by Charlotte Pope
Robin Bethune, a junior at Roxborough High School, is intrigued by forensics, and she is eager about a class she's taking as part of an afterschool program being piloted in the District.
“Last class, we did a lab where we had to figure out who was at a crime scene by looking at DNA fingerprinting,” Bethune said. “I am excited to see the results.”
Bethune is one of 25 District students who are participating in a new biotechnology program launched by Philadelphia Youth Network (PYN) in partnership with the District's 1199C Training & Upgrading Fund. The program, called Quest, uses lectures and lab-based research to help students gain skills in science, technology, engineering, and math -- also known as the STEM fields.
By Kofi Biney
When you first walk into Universal Audenried Charter High School, you are greeted by banners displaying various positive messages, such as “My future begins here,” “I help others succeed,” and “I will overcome.”
Audenried isn't just promoting this can-do attitude through its banners, but as the location of the South Philadelphia Regional Talent Center.
By Kofi Biney and Charlotte Pope
It’s not every day that students get to create technology for a respected political figure. But at the sixth annual Carole I. Smith Technology Symposium held Thursday, three District students launched R3chdev, a mobile application they designed for Pennsylvania State Sen. LeAnna M. Washington of the Fourth District.
Beeber Middle School and Boys’ Latin of Philadelphia Charter School will host the Cube Odyssey on May 7. The Cube Odyssey, sponsored by 3D Systems, is a two-month road trip that includes four drivers, four printers, and one car to showcase the potential of 3-D printing.
With the explosion of 3-D movies, one might think 3-D printing involves a 2-D image that looks 3-D with special glasses. Instead, a 3-D printer heats up and prints out plastic in a form that you can hold in your hand. The process works like a traditional inkjet printer – the print head just moves in three dimensions instead of two.
Mathematics teacher Brad Latimer has a raft of strategies to help his students learn challenging algebra and calculus.
On a recent day, he started with a “warmup” question, challenging his senior calculus students to create a formula for calculating the area of a trapezoid. “It’s perfectly possible,” Latimer assured them.
Last year several contributors wrote about the Corrective Reading and Math scripted curricula. This guest blog post is from Hannah Connor, who observed the implementation of Corrective Math at an Empowerment School in fall 2010.
In fall 2009, the Corrective Math (CM) program was implemented in response to the low math proficiency rates of students at Empowerment Schools. Through my research in fall 2010, I completed extensive observations of CM and core math classrooms at one Empowerment School and interviewed many teachers from schools throughout Philadelphia.
My research found that the CM curriculum in Empowerment Schools is not being utilized in a way that aligns with the implementation conditions of the program, nor with the learning needs of Philadelphia students.
A few weeks back I succumbed to the lure of Twitter and created an account for my 3rd grade students.
Over the course of last week’s lessons I had students write a brief “What did we do today?” in their science notebooks. My students are very excited about the prospects of having those entries put on Twitter.
The operating theory behind using Twitter was to use it as a tool to give the families of my students some idea of what their children do in science class.
This week's guest blog post comes from Rob Quirk, a current teacher and master's student at the University of Pennsylvania's Graduate School of Education. He wrote his thesis on Corrective Reading and Math, and we'll have a couple more posts adapted from his thesis.
For the first six weeks of this school year, I had the pleasure of teaching three sections of Spanish I to 9th graders in a comprehensive neighborhood high school in Philadelphia. These students began the year with a foreign language course because their 8th grade PSSA scores indicated that they were not in need of a strategic math intervention course (i.e. they were Proficient or Advanced).
The District will find out soon if it can offer a new professional development opportunity to science, technology, engineering, and mathematics (STEM) teachers.
The District is in the process of applying for a state grant to build a three-year STEM fellow program. This program would take on three cohorts a year and provide teachers with graduate level instruction in STEM topics. Applications from teachers are being accepted now, and the District expects to hear if the grant is approved within a few weeks.
This guest blog is the final installment in a three-part series about Corrective Math from Dr. Caroline Ebby, a lecturer at the University of Pennsylvania Graduate School of Education. Dr. Ebby already went over the current math curriculum in the District and issues with Corrective Math. This week Dr. Ebby describes alternatives to Corrective Math.