On Friday, I was so pleased to be able to return to one of my favorite days of the year, High-Interest Day at Brookfield Elementary School. This is a day where I have been able to bring the concepts of physics to k-5 graders. You may be asking yourself, "Elementary students doing physics?" YES! Not just experimenting, but understanding the concepts behind the physics of electricity and sound. This is a very special day I have had the opportunity to be involved in since 2017. So, how are we able to bring the concepts of electricity and sound traditionally taught to high school 11th and 12th graders to the elementary level? There are a few keys 1) make it a hands-on experience 2) remove the mathematical calculations and make it practical. In the past, I had the luck of bringing a handful of my physics students with me to guide the elementary students through the concepts that they had learned over the course of the year. But in my new role as a Teaching and Learning Speciali
Now, it may seem contradictory to state that teachers should create a classroom learner toolkit. All individuals in our class have their own profile. We can’t simply design on blanket profile for the class. That is very true. That’s why Bray and McClaskey take a different approach to what a classroom learning toolkit looks like. It is a 3-step process Class Learning Snapshot Preferences and Needs Class Learning Toolkit Class Learning Snapshot In this model of designing tools for a whole classroom, the authors first recommend the teacher identify 4 learners who are diverse. The Class Learning Snapshot records the specific strengths, talents, interests, and challenges of those four learners. If a teacher could meet the needs of these diverse learners through UDL, the needs of the other students in the class would probably be met. Student Strengths, Talents, and Interests Challenges 1 It's easier for me to understand content when I am taugh