Started
8:15–9:15 a.m. A New Vision for Science Learning
Participants explore how new science standards represent a major shift in teaching and learning where students develop and use science and engineering practices, disciplinary core ideas, and crosscutting concepts to make sense of phenomena in the world around them.
9:15–9:30 a.m. Break
9:30–11:30 a.m. Unpacking the Science and Engineering Practices
Participants investigate the key practices of constructing explanations and developing models by applying a process for studying standards and evaluating examples of student work.
11:30 a.m.–12:30 p.m. Lunch
12:30–2:45 p.m. Classroom Immersion (Anchor Phenomena and Driving Questions)
Participants engage in a three-dimensional learning experience taken from the opening sections of a highly rated instructional material. They then analyze how well the lessons integrate the three dimensions and use phenomena to generate students' questions to drive learning.
2:45–3:00 p.m. Break
3:00–4:00 p.m. Using Phenomena to Drive Students' Engagement
Participants explore how they can use phenomena to motivate students to engage in science and engineering practices and develop deeper understanding of disciplinary core ideas and crosscutting concepts.
4:00 p.m. End of Day

Day 2

8:00–8:15 a.m. Getting Started
Participants reflect on what occurred on Day 1.
8:15–9:15 a.m. Transforming the Classroom
Participants review vignettes describing classroom instruction and reflect on the shifts in teaching and learning called for by A Framework for K–12 Science Education.
9:15–9:30 a.m. Break
9:30–11:30 a.m. Classroom Immersion (Investigative Phenomena)
Participants engage in another learning experience from a highly rated instructional material that makes use of investigative phenomena and once again analyze how well the lessons integrate the three dimensions and use phenomena to generate students' questions to drive learning.
11:30 a.m.–12:30 p.m. Lunch
12:30–1:45 p.m. Instructionally Productive Phenomena
Participants use criteria for evaluating the quality of phenomena to analyze whether the phenomena used in their immersion experiences are effective.
1:45–2:00 p.m. Break
2:00–3:30 p.m. Fostering Student Discourse
Participants review strategies and techniques to create classroom communities that promote student discourse.
3:30–4:00 p.m. Next Steps, Closing Reflections, and Evaluations
4:00 p.m. End of Day

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