Research Informed Practice

Piagetian theory is foundational to my teaching practice. By taking the time to understand the realms of knowledge my students have constructed as they navigate the world around them, I can better scaffold learning experiences that build on what they already know. Meeting students where they are in their cognitive development allows us to move forward together as a learning community—one that values collaboration as the key to deep, lasting understanding.

Part of understanding my students is discovering and honoring the diverse identities, cultures, and experiences that shape how they learn, how they see the world, and how they believe the world sees them. These contexts deeply enrich the learning environment. Educational anthropologist Gloria Ladson-Billings explores the connection between academic success, cultural competence, and sociopolitical consciousness in the development of equitable learning spaces—an approach she coined as culturally relevant pedagogy. By making what my students learn relevant to how they learn, I empower them to evaluate, synthesize, question, and affirm the ways in which our classroom learning connects to the realities beyond the classroom walls.

With a strong sense of community and a belief that we can do hard things together, I apply psychologist and social constructivist Lev Vygotsky's theory of the Zone of Proximal Development by designing learning experiences that challenge students just beyond their comfort zones. I believe that meaningful learning happens when students are supported as they work through the uncertainty of not yet knowing—developing new understanding and skills along the way. By intentionally scaffolding each student’s learning within this zone, we create a classroom culture where students see themselves as capable, confident learners who approach challenges with curiosity and determination rather than trepidation.