I believe learning needs to be multi-sensory, meaningful and authentic.
Using Backward Design in lesson plan development aids me in focusing on end goals by aligning assessment criteria, activities, instruction, competencies, and lesson outcomes that are directly related to the course learning outcomes and program learning outcomes. (Wiggins & McTighe, 2005).
In Social Studies essential questions form the core of inquiry-based learning on students' path to becoming critical thinkers.
I embrace students where they are and foster the potential they possess.
Student learning is assessed with specific rubrics at each step of inquiry.
"If you don't know where you're going, any road will get you there."
Collaboration and team work are encouraged to move everyone forward.
Manipulatives are utilised to bridge the past with the present and bring history to life. Here students are discussing strategies for building a pagoda with their peers.
Cooperative learning opportunities throughout the day encourage a student-centered community. It is in that community that students can challenge one another's thinking while reflecting and expanding on their own learning.
I desire to shape global citizens and see education as a way to tap into the unlimited human potential which is why I elected teaching as a vocation.