Teaching inquiry, collaboration, and technology through inquiry, collaboration, and technology.

Professional Portfolio

Curriculum Design

As with each of my units, I design my courses following Wiggins and McTighe’s backward design model.  I begin with the major transfer goals (course objectives) and build essential questions based on those goals.  Using my transfer goals, essential questions, state science standards, and the Common Core Writing and Math Standards I write a set of targeted, assessable standards.  The standards are written to allow me to assess specific skills and understandings that I need to revisit and to offer detailed feedback that students can use to review.  Finally, assessments and learning experiences are planned that challenge students to meet the goals.

  • Engineering Design
    • Course Syllabus
    • Wind Turbine Unit Map
      • This detailed map shows the assessments and sequence of all of my Engineering Design units.  With each subsequent unit students are expected develop a deeper understanding of the same skills until the final unit of the year when students complete their own independent engineering design project.
  • Regents Physics
    • Course Syllabus
    • Unbalanced Force Model Unit Map
      • All of my physics units are mapped from the Modeling Physics curriculum, a NSF supported, research-based physics curriculum developed by David Hestenes at Arizona State University and hundreds of physics teachers across the country. I map the units to ensure alignment to my overall transfer goals and my specific set of course standards.

Sample Student Work

  • Engineering Design
    • Sample Design Report and Presentation.  At the conclusion of each design project teams write a professional design report and give presentations to share their results.  They practice writing informational (Introduction, Design Process) and argumentative (Discussion, Conclusion) texts.  They learn how to put together a professional document with a table of contents, headings, photos, tables, captions, ect.  Finally, they practice using Google Drive to collaborate on a document by editing and leaving comments and on each others sections.
    • Sample Student Blogs.  Engineering students also maintain blogs by posting weekly about their progress on the projects and reflecting on their learning.

Web-based Applications

  • Electric Guitar Waveform Simulator
    • I used ProcessingJS to develop this web app that I used as a learning and assessment tool for my ninth grade physics class.  Click on the guitar strings and move the capo to hear the notes and see the (simplified) waveforms.
  • Interactive High School Science Lab Report Rubric
    • I use this interactive rubric built on a Google Spreadsheet in my Physics class.  It allows me to quickly provide a detailed assessment of each of five standards while grading lots of very long lab reports.  I put the completed rubric in the student’s Google Drive lab folder along with their lab report to which I add more specific comments.
  • Teacher Observation/Intervisitation Rubric App
    • When New York City began talk of increasing principal walk-throughs and teacher-to-teacher intervisitations, my principal asked me to write an app that our administrators and teachers could use on their iPads to send Danielson Rubric-based feedback to the teacher they are visiting.  This app was build using jQuery Mobile, PHP, and MySQL.

Articles and Videos

An Interview with open.avenues.org (October 2013)

Green Energy Engineering at Avenues (April 2014)

Hour of Code at Avenues (February 2014)

Interview with TeachingChannel.org (Fall 2012)