Science Modeling Talks

In this month's podcast, Mark talks with CJ, who has taught a wide variety of sciences using modeling methods with students from third grade through high school. They talk about the differences between a middle school and a high school modeling classroom and about the similarities. They talk about making connections and how valuable the support from the modeling community has been when trying to get a lab set up correctly, or trying to figure out any number of issues.

Guest

CJ came across modeling instruction while taking graduate courses in education as part of a career pivot to teaching K-12 science after spending the first part of her career in academia, including some research work in a variety of countries around the world. She has taught biology, physics, chemistry, and has used modeling methods with high school, middle school, and even third grade classes.

 

 

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Highlights

[18:28] CJ: "because we start with the lab in modeling instruction versus doing the lab at the end to confirm what we learned in the textbook, if a student misses a lab or if something in the lab doesn't go right, then they can feel left out throughout the rest of the process. So having a video of the lab or having an interactive lab or a virtual lab for them to go to if they were absent or if their group's data didn't work, that's really helpful."

Resources

Ep 85 Transcript

In this episode, Mark talks with Levi Torrison about his background in modeling instruction, the years he has spent facilitating modeling workshops, and the work he has been a part of building out the second semester of modeling chemistry materials. Levi talks about the methods of modeling instruction as a way to get students thinking like scientists, asking questions for themselves, and learning how to discover the answers through investigation.

Guest

Levi graduated with his phd in chemistry from ASU in 2003. He has been teaching at Estrella Mountain Community College for 20 years. He took his first modeling workshop with Russ Shaffer in the summer of 2008 and began leading workshops the following summer of 2009. I have taught chemistry I and II workshops as well as the thermodynamics course. This summer I finished my 22 workshop in Utah.

 

Highlights

[28:58] Levi: "most science teachers will tell you that they would rather teach critical thinking than content."

[29:11] Levi: "most teachers will tell you, "Man, I really wish these students would learn how to think." And this is the way to do that, is having them sit down with data, having them perform the experiment and collect the data and do the graphing and do all the thinking."

[31:02] Levi: "teaching this way with a modeling curriculum, you have instantaneous assessment. When you have students that build a whiteboard together as a group and ask each other questions and sit there and go through, you can immediately tell what they actually understand for real."

Resources

Ep 84 Transcript

 

In this episode, Mark talks with Aaron Mueller about his experiences with modeling instruction. They talk about getting students to think like scientists, questioning one another, and using both inductive and deductive reasoning. They talk about the connection between NGSS and modeling instruction and about some of Aaron's tips for new teachers and book recommendations.

Guest

 

Aaron Mueller is a 7th grade Science Teacher in Naperville, Illinois. He has been teaching for 26 years and began Modeling in 2012-13. Through his career, he has taught middle and high school science. Aaron has experience with modeling workshops in Biology, Mechanics, and Middle School.

 

 

 

Highlights

[5:19] Aaron: "So students that are, ELL to having a 504 IEP, gifted even, their sets of languages are so different. However, modeling can bring them together really easily through observation, inferencing, gathering evidence, explaining the evidence, drawing."

[17:10] Aaron: "I feel like a way to describe NGSS is like that framework or backbone and modeling to me is that key to turn it on and let it go."

Resources

Ep 83 Transcript

[Book] Science Blind by Andrew Shtulman

[Book] Science in the City by Bryan A. Brown

[Book] Ambitious Science Teaching by Jessica Jane Thompson, Mark Windschitl, and Melissa Braaten

[Book] Questions, Claims, and Evidence: The Important Place of Argument in Children's Science Writing

[Video] Dr. Brian Hand - Science Writing Heuristic

In this episode, Mark talks with Colleen Megowan about the history and initial founding of the AMTA and how she became the first executive officer for the organization. She talks about what she does as Senior Fellow, and her dreams for the future of AMTA, including research on including AI in modeling instruction, developing modeling methodology for math instruction and for elementary education, and an online journal for research modelers have done in their classrooms.

Guest

Colleen Megowan-Romanowicz has taught high school and university physics, mathematics, and integrated physics and mathematics in California and Arizona for over 30 years. She learned the Modeling Method of Instruction for physics teaching in 1998 and found it to be so uncannily effective that she wanted to figure out how and why it worked. This ultimately led to a PhD in Physics Education Research at Arizona State University (ASU) focused on Modeling classroom discourse in 2007 under the direction of noted physicist David Hestenes, the theorist who originated Modeling Instruction and enjoyed 16 years of NSF support for its development and dissemination.

In 2005 she helped found the American Modeling Teachers Association (AMTA), and later became its first Executive Officer. She continues her work in support of AMTA and modeling instruction research as Senior Fellow at AMTA.

Email Colleen

Highlights

[22:17] Colleen: "And so, given that [AI is] there and it's in the hands of our students, how are we going to use it well and use it responsibly and teach them to use it well and responsibly."

[26:18] Colleen: "There are plenty of modelers who do classroom research. They should have an outlet to publish that."

Resources

Ep 82 Transcript

 

This week, Mark talks with Phil Root about the differences he sees between teaching using modeling methodology at the high school level and the college level. They talk about Phil's experience helping to adapt modeling materials for physical science to the Next Generation Science Standards, and how much he enjoyed building a storyline for those units. They talk about the advanced modeling workshops, including the new materials Phil helped to develop for them, and the various topics covered. They finish with Phil's advice for folks just starting out on a modeling instruction journey.

Guests

Phil Root taught high school chemistry and physics at Chandler High School from 2004-2013, and has been teaching chemistry at Scottsdale Community College since 2013. Phil teaches using modeling methods at the college level, and also leads modeling workshops. He helped to develop the physical science curriculum for Next Generation Science Standards and worked with Levi Torrison to develop a thermodynamics modeling workshop and extend the Chem 2 workshop to a full three week course.

Website

 

Highlights

[11:05] Phil Root: "AMTA was actively engaging students before it was cool."

[17:08] Phil Root, on advanced modeling workshops: "you will have activities, labs, facilitation experience that you can take with you directly back to your classroom the next year and put it to place right away to build your storyline in your classroom and make it stronger."

[19:13] Phil Root: "My goal now isn't to get my students to solve a problem a certain way or to get an answer. It's to probe their thinking about the relationships that they're using or how are they making sense of the mathematical relationships they're using or the conceptual frameworks that they're building."

Resources

Ep 81 Transcript

 

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 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, then watching a little bit of curiosity and discovery in your classroom."

Resources

Ep 80 Transcript

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 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

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.

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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

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 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

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

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

Ep 76 Transcript