My current approach to physics instruction attempts to do to the following:
* Provide coherent, student-centered, model-driven Modeling Instruction, 
* Support mastery learning through Standards-Based Grading, 
* Offer resources to support students' varied end-of-course goals.
* Meet kids' human needs through conscientious Rapport Building.

I'll write about each of these things in the coming months to explain what I mean.

After years of work revising and incorporating my own ideas into Modeling Instruction, some of my versions have become the "official" copyrighted versions by AMTA. As such, I'm not allowed to post them here, but must instead refer you to the AMTA site. This gets complicated, too. Over the past five years, I've created dramatically different versions with input from other collaborators while still being clearly based in Modeling Instruction. Trying to figure out a way to share those in a way that benefits teachers and protects AMTA's rights is an ongoing discussion.


I taught middle school meteorology for fourteen years and worked to develop an approach that built foundational meteorology concepts (temperature, air pressure, humidity) on a particle model of matter. Students interpreted and explained complex ideas by basing their explanations on their understanding of how particles interact at the smallest scale.


I've developed materials for a middle school Astronomy module, and a semester-long astronomy elective for grades 10-12.

Engineering Principles

I started an engineering course at Trinity that has since been handed on to three additional teachers, each of whom has improved the course while playing to their own particular strengths. There's currently not much at the course webpage, I've put the link there mostly to help me remember that it exists!


Resources for Modeling chemistry. Teaching chemistry from a Modeling perspective was a fantastic experience for me. I particularly loved how seamlessly chemistry and physics were intertwined. At my school, physics is taught before chemistry, so I can prepare students with skills and foreshadow critical ideas in the physics course. In chemistry, I can take full advantage of the students' robust concepts of mass, force, energy, and electrostatics.

Environmental Science
I led a one-semester environmental science elective in the fall of 2013. This companion website has links to a variety of the electronic resources used in the class. The pages in the menu on the left reflect the sequence of the course -- it was very much taught from the point of view of a physics teacher and I found the sequence to have a wonderful flow. I do hope to teach the course again because of the critical nature of the ideas encountered in the class. Every scientifically literate person needs to spend some time thinking about the complicated relationship between people and our planet.