[…]Week 3 to Week 5. The students provided insight to me that, because they didn’t learn anything “new” and instead were just revising old work, the week didn’t “feel” hard. I was able to not only explain the rationale for having weeks like this, but also hear from them about how we could ensure that their brains were still working hard (like having a warm-up with a new idea or a short lecture at some point during the week). In the end, improvement science and our entire network helped me identify new ways of collecting data about my students. Furthermore, […]
[…]she loves and cares for. Academic Background University of Minnesota (Bachelor of Science in Computer Science) University of California, Berkeley (Master of Arts in […]
[…]the community and the environment into his classes. Ben spends much of his free time outdoors, “working with my hands in the beautiful public land that surrounds our rural western community.” Much of Ben’s food comes from his own garden. When he is not tending it, he is out riding a bike, exploring a canyon or climbing a mountain. Knowles Academy Courses Taught Engaging Math and Science Students in Engineering […]
[…]and choreographers, while others choose to record music or write lyrics. Others feel more comfortable behind the scenes with props. Whatever their role, they have chosen it and have time to think about how their contribution is essential to the project. Our extended debriefing process is central to making this week work. I need all students to be on the same page when we discuss our progress, contributions, and expectations each day. There are three main strategies I use to ensure students are ready to work the moment they enter class. First, I set aside time each day for students […]
[…]Okay with Imperfection”—was published in Spring/Summer 2017, Heidi Park, whose article—“What Makes Good Teaching?”—was published in Fall 2016/Winter 2017, and Cacia Steensen, whose article—“Finding Sustainability in Strengths”—was also published in Fall 2016/Winter 2017.” We have to see our small successes instead of making our mistakes all that we can see.” – Maria Chal To hear more about the relationship between good teaching and teacher sustainability, listen to Teacher Voice: The Podcast. Download […]
[…]new learning platform, including starting their YouTube Channel and assisting with the design of a new website for their online courses. She brings this experience to Knowles, to assist with general marketing needs for Knowles and the Knowles Academy, with a focus in social media and email marketing. Outside of work, you are likely to find her reading a book, playing a video game, or working on a crochet […]
[…]strategies, joys and frustrations with her KSTF mentors and colleagues. Hobbies Laura enjoys cooking, baking, and eating. In her free time, she watches a lot of movies and reads a lot of books. Academic Background Teachers College, Columbia University (Master of Arts in Secondary Science Education) Swarthmore College (Bachelor of Arts in Chemistry and Asian […]
[…]communities in Los Angeles. At BEAM, Holden taught a class about fractions and a class called “Big Questions, Big Answers” which was primarily about estimation, basic probability, and working with very large numbers. In the 2022-2023 school year, Holden taught at IES Valle del Cidacos, a secondary school in La Rioja, Spain, as an English Teaching Assistant on a Fulbright Grant. About half of the students at the school were enrolled in the bilingual program, where they take the majority of their courses in English. Holden was fortunate to be able to teach some of these bilingual classes, such as […]
[…]questions, I found out that the student was kicked out because they were out of their seat working inside a bookcase (not sure how that works). I let the student know that, honestly, sometimes it’s hard to tell if they’re doing work when they change their seat so often. The student assured me that they are doing work, they just hate sitting. I offered a deal to the student, I’ll give them a nice stool to work on for class, if they can show me that it’ll help them focus in class. Ever since that small change, the student has […]
