Principles
Learners already know things.
I take a constructivist, strength-based, and student-centered approach to teaching and curriculum development. Our learning begins where we are, and we all come to learning with pre-existing knowledge, skills, and experiences to build upon.
Criticality is key.
We do not teach or learn in a vacuum. Critical curriculum supports students in asking questions and applying frameworks to understanding themselves and the realities of the world around them.
Design for all learners.
I design curriculum that can meet the diverse needs of learners, based on the Universal Design for Learning (UDL) framework. UDL involves design that keeps all learners in mind by providing choices around expression, representation, and engagement.
Questions are more useful than answers.
Inquiry is a guiding principle of my pedagogical approach. The questions we ask, and how we ask them, can make learning a rich and engaging experience. Thus, questioning is a central component of my design.
Ground learning in family, place, and identity.
Drawing from culturally responsive methodologies, I design curriculum with the assumption that being seen and celebrated is a pre-requisite to learning. Grounding inquiry in who we are, where we are, and where we come from provides opportunities to learn authentically and confidently.