Inquiry and Design
* Develop curricula, policies, and learning environments based on the HTH design principles.
* Draw upon students' diverse backgrounds and learning styles to enhance teaching and learning.
* Conduct scholarly inquiry that enriches practice and contributes to the larger educational community.
This link leads to a web version of the complete project, which is an investigation of the ways in which we, as a staff member, can incorporate student thoughts, ideas, and overall voice in the culture of the school. Our students are brilliant members of our school society and it is imperative that we utilize them in the decision making processes of the school structure. In the High Tech High system, a school with an increasingly more diverse student body, we as educators need to understand how students can influence the outcome of school culture and community. Our schools need to be a place where they have a voice that matters, not just a place to learn.
* Becoming J.C. (Junior Carpenters)
This link to will take you to a blog detailing one of the biggest accomplishments of my teaching career. During intersession, 25 students worked to better our play space at HTMMA. Their idea was to build a Gaga Pit (A.K.A. Israeli Dodgeball.) I played the role of the foreman, and they became construction workers. This intersession was filled with rich math and science content. Below is an excerpt from one of the best comments from a student. Click the quote to link to his blog:
I think that the best day was when we had to find out the measurements of the studs ,we had to measure the distance between each stud for each wall. I think it was the best day ever because we all started to bring out calculators and we all started writing on the board a lot of equations and we started solving them but what made it so cool was that we all cooperated and we all solved that problem together as a team that was what made it so cool.
* Project C.E.O. (Chief Energy Officer)
This year, Stacey Lopaz and I, together, won a $10,000 grant from BP to teach 6th grade students about sustainability and renewable energies. Students learned about the push away from non-renewable energy sources to the needed steps forward toward renewable sources. They learned about electricity and conducted home energy audits. Students culminated the project with actual working models of savonioys windmills, hydro electric generators, solar powered fountains, cell phone chargers, and solar ovens. Students also made methane by fermenting cow manuer. The goal was to show the students the power thay have in changing our future by conservation, and I truly feel the goal was met. Click here to see pictures of the model building process.