Licensed Secondary English Teacher ● Endorsement: Linguistically Diverse Education ● Endorsement: Gifted Education ● 6 years of classroom teaching experience, grades 9-12 ● 1 year distance learning experience, grades 9-12
When we do things well, it's likely because we've taken our time to adequately execute a tangible process. Learners retain information and build on skills sets through effective formative assessment. The writing process is a foundational resource for creating a viable problem-solving structure students can apply across all academic and career situations. Providing verbal and written feedback throughout any learning sequence with requirement to improve ideas and products is a vital way for students to advance personal zones of proximal development and enables teachers the valuable chance to individualize instruction and monitor student growth.
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MA in Communication (Regis University) ● BA in English (University of Colorado) ● BA in Humanities (University of Colorado) ● Culturally and Linguistically Diverse Education Endorsement (Regis University)
I am a writer, and as such, I believe the best way to teach communication skills is through a blended experience of writing and reading; that is, reading about writing and writing about reading. We communicate in the world in complex and multi-dimensional ways and instructional design should adhere to these complexities in authentic ways. Rarely do we use communication modalities in isolation. All lessons should provide learners opportunities to read, write, speak, and listen as outlined in clear language objectives and in relation to content materials and learning objectives.