Philosophy

All are teachers. All are learners. We’ve often heard or seen these phrases in workshops or seminars and it perfectly frames my approach to teaching. I am the guide, facilitator, and coach who purposefully and intentionally crafts learning experiences where students ask questions, search for relevant information, make pertinent connections, and prepare themselves for life beyond the classroom. I know that I must also model the very behaviors and expectations I hold of them: take risks, get messy, ask questions, persevere, serve all. I believe learners are more than a state or district test. They are thoughtful, capable citizens who, if prepared well, will go out and make an authentic difference in their communities - local and global. They are all capable of making a difference and constructing knowledge if I set the conditions for their growth.

Vygotsky, Piaget, Dewey, Kagan, McTighe, and Hammond, among many others, form the basis of my philosophy: learning is meant to be constructed, learner-centered, cooperative, rich in inquiry, and culturally responsive. I want learners to leave me understanding that they are capable, they are seen, they are heard, and they are at the heart of what happens in our room. My goal is to coach learners through productive struggle as they engage in thoughtfully curated learning opportunities so they move toward the adult world as lifelong learners and empathetic individuals who understand what they are capable of.

Below are some of the research based strategies used to inform and structure my time with students and teachers.

Project Based Learning (PBL):

The world our learners are a part of is ever changing. The industrialized model of education isn't enough on its own to prepare our learners for the world they will inherit. Businesses are looking for employees who have more advanced skills in areas of problem solving, collaboration, public speaking, and technology. PBL, as an approach to teaching and learning, blends these twenty-first century skills of collaboration, presentation, and technology with the content. Teachers serve as facilitators of learning by meticulously planning four to six week units that guide students to inquire and build understanding by diving deep into a challenging problem or question. Students seek to create a product to demonstrate their learning.

Understanding by Design (UbD):

UbD blends beautifully with PBL because it requires teachers to begin planning with the end learning in mind. It allows teachers to take the TEKS and plan specific learning checks to ensure students gain the appropriate learning along the way. I love this strategy because it requires me to be intentional as an educator.

Bring Your Own Device (BYOD):

Lack of funding is a constant reality in schools. Rather than let this be an excuse, I sought out ways to get as much access as to resources possible. So, I became part of the pilot program Leander ISD initiated in 2009. Students brought devices (tablets, phones, laptops) to school and used them to participate in class assignments (polls, quizzes, creating products on Google, etc.). I was part of a three person team of district teachers who presented regularly to parents and the community the benefits and logistics of students bringing their own devices.

Google Apps for Education:

Google Apps for Education allowed my students to create and upload products to our classroom site. They collaborated by editing presentations and papers, were able to critique and revise each others work, and routinely show evidence of their learning to their parents. Students were so engaged that they begged to work from home! The learning results were absolutely astounding. I have taught eight to eleven year olds in both high and low SES settings and technology blended with PBL has been a great equalizer.

Flexible Seating:

We used exercise balls instead of chairs in both of my 3rd and 5th grade classrooms. I submitted a grant on Donor'sChoose.org and was able to get funding for exercise balls to replace our chairs. We had phenomenal success. Even teachers enjoyed them during our collaboration while I was the Instructional Coach!