CHRISTOPHER ZIEMINSKIhas over 17 years of experience as both a wildlife researcher and a science educator. When he was conducting field-based research, he focused his efforts on employing non-invasive genetic techniques to monitor threatened and endangered species and their response to habitat disturbances.
As he transitioned to the classroom, he co-instructed undergraduate courses in land use and taught secondary life and earth science. Additionally, he has had the opportunity to work with classroom teachers, instructional coaches, and administrators from over 50 districts throughout Connecticut as these schools transition to the NGSS.
As a result, Mr Zieminski has extensive experience supporting educators with the development of lessons designed to meet the intent of the Next Generation Science Standards. He facilitates a variety of workshops, including the NGSX: Next Generation Science Exemplar and Assessment Design to Support NGSS Instruction.
His work focuses on collaborating with teachers to bring new learning and strategies to their classrooms.
Mr Zieminski holds a bachelor’s of science degree from the University of Vermont, a master’s degree from the University of Massachusetts, and he has co-authored several articles published in peer reviewed journals.
Supporting Science Students in Three-Dimensional Learning
The Next Generation Science Standards (NGSS) are different from previous science standards as they focus on three dimensions of science learning – disciplinary core ideas, science and engineering practices and crosscutting concepts – and student driven sense making of phenomena and solving design problems. In order to meet the intent of the new standards and this inquiry-based vision of science education, educators require a deep understanding of scientific inquiry and the NGSS.
During this two-day institute, you will have the opportunity to engage in immersive activities and identify instructional strategies which align with scientific inquiry and the NGSS. We will examine a process for launching instruction with phenomena, eliciting the prior knowledge of students, and helping students generate and categorize questions.
To better plan instruction, we will unpack some core ideas of science and identify how these ideas can build upon each other in a coherent sequence of instruction. As we work to connect these strategies to the classroom, we will focus on a few key practices to support students as they strive to make sense of big science ideas.
Target Audience: K-12 science educators and science instructional coaches.