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
This is the 5th school year I’ve been having students work with online portfolios. With the help of my co-teaching partner Andelee Espinosa , I have been changing the model up a bit every year to have it make more sense with what what we’re looking for students to communicate in class and to the outside world. This year, I’m working with a new curriculum aligned to Next Generation Science Standards. The unit design is focused on starting with an initial observation we are trying to understand. Throughout the course of the unit, students gain understandings that better help them describe what was occurring in that initial observation. This new unit framework has led me to rethink how we structure our content specific pages in our portfolio. I used to have students separate content pages by overarching outcomes and provide artifacts demonstrating each. With the new unit design, I’m trying out having students create unit pages which track the course of their work in that unit. The uni