Traditionally the note-taking experience in a live classroom has one of two outcomes. Either students are frantically copying every detail without opportunity to process the material, or students are unable to keep up with the pace of the notes. A third, is that students sit back and let their technology take the notes for them so they can reference them later. Regardless of the experience, none of these results in truly active learning. In this talk I will present a way in which my students take notes in my class after engaging in an active, studio-style lesson. The results are compact and personally valuable to students. 

This session explores the integration of Vernier Video Analysis software into high school physics projects to deepen students' understanding of motion. The project follows a structured three-part approach designed to support students learning. The session will cover each part of the project in detail, showcase examples of student work produced throughout the process, and key takeaways.

The Everyday Actions Guide, a pedagogy handbook for teachers, is part of the STEP UP curriculum. Recently updated, the Everyday Actions Guide is the foundation of a new NSF grant supporting teachers’ professional learning around inclusive practice in physics. Small actions each day can have larger impacts in our science classrooms. Building on teacher reflection and including student voices, the Everyday Actions Guide is a tool for teachers of any science class and of all levels of experience to make positive change in their classrooms. Come to learn more about the program and opportunities to participate in the program and active research to improve the field of physics for all students. We are inviting teachers with all levels of experience. The STEP UP curriculum also includes two in-class lessons for students to learn more about the benefits of pursuing physics as a career and the history of who has studied physics.

The integration of equity into high school physics instruction is an important goal of physics teaching and learning. While the literature in science and physics education has discussed the importance of and specific efforts towards advancing equity in teaching physics, few studies have investigated the design of comprehensive science teacher professional learning that integrates equity with the different aspects of science teaching. The work presented seeks to build in this area by studying four iterations of a summer professional learning experience for in-service physics teachers that focuses on integrating energy and equity in their teaching practices. We leverage design-based research (DBR) in our study, which seeks to learn from the multiple iterations of implementation and put forth design principles about integrating equity with science teacher professional learning. In our analyses, we uncover the following design principles: 1) Using representational resources that connect science concepts to equity issues, 2) Supporting teachers to address community concerns, 3) Providing a comprehensive equity framework, and 4) Supporting teachers to learn about their positionality in the class. Through this approach, we hope to advance and elevate design knowledge that can contribute to our understanding of how professional learning for physics teachers can integrate equity.