**Three Summer 2014 Workshops (July 21 through Aug. 8)**

**1. High School Chemistry (introductory level), led by Donghong Sun and Tammy Gwara. SCHOLARSHIPS AVAILABLE - CLICK HERE TO APPLY!**

**2. Physics – Mechanics (introductory level), led by Paul Bianchi and Seth Guinals-Kupperman.**

**3. Physics - Models of Light (advanced level, requires one previous introductory level Modeling Instruction Workshop), led by Mark Schober and Kofi Donnelly.**

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**All three workshops run simultaneously, July 21 – Aug. 8, 2014 (3 weeks, Monday through Friday) at Columbia Teachers College, 525 West 120**^{th} St., NY, NY.

**Sign up for the workshop of your choice at: <****stemtnycsummer14.eventbrite.com****>.**

**$50 registration fee; $449 balance will be due later in spring.**

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**WHO SHOULD ATTEND**: Middle, high school, and university teachers, and prospective teachers, of physics, chemistry or physical science. Teachers of biology, other sciences, math, technology and engineering also may find these workshops useful. At least one year-long, algebra and trigonometry-based, college-level course in the subject matter of the workshop is strongly recommended. The chemistry and mechanics workshops are for teachers who have not previously taken a 3-week workshop on Modeling Instruction. Teachers who register for the Models of Light workshop are expected to have previously completed at least one 3-week workshop on Modeling Instruction at the introductory level.

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**Cost: $499 **(for one 3-week workshop), including 1-year membership in the American Modeling Teachers Association. $50 deposit is required to reserve space; balance will be due later in spring. Each workshop is limited to 24 participants. Certificates are available.

**Click here for Housing Possibilities in NYC**

**Graduate Credit: **Participants in any of the three workshops can earn three graduate credits at SUNY Empire State College (with additional cost).

**DESCRIPTION: ** In all workshops, the instructors teach by example, guiding participants through a series of well-defined scientific models using a detailed course manual including classroom-tested, teacher-developed labs, activities, discussions, worksheets, and assessments. An explicit modeling learning cycle is used. References describing Modeling Instruction and documenting its effectiveness are available at <http://modeling.asu.edu/R&E/Research.html> and at <http://tinyurl.com/modelingarticle >. All three workshops will follow outlines and use the course manuals developed by the American Modeling Teachers Association and its predecessor, the Modeling Instruction Program, over the past 20 years.

**1. High School Chemistry.** Led by Donghong Sun and Tammy Gwara. This workshop is intended for teachers who have not previously taken a workshop in Modeling Instruction. At least one previous course in chemistry with algebra is required. The workshop immerses teachers in Modeling Instruction so that participants develop the skills necessary to implement this student-centered, research-informed, standards-based curricular approach with their students. The instructors guide participants through the core units of a high school chemistry course as they would with high school students. In teacher mode, the pedagogical rationale for all aspects of the example instruction is explored as well as accommodating various student populations, class schedules, testing requirements, and laboratory resources. Through readings and discussion, the workshop also delves into cognitive research, pedagogical content knowledge, and the theoretical underpinnings of Models and Modeling that are essential to understanding Modeling Instruction as both a teaching practice and philosophy. Specific topics of study include: particulate structure of matter, energy and kinetic molecular theory, stoichiometry, and energy and chemical change.

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**2. Physics (Mechanics). **Led by Paul Bianchi and Seth Guinals-Kupperman. This workshop is intended for teachers who have not previously taken a workshop in Modeling Instruction. At least one previous course in physics with algebra and trigonometry is required. Eight explicit models, as detailed in the mechanics modeling course manual, are studied in “student mode”: a) Constant velocity model; b) Uniform acceleration model; c) Free particle (balanced force) model; d) Constant, unbalanced (net) force model; e) Constant vertical and zero horizontal acceleration particle (projectile motion) model; f) Circular motion model; g) Momentum transfer (conservation) model; and h) Energy transfer (conservation) model. In “teacher mode,” the pedagogical rationales for all aspects of the example instruction are explored, as well as accommodating various student populations, class schedules, testing requirements, and laboratory resources. Through readings and discussion, the workshop delves into cognitive research, pedagogical content knowledge, and the theoretical underpinnings of Models and Modeling so as to develop an understanding of Modeling Instruction as both a teaching practice and philosophy.

**3.**** Models of Light. **Led by Mark Schober and Kofi Donnelly - advanced level - requires one previous, intensive, 3-week Modeling Instruction Workshop and one or more algebra and trigonometry-based course in physics. Participants in this workshop will focus on building, testing, and applying/deploying the particle (ray), wave, and photon (quantum/wave-particle) models of light. The assumptions behind each model will be explored in some depth, as well as the range of phenomena where each model succeeds and fails. Participants will carry out many of the key experiments (including formation of images, double slit, diffraction, photoelectric effect, . . . ), and, in “student mode,” discuss the results with peers. The pedagogical aspects will be discussed in “teacher mode.” Guidance about where to obtain materials and how to construct key apparatus will be available so teachers can implement the lessons from the workshop in their classrooms.