Vernier Software and Technology - Celebrating 35 years
Vernier Software & Technology

Independent Workshops

Learn from educators using Vernier technology.

Below is our list of independent workshops utilizing Vernier technology. If you plan on having a workshop featuring Vernier equipment, please let us know and we will advertise it here.

REcharge Academy Workshop

This Academy will cover both wind and solar concepts. We will focus a little more heavily on wind energy, as a great deal of our sponsors, and Colorado energy producers, are in the wind energy indsutry. We will be partnering with the Colorado Wind for Schools program and the Powerhouse Energy Institute at CS. The institute is a nucleus of research, education, and outreach about energy for the faculty, staff, and students of Colorado State University. The Powerhouse is an incredible resource for research and knowledge exchange, and we are excited to share this unique environment by hosting guest lectures from local experts, going on a tours, and more!

This program will appeal to elementary, middle, and high school teachers, as well as Maker/Tinkerer/Fablab educators interested in exploring and learning more about renewable energy (wind and solar power), basic circuits (Circuit Blocks), and modeling (stop motion animation).

Modeling Workshops for Summer 2017

Modeling Instruction is designated as an Exemplary K-12 science program and a Promising Educational Technology program by the U.S. Department of Education. Modeling Workshops are peer-led. Content is reorganized around basic models to increase its structural coherence. Participants are supplied with a complete set of course materials and work through activities alternately in roles of student or teacher, as they practice techniques of guided inquiry and cooperative learning.

Each MODELING WORKSHOP has these features:

  • aligned with National Science Education Standards;
  • focuses on all 8 scientific practices of NRC Framework for K-12 Science Education;
  • addresses multiple learning styles;
  • addresses student naive conceptions;
  • collaboration, creativity, communication, and critical thinking;
  • systems, models, modeling;
  • coherent curriculum framework, but not a curriculum; thus flexible;
  • compatible with Socratic methods, project-based instruction, Cambridge curriculum, PBL, etc.;
  • science & math literacy;
  • authentic assessments;
  • high-tech and low-tech options for labs.

Models and theories are the purpose and the outcomes of scientific practices. They are tools for engineering design and problem solving. Thus, modeling guides all other practices.



Wendy Hehemann
Modeling Workshop and Outreach Coordinator
American Modeling Teachers Association

STEMteachersNYC Summer 2017 Workshops

Our workshops are the foundation of a growing professional learning community of more than 700 teachers. We are dedicated to creating quality professional development opportunities in the New York City area for STEM teachers. We welcome and encourage teacher attendees from across the globe, the U.S., and the local New York City area. Modeling Instruction is at the root of STEMteachersNYC; the teaching methodology known as Modeling Instruction is closely related to NGSS. It engages students in experimentation, data collection, and analysis through a set of structured “paradigm” experiments, asks them to represent their understanding using whiteboards, and then deploys the resulting model in analyzing related phenomena. When the models fail to explain what students are seeing, the cycle of experimentation, data collection, and model making begins again.

We have ten excellent workshops to choose from this summer, including the following full Modeling Instruction workshops Middle School Science, Mechanics, Electricity & Magnetism, and Chemistry II. Plus some other highly valuable workshops such as Best Practices in High School Biology, How to Plan & Lead 3-hour PD Workshops, and Assessment/Standards-Based Grading.



Erin Conrardy
Program Manager

Active Learning Short Course

Active Learning in Introductory Physics Courses: Research-Based Strategies that Improve Student Learning

July 29-31, 2017. Portland, Oregon
Instructors: Priscilla Laws, Dickinson College, David Sokoloff, University of Oregon, Ronald Thornton, Tufts University

Participants will be introduced to research-validated, classroom-tested strategies for each component of the introductory course that have been demonstrated to improve learning. These include Interactive Lecture Demonstration (ILDs), RealTime Physics (RTP) labs, Collaborative Problem-Solving Tutorials, Workshop Physics (WP), Physics with Video Analysis (PVA), and related online video analysis exercises. The course will also include the use of video analysis to identify analytic functions describing real data. Among other recent developments are (1) 3rd ed. RTP E & M labs using video analysis, (2) ILDs using clickers, and (3) online homework using Interactive Video Vignettes (IVVs). Topics will be chosen from both semesters of introductory physics. Research on the effectiveness of these strategies will also be discussed.

The tools and software used in these active learning curricula are compatible with Macintosh and Windows OS, and with the popular interfaces and sensors. Participants will receive complimentary printed copies of the curricula (published by Wiley and Vernier, and also available for high school use as the ABP High School E-dition). Teaching Physics with the Physics Suite, a comprehensive book by E.F. Redish (University of Maryland) on strategies for implementing physics education research-based curricula, will also be distributed.

The course fee is $200. (Early bird registration until April 15 is $180.) Up to three graduate credits from the University of Oregon will be available for an additional $90/credit.



David Sokoloff
Professor of Physics, Emeritus
Phone: 541-221-6543
Fax: 541-346-5861

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