In my previous school district, I was the only teacher teaching a physics course with set, district-wide learning outcomes. These same outcomes were also taught in physics classrooms at the other high school in our district. But at our school, I was one of the 2 physics teachers. The other teacher taught the AP-level physics courses. So, in many ways, I had opportunities to incorporate strategies I believed were best for learners and that I found worked best for them without being seen as out of alignment with anyone in our building. My amazing friend and one of my teaching philosophy goddesses, Katie Novak, stated the following misconception about alignment: All teachers must deliver instruction in the exact same way. True alignment, she says, is about shared goals, rigor, and outcomes. Thank you, Katie! Katie has taught me to truly believe that learner variability is the rule, not the exception. I encourage you to take 10 minutes to listen to Katie Novak explain it in the ...
It's finals time here at Brookfield Central High School. It is a time for reflection as we give our final assessment for our course. I asked my students to reflect on which type of assessment allows them to best demonstrate their understanding. When growing up in the 70's and 80's, I remember there was a heated rivalry between McDonald's and Burger King. Some may remember the argument over flame-broiled vs. fried. But, I remember the difference between the Whopper and the Big Mac. One you could have your way. The other was so regulated, it spawned its own song. I collected feedback from my students on what helped them learn in my class this term. The number one piece of positive feedback students provided was the ability to have individualized assessment options. Below is my final feedback board of the year on "This Helped Me Learn". The number one piece of positive feedback based on this board is the ability to complete a m...