Deconstructed Journal Clubs: Decoding Journal Articles w/Inquiry!

KEY INFORMATION

• Date/Time: Saturday, April 18, 2026 from 10:00am - 1:00pm
• Location: Trinity School
• Workshop Leader: Kerry Kline
• Appropriate for: Middle and High School Science Teachers
• 3hrs of CTLE credit offered

WORKSHOP DESCRIPTION

Deconstructed Journal Clubs: a student-centered approach to decoding journal articles while also providing students opportunities to explore any topic of choice. This workshop will focus on articles that explore 1–how identity impacts who does science and how to use results to make changes within the classroom or school to be more inclusive, and 2–how Indigenous land management impacts conservation outcomes.

Deconstructed Journal Clubs are quite flexible! Depending on time, students can come to class without prepping in any way before coming to class. Or, if you prefer, they can learn to lead their fellow students in a "club" with articles of your (or their) choosing. Students can practice a range of skills, or a targeted subset, all in service of building scientific literacy. By using regular, dedicated time, student confidence and ability to analyze data and figures noticeably improves. Depending on how you approach these clubs, students can also practice making predictions (what do you think the experimental set up will be? How will researchers test their ideas?) and using data to solve problems.

Audience: Middle School & Upper School Teachers of any science discipline. Articles used were developed for a biology class, however, the technique is valid for all science fields.

Workshops in this series:

• Socratic Dialogue - February 28, 10:00-1:00pm ET via Zoom
• Scientific Communication - March 22, 9:30-11:30am ET via Zoom
• Deconstructed Journal Clubs - April 18, 10:00-1:00pm in-person
• Protocols for Student Peer Review - April 26, 10:00-12:00pm ET via Zoom

Please consider joining us for other workshops in this series:

April 26th 2026

Protocols for Student Peer Review

Continuing our deep dive into phenomenon/experimental models, participants will look at strategies, scaffolds, and sample student work to explore how we have students write proposals and drafts, and engage in peer review, as well as how students generate a quad chart/mini-poster to report what they did and how and why they did it, showing they understand not only their experiment, but also the rationale behind their experiment and where it fits into the bigger picture.

Content will be adapted to the needs and experience of participants. Participants are welcome to attend one or both.

STEMteachersNYC delivers professional development workshops for teachers, by teachers, about teaching, since 2011. All workshops over 2hrs offer CTLE. CUNY Pre-service teachers may attend for free. Please reach out if your school requires an invoice. We are an NYCDOE MTAC Vendor.

Current CUNY students with valid ID may attend summer workshops at a discount or for FREE! Please email [email protected] for details.

Email general questions to [email protected]. Note this workshop requires a minimum number of participants. In the event there are not enough participants, the workshop will be cancelled, and a refund will be issued.

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