[…]edition (Gambrell and Morrow, 2014), with the rest being online articles that can be accessed for free within the course. Since the course is taught online, the majority of collaboration takes place on an online discussion board. Lesson plans and literacy strategies are shared and discussed online. Pre- and post-assessments are administered to the case study student(s) to see if implemented literacy strategies have an effect. Who should consider this PD? The course is offered to all teachers K-12, in any content area, and can be used to meet part of the reading education requirement to proceed to the professional license […]
[…]about his involvement with debate and forensics. His interest began in high school, when he competed with some level of success. As a debate and forensics coach, he’s led six policy debate teams to the National Forensics League National Tournament, resulting in the placement of several of his teams in the top 50 in the country. Timothy’s passion for debate translates well into his science classroom, as he regularly builds time for discussion and presentations into his lessons. Timothy loves all things pop culture and is an avid sports fan. […]
[…]in various towns in Michigan, including Plymouth, Canton and Salem, and never looked back. After completing his PhD, Victor earned his Master of Arts and teaching certification from the University of Michigan. He began teaching at Thurston High School in […]
[…]creative arts and how to apply their science knowledge to real situations in x-ray astronomy. “Working with urban students who have a perspective on the world that is so different from my own causes me to be that much more aware of and question my own perspective in teaching.” Mark holds a BS in physics from Case Western Reserve University in Cleveland, Ohio and a master’s degree in astronomy from Harvard University. He teaches 10th grade physics at the Codman Academy Charter Public School, an expeditionary learning […]
[…]Institute of Technology (MIT). During her first year there, Kate worked as a teaching assistant. “Working with students was extremely rewarding and was what I enjoyed most.” Kate left MIT to work as a substitute teacher in the Boston Public School System and as head coach for the Boston Latin School Science Olympiad team. “I discovered that high school students were a lot of fun.” Kate completed her master’s degree in education through the Boston Teacher Residency and UMass-Boston and began teaching full time at Boston Latin School in 2007. Kate has presented the results of her teacher research at […]
[…]for colleagues in her region. She served on the committee to revise the National Board Standards for accomplished science teachers. In 2013, she co-founded the Learning Project, a half-day program for seniors in the Johnstown School District, which integrates physics, math, english, and social studies through project-based learning. In addition to teaching, she serves as an instructional coach for HFM PTech, a new career focused school in her community. Heather continues to advocate for science education. As a New York State Master Teacher, she served on the Teach NY advisory council for the State University of New York. She has […]
[…]Knowles, I hope to gain a better understanding of how to support students in their process of making sense of mysteries.” David’s Story As an undergraduate engineering student at Alfred University, David Streib conducted research in laboratories and worked as an engineer at a glass company. It was when he became a teaching assistant, tutoring large groups of students, that he realized that what he really enjoyed doing and what he was really good at was inspiring young minds. As a teacher in Quito, Ecuador, where he taught for two years, David was challenged in ways beyond his imagination. There […]
[…]and master’s degrees in mechanical engineering at Stanford University, where he joined the incomparable Stanford Marching Band. He went on to perform with several successful San Francisco bands, opening for Big Bad Voodoo Daddy and selling several hundred albums. Today, one of Casey’s favorite classroom projects combines his love of physics and music: students design and build musical instruments, then perform as a band. Casey entered the teacher credential program at San Francisco State in 2003 and has taught physics and integrated science at Carlmont High School since 2004. He has worked with his school and district to develop and […]
[…]is to help him or her develop life-long collaborative problem solving skills and critical thinking skills.” She plans to stay in the Midwest and hopes to teach in a high school with a large immigrant population. A former business analyst at a major retailer, Kaitie loves creating art, traveling and finding new […]
[…]at the forefront of her planning and practice. As a Knowles Teaching Fellow, Dwaina served on the book committee (as a member, a chair and a panel moderator), attended the writing retreat, attended and represented Knowles at multiple National Conference of Teachers of Mathematics Annual Meetings, presented at Knowles Summer Conferences and brought Knowles professional development to her school. As a Senior Fellow, she acted as a think partner at the 2019 Knowles Germinator. Currently, Dwaina serves as a writer and associate editor for the Knowles journal, Kaleidoscope: Educator Voices and Perspectives. In 2021, she was appointed to serve as […]
