The Tragedy of Performance Over Learning (Act I)
Act I. Scene I. — The Staff Meeting
(The setting: A fluorescent-lit high school library, projector humming quietly, displaying a “Raising Student Achievement” slide. Teachers sit in small groups, minds somewhere between the beach and denial.)
Characters:
PRINCIPAL KIM, mid-40s, energetic buzzword user
MR. KERMODY, a sarcastic teacher nearing retirement
MR. FRESH, young teacher pursuing his Master’s in Educational Leadership
MS. LEHIGH, data specialist overly enthusiastic about tables and graphs
PRINCIPAL KIM: Welcome back everyone! I hope you are well rested and just as excited as I am to keep making our school great for our students! Because the data is in and our reading proficiency scores went up by 1.5% and math readiness increased by 1.1%! Today is all about deep diving into the test data and planning how we can level up even more! Take us through it Ms. Lehigh!
MS. LEHIGH: Alright, team, our state’s alternative pay system, Q Comp, is once again allowing teachers to earn extra pay for increasing our standardized test scores. Earlier, our school's administrative team met and decided to set a new goal of two percent increase in math and reading. We got this!
MR. KERMODY: Why stop there? Let’s just shoot for a hundred. Really give them a show.
MR. FRESH: Technically, two percent is realistic if we implement new strategies like targeted formative assessments and tiered intervention cycles…
MR. KERMODY (interrupting): English, please.
MS. LEHIGH: If we disaggregate the subgroups, we’ll see our biggest gap is still students in the ‘approaching proficiency’ range. If we move just twenty seven of them to ‘meets,’ we can hit the target.
MR. KERMODY: So, we’re not teaching kids. We’re moving dots on a chart. Got it.
PRINCIPAL KIM: Come on, Kermody. You know data tells our story.
MR. KERMODY: If data told our story, it’d be a tragedy.
(MR. FRESH leans forward, defensive.)
MR. FRESH: We can’t just dismiss the data. It’s how we measure success.
MR. KERMODY: And by “success,” you mean how well they can eliminate wrong answers under pressure?
PRINCIPAL KIM: Alright, alright, let’s stay positive. We’re setting a goal of two percent growth. Now get in your PLCs and make it happen people.
MR. KERMODY (under his breath): Two percent increase in bullshit, coming right up.
(The projector blinks to black. The teachers shuffle out.)
End of Act I.
I hope you enjoyed this excerpt from my upcoming book Unschooling School: Why School Sucks and How Teachers Can Do Better in a System That Won’t—scheduled for release in late August 2026.
In it, I am experimenting with narrative nonfiction and elements of playwriting such as the scene above. But most of the book is filled with strategies that make the classroom more game-changing, because we all know schools at large—for all the wrong reasons—are taking their time with that.
BOOKS & TOOLS
Equity-Promoting Classroom Poster. What does EQUITY in the classroom look like?
Everyone has a different start and finish line
Quality is more important that quantity
Understanding that diversity makes us stronger
Inclusion despite beliefs, appearances, and circumstances
Thoughtfulness lowers barriers and reduces biases
Yesterday's mistakes are today's learning agenda
You can teach your students about equity and make it a daily classroom practice using this inspirational poster, which also includes images that accompany the equity description. You can discuss each letter characteristic with your students as a way of introducing your inclusive classroom and display it prominently as a reminder that diversity makes the classroom community stronger.
Save 2 - 3 weeks of planning time and start your Earth and Space Science school year off right using NGSS and Phenomenon Based Learning with this “Introduction to Earth and Space Science” Unit that contains 5 relevant and engaging multi-day projects.
8 digital, printable, size 11 x 17 classroom posters:
“Welcome” in multiple languages
“Hi” in multiple languages
Three Equity posters
Classroom Rules: Be Open, Be Kind, Have Fun
“Classroom of Champs”
“Kindness”
ON SALE until August 30th.
![[Earth & Space Science] Cosmic Scene Investigation: A Case of the Kilonova](https://images.squarespace-cdn.com/content/v1/5611dbcce4b0b27692201460/af009c00-4e48-4f80-a91c-3a7899d66828/Cosmic+Scene+Investigation_+A+Case+of+the+Kilonova.png)
In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.
Why and how does this learning strategy work?
Rote memorization out; seeking answers and deeper learning in.
The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.
When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.
Student Learning and Performance Objectives:
Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.
Understand the role of various astronomical instruments in space exploration.
Describe different types of data collected by these instruments.
Explain how element emission spectra are used to identify space objects and phenomena.
What's included:
13 slides that introduce, explain, and guide the teacher and students
Detailed teacher notes on prep, main lesson, and follow up activities
A link to a student-only slideshow.
Detailed student directions.
5 case files that contain data collected about the event for students to investigate
Teacher answer key describing what conclusions students should make from each case file.
Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions
Student Learning and Performance Objectives
Debriefing activity and key talking points
Follow up discussion questions and a next day bell ringer
Save planning time with this 3 to 4-day Earth and Space Science NGSS-aligned introductory lesson during which students learn about the Systems Approach to studying science and analyzing real world phenomena.
The lesson involves investigating an anthropogenic phenomenon and examining human influence on the four spheres (biosphere, hydrosphere, atmosphere, and geosphere).
During the investigation, students create models and use them to explain how each of the four spheres is affected in a video that educates viewers on the consequences of human actions and the interconnectedness of the Earth’s systems.
Includes 9 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (2 slides).
The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Disciplinary Core Ideas (DCIs).
Student Learning Objectives:
Describe what a Phenomenon is and give examples of Natural and Anthropogenic Phenomena.
Explain how phenomena can be used to study scientific concepts.
Describe the four spheres: atmosphere, hydrosphere, geosphere, and biosphere, and give examples of different matter interactions between them.
Understand, explain, and apply the Systems Approach when investigating Earth and Space Science Phenomena.
Break down how a Specific Anthropogenic Phenomenon affects each of the four spheres.
![[Earth Science] Terraforming Mars: The Red Planet](https://images.squarespace-cdn.com/content/v1/5611dbcce4b0b27692201460/cf20dede-a655-4803-9af0-1ef1b49c8747/Terraforming+Mars_+The+Red+Planet+_Shark+Tank_+Innovation+Challenge.png)
Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!
Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.
This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.
Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.
Student Learning and Performance Objectives:
Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.
Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).
Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).
Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.
What's included:
20 slides that introduce, explain, and guide the teacher and students
Introductory popcorn reading activity
Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.
Project timeline and detailed tasks for each day
Group Roles explained in detail
Detailed teacher notes on prep, main lesson, and best practices
List of materials
Student Learning and Performance Objectives
Grading Rubric and Peer Evaluation Form
Save planning time with this introductory, 3-4 day Earth and Space Science engineering challenge in which students create a computer simulation of an Earth Science topic.
Includes 12 detailed slides (PDF and Google Slides link for editing) + detailed teacher directions (last slide) + a BONUS resource: Animation Guide for Google Slides.
The project follows the guidelines set by the Next Generation Science Standards (NGSS) and guides students in using Science and Engineering Practices (SEPs).
Student Performance and Learning Objectives:
Design and create an informative computer simulation.
Use computer animation to simulate a key ESS concept.
Explain the key ideas of an ESS concept of your choice.
In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.
Why and how does this learning strategy work?
Rote memorization out; seeking answers and deeper learning in.
The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.
Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.
Student Learning and Performance Objectives:
Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.
Articulate scientific arguments with actual evidence.
Listen to opposing viewpoints, to hone "social awareness" skills.
Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.
Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.
What's included:
24 slides that introduce, explain, and guide the teacher and students
Detailed teacher notes on prep, main lesson, and follow up activities
General Lesson flow for teacher to follow to make it all seamless
A short and funny “hook” to increase student buy in
Detailed student directions
A list (research starter pack) of links to legit, scientific websites for students to use.
Group roles (team jobs) with descriptions of what each entails.
4 climate change solutions to assign to 4 different student groups
Student Learning and Performance Objectives
Detailed Grading Rubric to guide students and make assessment easy
Debate Day introduction and format description
Follow up discussion questions (reflection and debrief)
- April 2026 2
- March 2026 1
- December 2025 1
- September 2025 2
- August 2025 5
- July 2025 4
- June 2025 2
- August 2024 2
- July 2024 2
- June 2024 1
- October 2023 1
- September 2023 3
- August 2023 6
- July 2023 6
- July 2022 2
- June 2022 1
- November 2020 3
- October 2020 3
- April 2020 1
- March 2020 5
- July 2019 1
- June 2019 1
- April 2019 1
- January 2019 1
- November 2018 3
- October 2018 2
- September 2018 1
- August 2018 8
- July 2018 11
- June 2018 4
- May 2018 5
- April 2018 2
- March 2018 4
- February 2018 5
- January 2018 3
- December 2017 1
- November 2017 5
- October 2017 7
- September 2017 6
- August 2017 5
- July 2017 3
- June 2017 10
- May 2017 7
- April 2017 7
- March 2017 15
- February 2017 12
- January 2017 13
- December 2016 15
- November 2016 8
- October 2016 7
- September 2016 12
- August 2016 14
- July 2016 10
- June 2016 13
- May 2016 10
- April 2016 8
- March 2016 5
- February 2016 7
- January 2016 6
- December 2015 5
- November 2015 8
- October 2015 2
Can teachers make Chemistry less stressful for students?
I am not sure about this one. After all, chemistry gets the bad rep for being hard and a lot of work. But while this may be true, teachers can help make the beginning of the school year less stressful for their students by easing into chemistry using a low pressure, high bang for their buck activity.
In this one- to two- day Back to School activity, designed for a high school Chemistry classroom, students visually share and learn various facts about each other which helps in building a supportive classroom community and, along the way, learn some chemistry lingo and facts that will come in handy later. But, psssst! Don't tell them they are unconsciously learning chemistry. Just let them have fun getting to know each other and their teacher.
Why and how does this learning strategy work?
The main idea is to begin the new school year and your chemistry class low-stress. This benefits both students and teachers as we often find getting back to doing something we are rusty on rough (translation for non-teachers: we are barely holding it together and are ten seconds from crashing out, because we are only about 50% sure we still know how to participate in society at large, let alone teach). So rather than continuously wondering about the 10,000 things that can go wrong (but never will) in the first few days of the new school year, we can combine chemistry, social-emotional learning, and classroom community-building and get to know our students a little bit before we hit them with atoms, bonding, stoichiometry, and Le Chatelier's Principle.
Student Learning and Performance Objectives:
Put together a periodic table of chemistry students in our class.
Create an element box for each student with their characteristics, likes, dislikes etc.
Start building a classroom community.
Allow students to familiarize themselves with each other by learning a few things about their classmates.
What's included:
10 slides that introduce, explain, and guide the teacher and students through this 2-day activity
An element box/card template for either digital or old school use (you choose)
Teacher notes explaining the purpose, teacher participation, possible extensions, and the side benefits of the activity
Student Learning and Performance Objectives
Materials list
Detailed directions for what information students should include on their card
Directions on how to assemble the classroom periodic table
Follow up discussion questions
In this 3- to 4-day lesson, designed for a high school Earth and Space Science classroom, student groups are assigned and investigate 4 leading solutions to the climate change crisis our planet is experiencing. Then, they are called upon to debate against each other to try to convince others that their solution is the most viable and provide counterarguments against other solutions. It’s an intellectual thunderdome in which students are encouraged to use science to attacks each others points of view on climate change but not character.
Why and how does this learning strategy work?
Rote memorization out; seeking answers and deeper learning in.
The debate-style approach to learning is engaging and motivating for learners, because they are challenged to use real evidence and their wits to outmaneuver their opposition.
Not only do they act as investigators, developing communication, collaboration, and argumentation skills but they learn about viable solutions to the climate change conundrum we all find ourselves in. They learn Earth and Space Science content while investigating and debating solutions to a real-world phenomenon, which is what the Next Generation Science Standards (NGSS) call for.
Student Learning and Performance Objectives:
Research multiple, complex climate change solutions to discover that the world is more complicated than a single TikTok trend.
Articulate scientific arguments with actual evidence.
Listen to opposing viewpoints, to hone "social awareness" skills.
Realize that climate change solutions are multi-faceted, messy, and require more than just good vibes.
Describe and support with, not mere belief but actual evidence, the leading climate solutions proposed by, not the coven of online witches but the scientific community.
What's included:
24 slides that introduce, explain, and guide the teacher and students
Detailed teacher notes on prep, main lesson, and follow up activities
General Lesson flow for teacher to follow to make it all seamless
A short and funny “hook” to increase student buy in
Detailed student directions
A list (research starter pack) of links to legit, scientific websites for students to use.
Group roles (team jobs) with descriptions of what each entails.
4 climate change solutions to assign to 4 different student groups
Student Learning and Performance Objectives
Detailed Grading Rubric to guide students and make assessment easy
Debate Day introduction and format description
Follow up discussion questions (reflection and debrief)
In this 50 - 70 minute, CSI-style investigation, designed for a high school Earth and Space Science classroom, students investigate a space phenomenon of kilonova. The investigation is set up so students do not know a kilonova occurred. Rather, they are given five case files on a major phenomenon that occurred in a fictional galaxy V57-1. The case files contain information they will have to interpret and research online to first understand the clues each file contains to later be able to arrive at the correct conclusion that a kilonova, caused by a collision and merging of two neutron stars has taken place.
Why and how does this learning strategy work?
Rote memorization out; seeking answers and deeper learning in.
The CSI-style approach to learning is fun, engaging, and motivating for learners, because they are called upon, thus challenged to find answers based on evidence rather than given a list of facts to study about a topic; space in this case.
When students are allowed to act as investigators, they develop skills such as analyzing evidence from various sources to understand the world and how it works. They not only hone and apply Science and Engineering Practices (SEPs), but also learn Earth and Space Science content while investigating a real-world (or real-space) phenomenon, which is what the Next Generation Science Standards (NGSS) call for.
Student Learning and Performance Objectives:
Analyze scientific evidence to arrive at a correct conclusion about the cosmic event that occurred in a distant galaxy. Synthesize multi-messenger astronomical evidence to draw conclusions about complex cosmic phenomena.
Understand the role of various astronomical instruments in space exploration.
Describe different types of data collected by these instruments.
Explain how element emission spectra are used to identify space objects and phenomena.
What's included:
13 slides that introduce, explain, and guide the teacher and students
Detailed teacher notes on prep, main lesson, and follow up activities
A link to a student-only slideshow.
Detailed student directions.
5 case files that contain data collected about the event for students to investigate
Teacher answer key describing what conclusions students should make from each case file.
Report File - guided Google Doc for students to fill out as they take note on each case file. data and generate their conclusions
Student Learning and Performance Objectives
Debriefing activity and key talking points
Follow up discussion questions and a next day bell ringer
Are your students tired of just reading about Earth? Do they gaze longingly at the night sky, dreaming of a future beyond textbook pages? Excellent! Because today, we're not just learning about science; we're making science. We're launching them into the ultimate entrepreneurial challenge: Terraforming Mars: The Red Planet "Shark Tank" Innovation Challenge!
Forget your quaint little recycling programs. We're talking about taking a dusty, desolate rock and turning it into a vacation spot for humanity.
This isn't just a project; it's a desperate plea from the future (and a cunning way to keep them engaged). Your students will become "Terraforming Tech Startups," armed with nothing but their wits, some internet access, and a burgeoning understanding of how Earth actually works. Because, let's be honest, trying to make Mars habitable without understanding our own planet's life support systems is like trying to bake a cake without knowing what flour is.
Prepare for an explosion of creativity (hopefully not literal, on Mars or in your classroom) as they grapple with the fundamental cycles that make life possible. The competitive drive to secure that "virtual investment" (and bragging rights) will channel all their boundless energy into productive, scientific output. Just try to keep the "mad scientist" cackles to a minimum.
Student Learning and Performance Objectives:
Demonstrate understanding of the Carbon, Water, Nitrogen, and Oxygen cycles.
Apply your knowledge of the principles of these cycles to design an ecosystem on a different planet (e.g. Mars).
Illustrate how biogeochemical cycles support life in a closed system (Earth, Mars colony, dome ecosystem etc.).
Pitch your solutions to practice collaboration, critical thinking, and creative problem-solving/design.
What's included:
20 slides that introduce, explain, and guide the teacher and students
Introductory popcorn reading activity
Research Guide (G-doc link): Includes Note-taking space and links to reputable websites for students to use.
Project timeline and detailed tasks for each day
Group Roles explained in detail
Detailed teacher notes on prep, main lesson, and best practices
List of materials
Student Learning and Performance Objectives
Grading Rubric and Peer Evaluation Form