Mark and Rama talk about Lawrence School, where Rama is the academic dean for grades 7 through 12. The school serves students with language-based learning differences and attention-deficit issues. They've been implementing modeling instruction in their science courses with success. As a result, they are hosting two modeling workshops on their campus this summer. Guest Rama Janamanchi   Rama Janamanchi is the Upper School Academic Dean at Lawrence School, Sagamore Hills, OH. She has been in the role for the past 3 years, working with a phenomenal leadership team to create learning spaces for teachers and students. She has also been an English, journalism, and mythology teacher. She continually seeks professional growth, participating in an NEH Seminar at the Folger Shakespeare Library and the New York Times Teaching Project. She is also a teacher-consultant with NWP. She has presented at the IDA (International Dyslexia Association) and NCTE (National Council of Teachers of English) conferences on creating equitable spaces for all students to succeed. LinkedIn Highlights [4:30] Rama Janamanchi "we are also aware that technology provides us equity" [18:00] Rama Janamanchi "I love that. I love this idea. Permission to fail. It will get better. You just have to persevere." [24:24] Rama Janamanchi "And there's nothing that beats the jaded months of February, January in the cold of Ohio, <laugh> then watching a little bit of curiosity and discovery in your classroom." Resources Download Transcript Ep 80 Transcript Links https://www.lawrenceschool.org/

Mark talks with Janelle Hollingshead about her introduction to modeling instruction, including learning about "for every" statements, which help students to understand the concepts they discuss, as opposed to just getting the correct answer to a question. They talk about using proportional reasoning with students rather than giving them steps to solve problems as a means of developing their thinking. They talk about how teachers might incorporate modeling methods into their classes even when they do not have control over their curriculum. Janelle talks about how she listens to the words students use to describe phenomena to really get an idea of what they're thinking. Guest Janelle Hollingshead Janelle Hollingshead majored in chemistry and music, and lives in Wisconsin, where she teaches chemistry and physics. She leads a monthly coffee talk with AMTA for teachers to talk about modeling in their classrooms and schools. She is working with Larry Dukerich and Brenda Royce to update chemistry teacher materials with solutions using proportional reasoning, along with traditional solutions.   Highlights [21:59] Janelle Hollingshead "I think it's important to be a part of a community where you can bounce things off." [24:46] Janelle Hollingshead "talk to the kids about the fact that your job as a science teacher is not just to impart information, but it's also to create scientists." Resources Download Transcript Ep 79 Transcript

Mark talks with Ine Williams, Associate Executive Officer for AMTA. They talk about her background, global travel, and the various corporate and nonprofit roles she has had. They talk about Ine's new role as Associate Executive Director of AMTA, and her collaboration with Caroline Savio-Ramos, AMTA's new Executive Officer. They talk about some of the changes coming to AMTA and their efforts to make it easier to connect with other educators. They talk about equity in education, highlighting diverse voices. They discuss Ine's intentions for the first few months in her role, as well as longer-term plans. Guest Ine Williams Inemesit “Ine” Williams serves as the Associate Executive Officer for the American Modeling Teachers Association (AMTA), where she oversees Membership & Engagement efforts, coordinates programs and events, and partners with the Executive Officer to drive strategic growth and foster community for STEM educators. Her career is defined by a unique intersection of science, international education, and climate justice. Beginning in biotechnology at Chiron Corporation, Ine transitioned into a 20-year career in higher education, managing global mobility programs and diversifying STEM initiatives. A dedicated advocate for systemic change, she is a Climate Reality Leader, Certified Carbon Literacy Facilitator, and currently serves on the Board of Directors for the RISE Travel Institute. Whether managing global programs & teams, or scaling nonprofit operations, Ine is committed to translating complex global challenges into inclusive, sustainable strategies. Instagram  |  LinkedIn Highlights [21:02] Ine Williams "I think those are really good words to use: develop, and improve, because I see that there's a lot of change coming about right now in AMTA, some of it that people have seen already, some of it that we have not even shared yet. ... all about trying to make this organization be a really good space for ...educators...also for community, for resources, ...And to make that experience more seamless and just something that people really enjoy." [27:24] Ine Williams "Caroline and I are considering, take a step back, learn the process, and then be strategic about how we move forward and what we prioritize. And part of that strategy is going to be really listening to the folks who are the body of AMTA, the members, ...And figuring out what their needs are." [28:41] Ine Williams "this idea of modeling instruction, this pedagogy, is really set up to give every student a voice. Right in the classroom." Resources Download Transcript Ep 78 Transcript

In this episode, Mark talks with Lee Trampleasure, starting with how he found modeling instruction 20 years ago. They talk about the various courses he teaches and how we may sometimes need a reminder that just as we feel like brand new teachers again when we first start modeling, our students aren't used to developing the science themselves and sometimes it takes a whole semester before things "click." Lee shares some ideas for how to adjust our modeling workshops for our post-COVID, Zoom world. They also talk about ways for modelers to connect in community, even if they are the only modeler in their school. Guest Lee Trampleasure Lee has spent 30+ years teaching science, mostly physics, from physics first (9th grade) to AP physics C: Mechanics. He has also taught chemistry and yearbook. He took a break from teaching about ten years in, to work with the SEPUP curriculum group. Lee also leads geology-focused hikes in the San Francisco area. Website | Facebook | Bluesky | X | Meetup     Highlights [14:14] Lee Trampleasure "I love teaching physics first because kids are building their math skills at the same time that they're building their physics skills. And I think we help the math classes with physics first." Resources Download Transcript Ep 77 Transcript

In this episode, Mark talks with Caroline Savio-Ramos, the new executive officer of the AMTA. They discuss her professional journey and introduction to modeling instruction. They talk about current projects she has been working on in her first month as executive officer and about direction for AMTA. Guest Caroline Savio-Ramos She holds a Ph.D. in Educational Technology from Arizona State University, where she conducted research on technology-enhanced physics learning, published peer-reviewed work, and taught courses in Human–Computer Interaction and Educational Technology. She also earned an M.S. in Educational Technology from Ramapo College, an M.A. in Education (Teaching Physics) from New York University, a B.S. in Computer Science from Western Governors, and a B.A. in Physics and Spanish from Rutgers University. In addition to her academic background, she brings industry experience from Hewlett Packard Enterprise and Intel, where she led UX research and designed digital learning solutions. A fluent speaker of Spanish and Portuguese, she is committed to fostering curiosity, problem solving, and lifelong engagement with STEM. BluSky Profile Highlights [23:28] Caroline Savio-Ramos "I encourage people to come to the town halls, come to webinars because the way I wanted to approach this is have an open conversation with folks. Like, what do you want to see? What can we do for you? What are some things that you would like AMTA to offer that we possibly don't?" Resources Download Transcript Ep 76 Transcript

In this episode, Mark talks with Cynthia Passmore, who is a professor of science education at the University of California, Davis. They talk about the differences between the approach to modeling developed at ASU and UC Davis, which seem to be more and more similar as time goes by. They talk about how all of our understanding in scientific study is based on models, even if we do not specifically hold those up as "models" per se. We use mental models to explain the world around us and to better understand how and why certain interactions happen the way they do. They talk about modeling instruction and the Next Generation Science Standards and how modeling really gets students to do the thinking as scientists and make the connections between what we see and the explanations for what we see. They talk about Cynthia's new book, even get to talk about some of Cynthia's recent research on effective teaching using modeling methods in the high school biology classroom. Guest Cynthia Passmore Cynthia Passmore is currently a Professor specializing in science education in the University of California, Davis School of Education. She did her doctoral work at the University of Wisconsin, Madison and prior to that she was a high school science teacher. Her research focuses on the role of models and modeling in student learning, curriculum design and teacher professional development. She investigates model-based reasoning in a range of contexts and is particularly interested in understanding how the design of learning environments interacts with students’ reasoning practices. She has been the principal investigator of several large grants and is the lead on a collaborative curriculum design project that has created a full-year high school biology course. A key practitioner publication is the edited volume: Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices from NSTA Press. Highlights [2:44] Cynthia "I think the inclusion of modeling as a practice in the next generation Science standards has also brought a lot more people to the work of modeling than used to be the case." [3:25] Cynthia "Models are the functional unit of scientific thought." [7:51] Cynthia "The depiction is important. I'm not trying to say it's not, but if all we're doing is asking kids to reproduce representations and depictions of things, then we're losing the modeling practice, in my view." Resources Download Transcript Ep 75 Transcript Links Modeling  Based Biology - Living Earth

This episode starts out with Tom's advice to teachers who are just getting started with modeling instruction. He and Mark discuss the differences in teaching physics and chemistry using modeling methods. They also discuss the changes Tom noticed when switching from traditional to modeling methods, as well as key takeaways from modeling workshops. Guest Tom Pfeiffer Tom Pfeiffer studied biology and chemistry in college. In graduate school, he chose to switch directions and become a teacher. In his teaching career, Tom taught Physics, Chemistry, 10th-grade Biology, Advanced Biology and Physical Science. When he began to learn about modeling methods, he says it greatly improved student engagement in learning. He is now retired after teaching for 40 years. Facebook | Instagram Highlights [17:40] Tom Pfeiffer "when I think of my students when I was modeling, they were much more engaged and seemed to enjoy the class more." [19:55] Mark Royce "When they walk away from my class, regardless of the content they carry with them, they are learning how to learn, and that will always go with them in their life ahead." Resources Download Transcript Ep 74 Transcript  

Mark talks with Matt Oney about his introduction to modeling instruction and how he uses modeling methodology in the university setting. They talk about the importance of fostering, as opposed to squashing, the curiosity that all children have. Modeling instruction is designed to train students to use their curiosity to pursue answers, and students are engaged in that learning. Additionally, they discuss ways that teachers may be inadvertently killing students' curiosity. They talk about the importance of modeling the student-centered approach in the professional development that we offer to teachers because we want their classrooms to be student-centered. Guest Matt Oney Matt Oney is the Associate Director for Integrated Secondary Science at Michigan State University in the Center for Integrated Studies in General Sciences. His primary focus is on preparing future science educators. In addition, he is the College of Natural Science coordinator for the Certification in College Teaching Program. Matt earned master’s degrees in plant biology and education from MSU. Prior to joining MSU as a faculty member, Matt was a high school chemistry and physics teacher in the Upper Peninsula. Highlights [2:33] Matt Oney: "what the myth busters are currently doing of just like taking these general curiosities that they have about the world and identifying ways that they can answer those curiosities. I was like, that's what I want my students to do. But I had no idea how to do that related to physics." [23:42] Matt Oney: "I would argue that all subject matters should be inquiry based and that our students should be learning through their own curiosities," [25:13] Matt Oney: "Learning is not necessarily, fun. It's challenging, but it's engaging. And we have such a huge responsibility to make sure that we are not killing the curiosity of our students." Resources Download Transcript Ep 73 Transcript  

Mark talks with Lynn about her introduction to modeling instruction right at the beginning of her teaching career and how modeling works so well with the specific AP physics areas of focus. Lynn reminds us that when we are the only teachers of a certain STEM subject at our school, it is incredibly important to find community beyond the walls of our school. They talk about gender equity in our science classrooms. As always, Mark asks his guest to share her best modeling tips for teachers. Finally, they talk about adapting to the annual requests for doing some new thing in all classrooms. Guest Lynn Jorgensen After graduating from BYU with a degree in Physics Teaching, Lynn Jorgensen took a few years off to raise her family. She then began her teaching career in 2015 at Gilbert High School. As a singleton teacher finding a community of support and relevant PD became her primary focus. These searches led Lynn to the Arizona section of AAPT and STEMteachersPHX. Serving as vice president for AzAAPT for a number of years. She started working with Arizona State University’s modeling instruction program as she earned her Masters of Natural Science (physics) degree. Working with the Modeling community lead her to serve on the executive board of AMTA. She has also served on the K-12 task force with AAPT, as well as a teacher fellow on the InterAmerican Teacher Education Network. In every opportunity Lynn has looked for ways to strengthen her teaching skills and to try to reach as many students as she can each year. Highlights [4:17] Lynn Orgensen "you might know physics, but modeling helps you understand how to actually get your information across to your students." [8:44] Lynn Orgensen "modeling really helps fill that gap with AP to really help students understand how things are connected and that there's these relationships. Not just an equation, but we can focus on the graphs. There's multiple forms of representation, which is all of the kind of things AP loves to hear and to see" [18:27] Lynn Orgensen "there is absolutely something to be said for having a community of like-minded people wanting to just help each other be better." Resources Download Transcript Ep 72 Transcript  

Mark and Chance talk about ways to make workshops more accessible to teachers, given the limited amount of time we all have in the summertime. They talk about CESAME at Cal Poly, which works to recruit more science and math teachers for K12 education. They talk about how AI may impact modeling classrooms, including some ideas he has about how to use the power of AI to get to the physics principles, even in high school, that are usually pushed until students have 2-3 years of college math. Guest Chance Hoellwarth Chance Hoellwarth, a professor of physics at California Polytechnic State University (Cal Poly), serves as the director of Cal Poly’s Center for Engineering, Science, and Mathematics Education. This center’s primary focus is on recruiting STEM teachers and providing support to inservice K-12 science teachers. One of their initiatives is organizing Modeling Workshops in biology, chemistry, and physics every summer.   Highlights [5:24] Chance Hoellwarth "It's so much easier to edit than to pull from scratch." [26:23] Chance Hoellwarth, on letting AI do some of the complicated data analysis to let students "see" the physics: "it's about the physics. How do we get to the physics more and not all the calculations we need to do to do the physics kind of thing." Resources Download Transcript Ep 71 Transcript Links CESAME Website