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Forming A National Board Support Group
Spring 2019 Meeting: 2016 Cohort
Marna Eckels
[…]a physics and engineering teacher at Dearborn STEM Academy in Boston, Massachusetts. Before becoming a teacher, she worked as an electrical engineer and software test engineer on technical projects including an implantable artificial heart, satellite communication systems, and airfare search engines. She loves seeing her students build creative projects; they use lots of hot glue and electrical tape in the process. Contact Marna […]
Professional Development: Collaboratively Prototyping Science Classroom Tasks
[…]physics and chemistry teacher at East Boston High School. She is a member of the leadership team for ComSciCon, a national workshop for graduate students interested in science communication. She is also the director of education for BiteScis, an organization that generates lesson plans that integrate current science research by creating teacher-graduate student partnerships. Reach Shannon at shannon.morey@knowlesteachers.org. Marna Eckels is a physics and engineering teacher at Dearborn STEM Academy in Boston, Massachusetts. Before becoming a teacher, she worked as an electrical engineer and software test engineer on technical projects including an implantable artificial heart, satellite communication systems, and airfare search engines. She loves seeing her students build creative projects; they use lots of hot glue and electrical tape […]
Transforming Collaborative Culture through Vulnerable Acts of Everyday Leadership
[…]paid dividends for my students. For example, one day months after this inquiry, I found myself comfortable venting to colleagues about my perpetual frustration with teaching graphing. “Why is it so hard!? Why can’t they remember what I taught them in September!?” They laughed knowingly at my outburst, then each shared tidbits on graphing in their classrooms. Using their feedback, I sat down and recrafted my scaffolds, which met with major success the next week. “Oh this makes sense,” said one student. “It’s a lot like what we learned in Jimmy’s class, but more chemistry-ish.” I wish I had understood the […]
From Public School to Homeschool
[…]by it. The one I have settled on is designed to adjust to my own unique needs, with suggestions for books and learning activities at various learning levels that I can choose to incorporate or not, and it is historical in nature—that is, the study of history forms the backbone of the year’s study, with other subjects being integrated into that framework, similar to a unit-study model. For example, when we did a unit on ancient Egypt last year in first grade, we read Egyptian myths for literature (and later compared them with the myths of other cultures we were […]
Difficult Conversations in Support of LGBTQ+ Students
[…]of homosexuality on her child. Looking back, I truly feel that my fear and unwillingness to have uncomfortable and emotionally charged discussions was one of the biggest things preventing the positive change I desired. Another parent was concerned that her child would be “forced to be silent for gay rights,” which was neither true nor an entirely accurate depiction of the event’s purpose. Because of incidents like these, we recognized a need to be more transparent in our advertising of the event, perhaps appealing to individuals’ empathy by highlighting the disproportionate bullying, suicide, and murder rates for LGBTQ+ students. However, because of […]
Call and Response: New Ideas for Your Teaching
[…]parties, using claim/evidence/reasoning, and whiteboarding word-bank responses. I’m looking for new structures and different ways of getting students to produce academic language, so if you have suggestions I’d love to hear them! – Micaela Kaye, 2018 Teaching Fellow I am looking forward to being more patient with my students and more willing to spend additional time on topics with which they struggle. Rather than push ahead and focus on the amount of content covered, I will focus more on the actual understanding of students, regardless of outside pressures. – Marissa Lehmann, 2016 Teaching Fellow I am trying pull-out groups to work on specific skills. – Erin […]
From the Editors’ Desk: What is “Normal?”
[…]story is not told by teachers, but rather a story told about us. In providing support and a platform for teachers to tell their stories, we start to take control of that narrative. And so Kaleidoscope shares stories that illuminate and reshape what our fellow teachers see as “normal” for teachers and teaching. When we read stories of teachers working toward equity with their colleagues at school, we see a new norm for what teachers can be. When we read stories of teachers speaking up against school violence, we see a new norm for what teachers can be. Even if we don’t change beliefs about teaching, we offer up a new […]
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