Professional Development

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Professional Development

The UT STEM Center has over twenty-five years of experience in evaluating, selecting, and creating professional development offerings for K-12 educators. We can adapt our existing programs to meet your specific school, district, or state's needs or create new content at any scale. Whether you are seeking to be part of a research practitioner partnership (RPP), looking for evidence-based in-person professional development, or interested in online education opportunities - the UT STEM Center has a solution.

Eric Knuth, Ph.D.

Sanchez Building (SZB) 340H



Featured Professional Development

Five Components of Effective Mathematics Intervention

Dr. Sarah Powell
Department of Special Education

In this session, we’ll discuss and practice five evidence-based components to include in mathematics intervention for students with mathematics difficulty. We’ll focus on using: explicit instruction, precise mathematical language, multiple representations, fluency building activities, and word-problem instruction focused on schemas.
By the end of the session, educators will have more tools for providing effective mathematics intervention.

Engaging Equity-Focused Science Teaching Strategies

Dr. Tia C. Madkins
Department of Curriculum and Instruction

How can elementary teachers focus on issues of equity and social justice in their science classrooms? In this session, we will discuss issues of equity within science education and engage in a demonstration lesson that highlights an equity-focused teaching strategy, culturally relevant pedagogy (CRP). Teachers will learn to discuss CRP, issues of equity relevant to elementary science education, and how to use CRP in their standards-based science lessons.

Supporting Linguistically Diverse Students’ Scientific Sensemaking

Dr. María González-Howard
Department of Curriculum and Instruction

This session focuses on helping elementary teachers shift their science instruction to include opportunities for students to engage in scientific sensemaking – developing their own understandings of the natural world based on evidence. Moreover, this session addresses various methods for supporting linguistically diverse students with this approach to doing science in ways that maintain the authenticity and rigor of the discipline. Participants will have the opportunity to partake in numerous activities that have demonstrated to be effective for helping linguistically diverse students’ scientific sense-making.

How to Help At-Risk Learners Get “On Track” for Mathematics Success

Dr. Chris Doabler
Department of Special Education

Help your struggling learners get “on track” for success in early mathematics! In this session, we will first learn about instructional practices that have been found to be beneficial for students who demonstrate academic risk in mathematics. Then, we will “look under the hood” of familiar mathematics programs to see if they contain
the features required to meet the needs of at-risk learners. Together, we will generate practical solutions to address the instructional weaknesses of commonly-used mathematics programs. Walk away with evidence-based strategies and tools to support your students who struggle with mathematics.

Motivating Students to Learn

Dr. Katherine Muenks
Department of Educational Psychology

How can teachers create classroom contexts that support student motivation? In this session, we will discuss different beliefs, values, and goals that motivate students to learn and persist through challenges, and how teachers can help their students develop these motivationally adaptive beliefs, values, and goals.

Developing Students’ Algebraic Thinking

Dr. Eric Knuth
Department of Curriculum & Instruction

In this session, participants will discuss and explore early algebra concepts and practices appropriate for elementary school children. Participants will gain valuable ideas for developing activities and lessons that focus on early algebra as well as learn ways to “algebrafy” their current elementary school curriculum in order to support the development of students’ algebraic thinking.

The Science Behind Successful Learning

Dr. Veronica Yan
Department of Educational Psychology

In this session, we will discuss the critical distinction between short-term performance and long-term learning, and how focusing on performance can be a misleading indicator of learning. We will discuss a core set of evidence-based strategies that promote learning—retrieval, spacing, and interleaving—and how to implement them in the classroom. Through understanding the dynamics of memory and why various learning techniques enhance memory, we will discover why oftentimes, easy learning is not effective learning.