8th Grade Algebra-Based Physics Makes a Mark
PSI Physics At Roy Brown Middle School
At Roy W. Brown Middle School, advanced 8th grade students are succeeding in algebra-based physics courses. Four years ago, when the middle school offered its first single section of PSI® (Progressive Science Initiative®) physics, many students, parents and teachers worried that the material would be too challenging, especially because of the need for mastery of some algebra. Now, those fears are a thing of the past.
Dr. Joe Soporowski, Director of Science at the Bergenfield Public Schools, recalls discussions about whether or not co-current instruction of physics and algebra could work. “Selling the 8th grade physics course to the community was a challenge; many worried it raised the bar too high. Now, our science learning culture has changed. Kids come to chemistry ready for a challenge.”
No wonder PSI has gained wide support. Roy W. Brown Middle School’s New Jersey School Performance Report shows that between 2010 and 2013, students scoring in the advanced proficient range in science rose from 20 to 29%. Half of the students who take 8th grade physics go on to pass the AP Physics exam in their freshman year. Last year, prompted by student success, the school increased the number of PSI sections offered in 8th grade to three.
Coordinator of Science and PSI Physics Teacher Joe Tanzola was one of the teachers who had deep concerns when PSI was first launched. Like some of his colleagues, he had preconceptions about how such young students would fare with conceptual math challenges. Today, Joe coordinates PSI at Bergenfield High School and is a strong supporter. “If you had seen me five years ago and now, you would not believe I am the same person.”
Joe’s dedication to PSI can be seen on the website he has built called Mr. T’s Physics Page at www.physics-fun.com, where he enriches PSI instructional materials with additional information and resources for both his students and their parents.
His support for PSI is based on several aspects of his experience with it. From the practical teacher’s perspective, he appreciates the completeness of the instructional materials. He believes in PSI’s approach to testing, which allows students to retest until they achieve a grade with which they are satisfied, because he feels the issue is not so much when students master a concept, as what concepts they master. He respects the fact that math scores, as well as science scores, are rising because of PSI’s reinforcement of math skills.
Perhaps the biggest reason for his commitment to the PSI approach is rooted in the teaching methods involved. He recalls seeing small groups of students seated at circular tables working together to solve problems. “You could just see the lights go on.” He is struck by the power of students creating and learning together in the classroom.
It took patience for Bergenfield’s teachers to step into PSI’s approach, “But,” Joe says, “now, we have the steps from September to June, and teachers realize that if they follow the steps they will do well.”
The district is currently in discussion with CTL, exploring the idea of expanding PSI to additional grades.
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