CLSM Curriculum Co.

I am a high school social studies teacher with experience across World History, Civic Literacy, and Economics & Personal Finance. My background includes supporting multilingual learners and students with diverse academic needs through structured, standards-aligned instruction. I design lessons that prioritize clarity, sequencing, and measurable growth. My classrooms consistently show strong progress check performance and increased student engagement through intentional scaffolding and repetition.

My instructional approach centers on structured sequencing, cognitive load awareness, and language-supported rigor. The Cognitive Load Sequencing Model (CLSM) that I am using for my lessons is a structured 3-day instructional cycle that reduces cognitive overload while strengthening schema formation through intentional sequencing of input, retrieval, and application. CLSM Structure: Day 1 – Schema Activation + Structured Input Day 2 – Retrieval + Application Day 3 – Reinforcement + Forward Sequencing This model integrates bilingual supports, guided question notes, retrieval-based assessment, and contextual reading passages to increase comprehension without reducing academic rigor.

My instructional pivot toward structured sequencing and language-supported rigor has resulted in measurable academic growth. My students have consistently demonstrated strong progress check performance compared to building and county averages. I take pride in building classrooms where clarity, consistency, and academic expectations lead to real growth.

I hold a degree in secondary education with a focus on social studies and have experience teaching multiple high school content areas. I have pursued graduate coursework in instructional design and technology, strengthening my understanding of curriculum sequencing, assessment alignment, and cognitive load. My continued professional growth is grounded in applying research-based practices directly to classroom results.

I am passionate about building structured learning environments where students feel supported without lowering expectations. My resources are created from direct classroom experience and refined through student performance data. I focus on clarity, repetition, and intentional sequencing to support comprehension and long-term retention.