Philosophy of Education | I have a pragmatic approach to education, which is the notion that you can improve anybody or anything incrementally through scholarship and hard work. Students are diverse learners with diverse needs, guaranteed inalienable rights in terms of dignity and intellectual freedom, and born as inquisitive beings capable of learning – the future of our free society. The function of school is to transmit knowledge, to provide skills necessary for students to construct new knowledge, to help students develop higher-lever thinking abilities, and to help students become empowered members of society. Therefore, teachers have a responsibility to students and society to be professional experts in their fields, use pedagogically sound methods, have high expectations, be open-minded, and embody life-long learning.
- Social Studies (Grades 8-12)
- English Language Arts and Reading (Grades 8-12)
- English Language Arts and Reading/Social Studies (Grades 4-8)
- Generalist (Grades 4-8)
- Special Education (Grades EC-12)
- English as a Second Language Supplemental (Grades EC-12)
Proud of Our Cultures | Students in two World Geography and two English Language Arts classes will be challenged to identify something that makes them proud of their culture — or a culture — and respond to the prompt with (a) an original photograph taken with their iPad symbolizing that “something” and a short answer explaining how their image symbolizes it. This is the result.
Secondary-Level English Language Arts | Mini Video Lesson on writing essays | This is pretty amateur stuff, but it shows off my use of Audacity audio editor and Windows Live Movie Maker skills. By providing students with the basics for organizing their approach to writing assignments, you provide them with a skeleton of knowledge and skills upon which to improve their expository writing. The five steps in the video greatly improved the writing of my 5th – 11th grade students at Hutto and Manor ISDs.
11th Grade U.S. History Studies 1877 to Present | U.S. History Exit Level
Study Guide | I created a comprehensive exit-level review for U.S. History based upon the Texas Essential Knowledge and Skills (TEKS). It begins witha review of important material from the first U.S. History course which students take in middle school.
11th Grade United States History | Presentation on the American Home Front During WWII
11th Grade United States History | Unit: American Civil Rights Movement | Lesson Plan: Amend This | Model: Jigsaw | Working in heterogeneous, cooperative groups (jigsaw), student will rewrite the 13th, 14, 15, and 19th amendments in their own words, accurately preserving the original intent. Working in heterogeneous, cooperative groups, students will write their own amendment, protecting an unlisted right they deem inalienable, using correct punctuation and grammar.
10th Grade AP Geography | Unit: Southeast Asia | Lesson Plan: Introduction to Southeast Asia | Model | Advanced Organizers | Video of Lesson Part 1, Video of Lesson Part 2 | Students will complete a graphic organizer of what they know, want to know, and have learned about South Asia, placing at least three ideas in each (KWL) category. Working in cooperative groups, students will then complete a map of South Asia accurately depicting political boundaries, major cities, environmental features, spatial relationships, and correct map labels. Within class discussion, students will accurately identify at least five essential elements of an effective map (e.g. compass rose, reference frame, scale, labels, etc.).
Educational Comic Book | A classmate and I wanted to explore making an educational comic book/graphic novel for geography to explore similarities and differences between two towns in Texas. We had different visions in mind, with mine being something more akin to the Watchmen graphic novel (panels with text interspersed, story within a story, etc.), and his being more linear. Here are some early drafts of my original vision: comic book draft
Personal Literacy Statement | For this assignment you will write your own literacy history and explain how it affected your desire to become a teacher. Writing a literacy history will allow you to reflect on how you became a reader and writer who is passionate enough about a discipline to want to teach it. Think of the people, books, challenges, and successes that have brought you to this point. Understanding your own literacy journey will help you better teach students.