Part 1: Teaching and Learning
"It could all be so simple, but you'd rather make it hard/ Loving you is like a battle, and we both end up with scars." - Lauryn Hill on "Ex-Factor"
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In "Ex-Factor," Ms. Hill details a volatile and toxic relationship with someone that she once loved. Surprisingly, the song's piercing lyrics resonated with my lofty goals as an educator: ensuring that students develop and maintain healthy relationships with their curriculum and individual learning, their teachers, and their schools. I'm committed to creating the optimal teaching and learning experience for all students and educators.
Click on the iconic album cover to explore Part 1: Teaching and Learning. |
 Click on this iconic album cover to explore part 1.
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Part 2: History and Social Context
"The South got something to say." - Andre 3000
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It took time to find my place in these schools -NMH and Penn- that are fundamentally exclusive. I think it uniquely situated me to relate to and empathize with the adolescent experience in a different way.
Part 2, History and Social Context, provides a number of different snapshots that capture how I grapple with my work in Independent schools at varying points during my teaching fellowship. Click on the image to launch part 2, History and Social Context. |
Click on the image to launch part 2: History and Social Context of boarding schools.
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Part 3: (Inquiry Project) Teaching and Learning Mathematics for Social Justice
TLMSJ is thought of as entailing all or some of the following by different parties: access to high-quality mathematics instruction for all students; using mathematics as a tool to understand social life and oppression; curriculum and pedagogy focused on the experiences of marginalized students; and the use of mathematics to transform society into a more just and equitable one (Leonard et al, 2010, 261- 262).
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Part 3 documents my year long inquiry project as a second year teaching fellow.
I wondered how I could adjust my teaching practices and course structures to disrupt some institutional and structural forms of inequity in my classroom? Ultimately, my wonderings gave rise to the development of a Statistics course that I co-taught with Seth Montgomery, a former Upenn Teaching fellow. I formulated a final inquiry stance that allowed multiple entry points into bigger questions about equitable mathematics: what happens when I center identity in a mathematics classroom? |
Click on the image to launch inquiry project
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