Educational Philosophy
My pedagogical approach is grounded in the theory of constructionism: that we learn through an iterative process of doing or making. New ideas either challenge or reinforce our expectations, prompting us to resist or to adapt. “Knowledge transfer” does not occur directly, as students enter the classroom with their own ideas and mental models, and the information that they are taught is framed according to their existing ideas and experiences. As a constructionist educator, I follow a student-centered approach that recognizes that learning is grounded in experience, and these experiences can be mediated through making, or more specifically, through an iterative process of making, reflection, and remaking.
In class, I give students multiple, practice-based ways to engage course material. Every topic or technique that we discuss has several points of entry. Many of my class exercises are also designed to be “low-threshold/high-ceiling,” meaning that students at different levels of experience or expertise are able respond to the same prompts. My goal is for every student who enters the classroom to learn, and students may progress at their own rates while participating in larger conversations. Given this approach, I assess students according to both their mastery of the material and their growth over the course. I also alternate individual, small group, and whole class work so that students who might be shy or reluctant to speak before the class also have opportunities to participate and to become more confident in articulating and expressing their ideas.
A constructionist approach prioritizes “real” work and ownership of the material being studied. Whenever possible, I try to make connections to the larger world and to show the greater context of what we are studying. I also ask students to make personal connections to the material and to find their own entry points or connections so that they are invested in what we are studying. The classroom is a community of practice where we engage in inquiry together. In addition to studying in a classroom context, I always encourage students to step beyond it. I have invited authors to answer questions and to run workshops. I have also created opportunities for students to publish and to perform their work and to participate in internships so that they can simultaneously learn and apply what they learn in meaningful ways.
Experience
Olin College
Fall 2023, Introduction to Creative Writing
Université de Neuchâtel
2016-2023: Talking Point
2016-2022: Introduction to Creative Writing
2018, 2021-2022: Literature and Writing Workshop
Sempere Consulting
Independent Educational Consultant
The Writing Faculty
Co-Founder and Executive Director
Inspirica
Tutor, Enrollment Manager, Tutor Group Manager, Director (Boston), Director of Education
Community Charter School of Cambridge
Founding Faculty Member
7th & 8th grade Humanities
Accelerated Algebra 1
Boston University
Teaching Fellow
Introduction to Creative Writing
MIT Media Lab, Future of Learning Group
Research Assistant, Visiting Scholar