In the first unit of the year, students engaged in a poetry project inspired by Cool Salsa, a collection of poems by Hispanic authors. Through close reading and discussion, they analyzed how poets use figurative language and imagery to express identity and emotion. Then, in both individual and group poems, students created their own works centered on aspects of who they are. The project also emphasized accuracy in writing, including the use of accents and attention to detail in spelling and meaning. “The poetry project was interesting,” said sophomore Kayla Santos. “We got to play around with metaphors and similes. It was a great way to foster community because we know each other better, and it makes class go easier at times.”Students reflected on what it’s like to continue in the same cohort for a second year and how this class differs from their previous Spanish experiences. “It feels like we’re all moving on this journey together and improving at the same pace,” said Natalia Griffin. “It’s made for people who speak Spanish at home but need a different type of practice.” Classmate Santi Derrien explained that this program feels more connected to their real experiences. “We’re learning things that are really tailored to us,” he said. “It helps me understand more about the language I already speak.”
Innovation Fellow: Public Memory (Year 1 of 1)As the Fund’s 2024–2025 Innovation Fellow, BHS Social Studies teacher Mark Wheeler guided students to explore how Brookline’s public memory is constructed – through what is memorialized in signage and statues – and what has been left out. Students created words and images based on their own original research that contribute to the evolving historical narrative.
Faculty LiaisonWith a commitment in school year 24/25 funded at $45,000, Erica O’Mahony plays a critical role in program development, implementation, and evaluation – serving as a trusted connector between educators, administrators, and the Fund.
“Serving on the Innovation Fund board has been a meaningful way I’ve been able to give back to my kids’ school. It’s a privilege to support the incredible educators at BHS who are creating forward-thinking educational opportunities that benefit all students. Being part of that work – helping turn great ideas into real opportunities for kids – is deeply rewarding and this team of parent volunteers is a pleasure to work with.”- Ben Stern, Co-Chair, BHS Innovation Fund
“Our Innovation Fund is incredibly valuable – not just for the high school, but for me personally. It helps us launch new courses and programs, attract and retain outstanding teachers, and make a real impact on these kids.”- Anthony Meyer, Head of School
In an icebreaker activity on his first day of ninth grade physics class last year at Brookline High School, Ilya Tagiev told his classmates he hates physics.
“It was true, I did hate physics,” said Tagiev, now a 10th grader. “I was expecting physics to be really hard, and then I went to Ms. Kissel’s class. It changed my perspective.”
Stacy Kissel is one of eight educators who teach ninth grade physics using a curriculum she developed alongside two other BHS teachers. The curriculum, first piloted in the 2019-2020 school year, is experience-based and highlights labs and observational learning instead of prioritizing theory and math.
It flips the order of learning on its head, replacing the standard “confirmation lab,” which proves what students have already learned, with experiments that inspire questions.
“It used to be very much that the lab was at the end of the unit, whereas now we have activities as introductions to units,” Kissel said. Students “learn the science of ‘why.’”
In one experiment new to the curriculum, students learn about circuits. They create themed displays using donated holiday lights — strands with some working bulbs and some non-working ones. They build switches with cardboard, aluminum foil, bottle caps and other materials and must produce different brightness levels.
The curriculum overhaul was supported by the BHS Innovation Fund, which provides grants to school faculty to create initiatives such as new curricula. The fund pays for educators’ time, allowing them to use one of their class periods to work on new ideas instead of teaching a class.
The curriculum thrived during pandemic learning, as students brought experiments to their homes, according to Jen Spencer, a physics teacher who helped develop the curriculum.
“We were able to have lessons for kids doing a pendulum at home while some kids are in the classroom,” Spencer said. “We had circuit projects that kids would bring home with them and then take back to school.”
The curriculum also shifts the order in which physics concepts are taught, saving algebra-based modules for the end of the school year to allow teachers to refresh their students’ memories in math class, Spencer said. In the new curriculum, students use math to explain their observations instead of the other way around.
Experiential learning like this project inspired Tagiev to continue his study of physics in his free time and changed his outlook on the subject. Tagiev, who moved to Brookline from Russia two years ago, said he hopes to become an aerospace engineer.
“Compared to Russia, there was absolutely nothing, it was all textbook,” Tagiev said. “In the U.S., it was all hands-on experience.”
Spencer said she has witnessed the way the new curriculum has transformed physics from an intimidating subject for students into an exciting one.
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