In no particular order. I want to to turn this into an expanded  eBook. Feedback to me is welcome. Your can also share your advice here. 

Yes. I am obsessed with the craft of teaching. I think about it constantly. Thus, in addition to the incredible time with family ands friends that the Thanksgiving holiday offers (mixed in with writing college letters of recommendation), I found myself using the time to revisit list of "potential ideas"  I gather throughout the semester. 

Things I see online, in conversation, at conferences, spying on other teachers, etc., etc., etc. Things that I want to integrate into my practice, daydream about leveraging, or need to improve upon. In an L-tryptophan haze, I  spent the Friday after Thanksgiving digging through my lists, and curating 10 new ideas I want to integrate into my practice:
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1. Use Editey as student portfolio creator to encourage simultaneous web editing skills and content curation. 
2. Create a google sheet with formulas and share using "/copy" trick for students to track their own grades. 
3. Encourage students to use Trello to manage PBL tasks in robotics class and on the robotics team. 
4. Make puzzles out of complex diagrams (e.g., Mitosis)  to encourage concept connection and reinforcement. 
5. Revisit  my old standards based grading system to avoid current micromanaging of grades. 
6. Calendly. I'm sure there is a use for this with student project organization and management. 
7. Share Twist Bioscience with Biology students as entry point for ethical debate. 
8. Translate a writing feedback protocol such as this into a project feedback protocol in science class. 
9. Challenge students to hack their own Hyperduino project without explicit instructions in robotic class. 
10. Use the OPI process in science, rather than language class, as an alternative assessment method. 

I began teaching in August of 2000. This year marks my 19th year in the classroom. When 24-year-old me stumbled into room 206 at Sacred Heart Cathedral Preparatory in downtown San Francisco, hired to teach chemistry and biology, with no credential, formal training, and only 3 flunked MCATs under my belt, I did not think I would be writing this blog today. 

I would be, accordingly to my 24-year-old self, be a practicing physician as my time spent that year in the classroom was only meant to embody the space between my first fourth MCAT (the one I would finally do well on) and my journey to medical school. I didn't know, at the time, that I would absolutely fall in love with the craft of teaching. Head over hells in love. 

Today I find myself, for some unknown reason, reflecting deeply on that journey. Why did I fall in love with teaching? Why did I want to be a doctor? Why did I give up on that dream, for another? Why do I still feel like an imposter after 19 years? What if I stuck with it? Did I give up to early? Could I have saved lives? Have I done my students over the years...especially the ones in the first few years, more harm that good? I dunno. 

Around 2006, a subtle tipping point occurred. A transition was felt. I became, in my eyes, and the eyes of my colleagues, and my students, a teacher. A teacher! The vocation became who I was...not some strange space between dreams my parents had for me, and those which I struggled to have for myself. I went to graduate school, did research, obtained an EdD, because a teacher of teachers, traveling around the globe, sharing my passion. It just happened. 

I didn't mean for it to happen. I didn't try to speak on TED, or deliver Keynotes about my teaching journey, or write books, or the myriad of other things I have been blessed to do. So, as I sit here, 19 years later, absolutely in love with the teaching profession, I find myself reflecting on this journey. How did I stumble on such opportunities, and why, to this day, do I adamantly resist, and reject, opportunities to leave the classroom. 

I think I have it figured out. It's not the kids, as much as I love them. It's not the colleagues, as much as they inspire me. It's not the assessments, or scores, or summers off. It's not the feeling I get when I tell somebody "I'm a teacher..." and their face lights up with respect. It's one thing, and one thing only: URGENCY. 

It's the feeling I get when I create a lesson, that must be delivered the next day. The urgency of pedagogy. The urgency that comes along with deadlines, and the art of crappy lessons, great lessons, and all things in between that emerge when the bell rings, my mind opens, and I create. Not for some day off in the future when I will deliver a keynote, or share a story about a lesson I plan to deliver. 

The urgency associated with the next day. 12 hours later when they will walk in the room, and look at me with a stare that embodies the term "Go ahead dude...try and teach me.". I love that urgency...that creativity...that feeling. I think, for what its worth, this sense of urgency is why I have been blessed with the ability to share my story with others...Teacher can relate to this. We gravitate toward ideas. We feel the urgency.  We are artists every freaking day. We empathize with one another. 

What a blessing. 

I have always been only a chemistry teacher. For 15 years. Only chemistry. When switching schools, from Sacred Heart Cathedral in San Francisco to Sonoma Academy in Santa Rosa CA, to be closer to my family in Petaluma CA, I was asked to teach Biology and Robotics in addition to Chemistry. I was scared, but so glad I took the risk and jumped in. Biology, has now morphed in "Medical Biology" a class I have created to embrace my failed, yet nostalgic attempts at getting into medical school (3 MCATS...blah blah blah...), and a class called "Engineering for Social Good" that embraces the appreciation and respects for Social Justice that 15 beautiful years at a Catholic school instilled in me. Moral of the story. Do new stuff.

Below is a video from the final showcase for our 2017 Robotics Showcase. Enjoy. 

In her lecture, The Hungry Mind: Origins of Curiosity, Susan Engel of Williams College beautifully explains the benefits of curiosity not only on student motivation, but learning. See Engel's talk below: 

​Corroborating Engel's conclusions, Min Jeung Kang and his team at Caltech concluded via fMRI, in an article titled The Hunger for Knowledge: Neural Correlates of Curiosity, that when an individual is curious, they are able to negotiate complexity in the content domain they are learning, as well as unrelated content domains! Perhaps it is the Biology teacher in me, however I do not think it is a reach to say that Kang's observations can be extrapolated to a Darwinian hypothesis. That is to say, increased curiosity = amplified awareness = survival fitness. 

After reflecting on Engel's video and Kang's research, I slipped into a nerdy state of reflection regarding the relationship between curiosity, health, survival, etc. I have always been a very curious person (to a fault at times...), and was immediately "curious" about any direct experiences with the relationship between curiosity and "fitness" to survive.  After reflecting, it was clear that my current obsession with curiosity isn't by accident. Without exaggerating, my curiosity has indeed saved my life. Below is a workflow of thoughts that emerged from this reflection. TMI warning: 
1998

• Curiosity: I sucked at standardized tests growing up. Do I still suck in college? 
• Result: I took the MCAT three times, and although I flunked it each time, I learned how to coordinate multiple science topics at one time. 

1999

• Curiosity: Didn't get into Medical School. Would I be a good teacher? 
• Result: Found a job teaching science. 

2008

• Curiosity: Why is my blood pressure so high? Perhaps I have LVH. 
• Result: Pressured doctor into doing an Echocardiogram looking for LVH. Aorotic Aneurysm discovered instead. 

2009

• Curiosity: Do I have to get a mechanical heart valve? Is there a better way? 
• Result: Found surgeon who would do experimental procedure to save my heart valve. 

2010

• Curiosity: How the heck is my surgeon so confident? What were his teachers like? 
• Result: Altered my teaching pedagogy to match that which my surgeon experienced. 

2016

• Curiosity: I'm sick of only teaching chemistry. Can I teach biology? 
• Result: Teaching biology. 

2017

• Curiosity: Is it possible to bring my heart surgery experience into my biology class? 
• Result: Designed a course called "Medical Biology". 

2017

• Curiosity: Invited employee of from Medtronic to come speak in my class about heart valves. 
• Result: Speaker offered to create a 3D model of my pre-surgery aorta as a model for his talk. 

2018

• Curiosity: I was intrigued by shape of print, and apparent Type A Aortic Dissection that was not noticed earlier. 
• Result: Asked Cardiologist about dissection. Unseen dissection was confirmed and consistent with Marfan Syndrome which was ruled out given physical diagnosis in 2009. 

2018

• Curiosity: Is it possible to, in 2018, do a genetic test for Marfan syndrome? 
• Result: Yes it is I pushed and was ordered blood test for Marfan Syndrome. I have Marfan Syndrome! This caused my initial heart issues. 

2018 (Last Month) 

• Curiosity: Given that Marfan Syndrome  is Autosomal Recessive do my kids have it? I have four, so statistically at leasts two of them do 
• Result: Waiting for genetic testing results on my kids currently...