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… because kids are curious. About everything. They find joy in discovery, in exploring, and in finding answers.
…. because students don’t always want to do the hard work to master science concepts and skills.
… because, like me, you want to help your students explore and learn at every stage of their lives. Giving students the very best can be difficult. Supporting student mastery is difficult.
You don’t have to re-invent the wheel (yes, I teach physics) because I’m sharing what I’ve learned and what I’ve created, with much feedback from other teachers and most importantly, from students.
* paraphrasing John Muir
Teaching is hard. It still is, after 3 decades. Differently hard, but still hard.
We ask constantly: How do I best help students figure this out? Will this strategy work? I need a lab (group activity, assignment, project, sub lesson, slide deck, whatever) to guide student learning.
I couldn’t find the resources I needed; resources that would best serve my students.
So, I wrote them. And re-wrote them, with feedback from colleagues and students.
I’ve made so many changes in my classroom since the early days. I have probably planned, made, tried, used, and refined 10x over whatever resource it is you are looking for. It’s all here, or coming soon. I’m always looking for suggestions. Leave a comment or email me at [email protected]
About Student Learning
All students can learn. Students are born curious and ready. It’s our role to foster and support this curiosity.
About Learning Science
How often do you hear, “I’m not good at science,” from students, parents, even from colleagues?
I know the answer: too often. Together, we can put an end to that. We can make science doable and real.
Grades and Learning
I get discouraged when students ask, “How can I get enough points to pass?” Instead of “grades” and “passing” we work on learning, knowing that when the learning takes place, the grade takes care of itself.
What are the benefits for you?
I used to want to be a marine biologist, archaeologist, molecular biologist, zookeeper, biochemist, nuclear physicist, writer, field biologist, chemical engineer, artist, astronaut geneticist, evolutionary entomologist, pyrotechnician, cat-herder, and wildlife activist. Turns out, I found a profession that lets me be most of those things while having the time of my life with kids all day. It doesn’t get any better than this.
I’m a cyclist and scuba diver (retired mixed gas/technical instructor) who recently moved back to the Midwest from the Pacific Northwest. I was a volunteer diver at the local aquarium (I washed windows and vacuumed shark poo and other debris from the exhibits, and no, we didn’t take the sharks out and put them in giant buckets while we were diving.)
My dissertation addresses what teachers of grades 4-8 learn (or not) about science and science pedagogy, particularly inquiry, while teaching via the Internet (currently very relevant.) The results illustrate the importance of teaching the art of deeply and accurately reflecting on one’s learning, for both teachers and students. Now that it’s finished, defended, and published, I have a few other projects on the burners. My husband is afraid.
Anything posted here is my own work and does not reflect the position of my employer, university affiliations, NBPTS, my husband, my dogs, and certainly not my cat.