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I serve as the 11th-grade academy Physics science teacher at Woodrow Wilson High School. This past year, I taught an introductory class titled “Engineering Essentials” to freshmen which introduces the design process in a project-based curriculum. Woodrow Wilson High School is a relatively high-performing school in Washington, DC that consists of approximately 2,000 students. The diverse student body presents challenges for instructional delivery because of persistent achievement gaps within the school. Students have historically tested below grade level in mathematics with only 22% of students meeting academic expectations. The socioeconomic issues associated with urban schools are still present (i.e., in-seat attendance, assignment completion rate, etc.). The student body is often segregated due to the number of advanced placements classes offered coupled with minimal opportunities for remediation throughout the year. The two-feeder schools for Woodrow Wilson High School are Deal Middle School and Hardy Middle School which represent two different socioeconomic populations in DC.
The physics department is currently in the process of redesigning its curriculum to reflect more project-based and analysis of phenomena to cultivate critical-thinking in a collaborative forum. Last year presented novel obstacles for students to access authentic learning since three-months were taught through distance learning because of the COVID-19 pandemic. After five years of teaching in the District of Columbia Public School (DCPS), I have learned that students respond best to a positive, dynamic classroom, with hands-on activities. The development of this unit is intended to be implemented in both in-class or hybrid learning schedules. The more the student understands the content’s relevance, the more likely they are to gain a greater depth of knowledge however this can be challenging without consistent in seat instruction. This unit will address the enigmatic principle of energy efficiency through the application of an LCA. The exposure of developing models to assess the complexities of integrated content will cultivate the transportable skills associated with systems thinking within the students.
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