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I have two groups of students: Pre-IB 9th graders who interact with science, history and aesthetic of Art, and English 10 students who are at-risk, but thirst for application of their learning. My students LOVE to argue. They are passionate about the world around them. They are also well aware of the obstacles in from of them: perhaps victims of ageism, shrinking job markets, personal/family issues. My students LOVE to question my lessons. Fact-check our lectures and activities EARNS them truth points towards their grade. My students have MINDS geared to 21st century thinking; ones that function bottom-up rather than top-down. My students are INDEPENDENT thinkers who need to learn how to collaborate in a team environment; one that realizes products are made through the collective understanding and talents of different perspectives networked together. My students love AUTHENTIC learning: hands-on activities, field trips, cross-disciplinary experiments. No one student is an expert.

About my class

I have two groups of students: Pre-IB 9th graders who interact with science, history and aesthetic of Art, and English 10 students who are at-risk, but thirst for application of their learning. My students LOVE to argue. They are passionate about the world around them. They are also well aware of the obstacles in from of them: perhaps victims of ageism, shrinking job markets, personal/family issues. My students LOVE to question my lessons. Fact-check our lectures and activities EARNS them truth points towards their grade. My students have MINDS geared to 21st century thinking; ones that function bottom-up rather than top-down. My students are INDEPENDENT thinkers who need to learn how to collaborate in a team environment; one that realizes products are made through the collective understanding and talents of different perspectives networked together. My students love AUTHENTIC learning: hands-on activities, field trips, cross-disciplinary experiments. No one student is an expert.

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