Pal.STEM4girls

Grounded in Vygotsky's theories of teaching and learning, I design learning experiences that scaffold student learning from their current level to the next level through collaboration with knowledgeable adults, peers, and meaningful intentional resources within their environment. 

Knowledgeable adults may include teachers, parents, caregivers, educators, and community members while resources range from schools and libraries, to books, the internet, GenAI, and community-based supports.

All my works are grounded in a clear vision that centers  around:

a) Meaningful real-life connections: I design experience that connect STEM (Science, Technology, Engineering, and Mathematics) concepts to every-day life that encourages students to see STEM around them.

b) Hands-on experiential learning: I integrate active learning hands-on experiential components in my programs to encourage active learning and experiential learning that encourages curiosity, creativity, and problem solving.

c) Educational theories: Guided by Freire's learner-centered pedagogy and Vygotsky's emphasis on dialogic interaction and learning as socio-constructive, my approach values the role of educators, parents, caregivers, and peers in supporting student learning. I position myself as a facilitator, creating learning environments where students take active role in their own learning.

I intentionally invite female STEM role models to inspire girls, build confidence and challenge stereotypes. 

Community building is central to my work, with parents and caregivers engaged as partners in their child's learning. 

Together, these practices aim to nurture a love for  STEM at an early age and contribute to reducing gender disparities in STEM fields.