The end of the quarter really isn’t the time to write brilliant posts. Therefore, NSTA posts will have to wait for a couple of weeks.
I’ve been thinking a lot about a new series of posts. I find that the way I run a physics curriculum for non-traditional physics students* goes against the grain of the way things are “supposed” to be. I have found this “against the grain” approach very successful with my students.
At a session with Raymond Serway (the writer of the Holt Physics textbook), I was encouraged about my approach when Serway very seriously spoke about the mistake that most teachers make: trying to cover the material in a more collegiate way and ending up spending September through January on kinematics alone.
I figured that there must be other teachers in the same boat, so I’ll start writing about the teaching techniques, lessons, etc. that have been successful.
Please let me know if there are any particular areas that should be addressed.
*My non-traditional classes are made of 11th and 12th grade students who are mostly enrolled in Algebra 2, some have Trigonometry, and only one or two have any Calculus. About half of these students will attend college after graduation and few will take physics at the college level.