My focus for teaching and learning is inspired by and grounded in the core practice and design principles of Expeditionary Learning as a model for engaged multi-tiered learning and in critical literacy, hands-on, art-infused, placed-based strategies that meet the needs of all learners regardless of language, learning or behavioral challenges.
I am an artist, constructivist-reading teacher, and special education teacher by training and a social-reconstructivist and bibliophile by nature. I believe that multi-sensory learning and place-based teaching fosters the capacities needed for a successful, purposeful, and joyful life, ignites an intrinsic passion for learning, and inspires responsibility for self, community, and the world. My social-reconstructivist pedagogy emphasizes and addresses social questions and strives to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. I believe that when children (or an adult’s inner-child) get smarter and/or healthier, the world becomes a better place. See my blog, “One Social Re-constructivist’s Journey on the Road to Building a More Just and Ecologically Resilient World” to read more about this.