by Greg Fisher | Mar 15, 2019 | 11/12th Grade, Authentic Audience, Authenticity to the Discipline, Literature, Personal Authenticity, Uncategorized
TO ALL MY diehard fans, I’m sure I don’t need to remind you of the major success I felt with my attempt to slay the proverbial beast that was my problem of practice. In my first blog post, I focused on the design of my Fall 2018 curriculum, in which...
by Jackson Shafer | Mar 13, 2019 | 9/10th Grade, Authentic Audience, Authenticity Strands, Authenticity to the Discipline, Disciplines, Literature, Personal Authenticity, Solutions
An experiment in varied written assessment. I used to (and still do) believe that the repetition of writing structures is crucial in a student’s ability to improve and and internalize organized literary analysis. I often assign the same structured essay three to...
by Cristie Praeger | Jan 23, 2019 | 11/12th Grade, Authentic Audience, Science, Solutions
My original Problem of Practice was… How might we use the product of a unit on mental health to make contributions within the ESA community? I created a survey for the students of ESA to take. They responded to the following statements with either YES, NO...
by Susie Kang | Jan 21, 2019 | 11/12th Grade, Authentic Audience, Science, Solutions
In my first blog post, I wrote about my desire to form student experts in neuroscience who would be able to create some kind of meaningful product for a wider audience. Instead of completing a project just for me as the teacher, and for their grade, I wanted students...
by Cristie Praeger | Oct 17, 2018 | 11/12th Grade, Authentic Audience, Science
This semester I’m teaching a Human Behavior Elective for the first time. The content is interesting to me and I love planning new curricula (seriously, I really do!) so I am excited about this opportunity. With that said, because I haven’t taught it...
by Susie Kang | Sep 28, 2018 | 11/12th Grade, Authentic Audience, Science
This is my 4th time teaching neuroscience, a curriculum I love teaching for a few reasons. First, most students have not taken any form of neuroscience before, so all the information feels “new” and fresh to them. Second, while they may not have a lot of...
