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Students are active participants and agents of their learning 

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Students are active participants and agents of their learning 

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The Dramatic Difference

(Brown & Pleydell, 1999)

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Encouragement of growth mindset, instead of learned helplessness

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Encouragement of growth mindset, instead of learned helplessness

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Dweck - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Goleman - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Mastery learning: every student has the capacity to succeed in learning, if they are given the right tools and taught based on their individual needs

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Mastery learning: every student has the capacity to succeed in learning, if they are given the right tools and taught based on their individual needs

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Bloom - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Practice of praxis to ensure a cycle of action and reflection

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Practice of praxis to ensure a cycle of action and reflection

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Friere - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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"Continuous Improvement" approach to reflecting on and assessing UbD curriculum and making adjustments to better the teaching and learning

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"Continuous Improvement" approach to reflecting on and assessing UbD curriculum and making adjustments to better the teaching and learning

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UbD in a Nutshell

(Wiggins, 2006)

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Double-loop learning to reflect on assessments of learning

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Double-loop learning to reflect on assessments of learning

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Schön - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Drama-based Pedagogy: Activating Learning Across the Curriculum

(Dawson & Lee, 2018)

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Bruner - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Scaffolding and keeping students on their "growing edge"

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Scaffolding and keeping students on their "growing edge"

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Vygotsky - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Reflexive Teaching Artist

(Dawson & Kelin, 2014)

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Integration of Culturally Responsive Play in lesson design

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Integration of Culturally Responsive Play in lesson design

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Understanding Culturally Responsive Play Through Drama-Based Pedagogy

(McCartney et al., 2020)

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Friere - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Process Drama as a Liberatory Practice

(Streeter, 2020)

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Equity By Design

(Chardin & Novak, 2020)

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"The teacher's job is to open doors: to let students know that doors exist, that there are many doors, that the doors are meant to be opened (some easily, some with difficulty), and that beyond every door there is something worth knowing."

Asking Better Questions

(Saxton et al., 2018, p. 63)

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Larve and Wenger - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Vygotsky - Understanding and Using Educational Theories

(Aubrey & Riley, 2022)

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Signs of Change

(Lazarus, 2012)

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A priority throughout my teaching pedagogy is the constant encouragement of students to gain the skills and mindsets that empower them in future classrooms and communities.

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By implementing constant opportunities to reflect and take action on my instruction, my teaching can continuously improve.

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Through problem-posing education and critical pedagogy, I can create an education space that invites my students to think critically about and question the systems and structures that affect their school and lives outside of it.

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Intentional curriculum design and implementation

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Intentional curriculum design and implementation

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I hope to intentionally design curriculum that has high standards, but is also conscious and inclusive of the different needs of each student, systems affecting the classroom, and overall goals of the course.

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Every student has value and is an expert of their own experience

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Every student has value and is an expert of their own experience

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My future classroom will value each student voice, acknowledge and encourage the ways cultural and social influences affect each student, and appreciate how each student has skills and knowledge to bring.

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At the core of my personal pedagogy is the value of student-centered teaching and social constructivism, allowing students to be agents of their learning: exploring and creating the learning they receive.

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Educational Theory and Teacher Identity Visual Map Reflection Video