We learn from each other and the environment by adapting, assimilating and accommodating new information. This is the core of the Constructivist and Social Constructivist theories of learning by Jean Piaget and Lev Vygotsky (Piaget, 1936; Vygotsky, 1978). My teaching focuses on identifying what students already know and helping them building knowledge in steps.

I encourage students to learn from each other and work together, as well as observe the world around them.

Examining evidence is the role of a scientist - and teacher. I choose teaching methods that are supported by up-to-date educational research. For example, this field has identified the the need for teachers to:

• Differentiate lessons for diverse learners, and
• Scaffold learning by dividing it into segments with achievable, yet challenging, goals

Not only do I enjoy staying in the loop with the best research, I am excited about applying it my classes.

I encourage students to share their interests in class, and investigate issues relevant to their lives. This can include a vast range of topics from their own health and well-being to global sustainability. I aim to help students see how what they learn at school applies to the real world. To do this I teach through investigation and problem-solving tasks that show students their ability make positive differences.

Learning new skills and developing deep understanding of a topic takes deliberate, mindful practice. Research has found that repeating new skills and applying them in different situation encodes them into long-term memory (Van Merriënboer, Kirschner & Kester, 2003). I aim to maximise the opportunities students have to learn through practice, get feedback and improve.

To me, practice doesn't mean repetition. It means challenging students to use new skills in different situations and developing perseverance.