top of page

TEACHING

Teaching Portfolio
clip.png
Teaching Expanded

I believe that education is the most important tool we have to make the world a better place. Therefore, I am dedicated to teaching in different contexts, such as lecturing, mentoring students, and engaging in outreach activities. I believe that good teaching occurs when 1) students are encouraged to be active in their own learning process, 2) diversity is respected and celebrated, and 3) the instructors are continuously learning.

Active Learning

Learn is more effective when we engage with the content, think about it critically, and integrate different pieces of evidence into meaningful information. The best way to accomplish this is through active learning. Active learning occurs when the students not only acquire information from the instructor but also when they produce knowledge by completing activities. I promote active learning for my students by giving different formative (i.e., activities to monitor students’ learning) and summative assessments (i.e., tests to evaluate students’ learning), organizing discussions in the classroom, and by inviting students to solve real-world problems in their activities.

Learning Through Diversity

I believe that idiosyncrasy should be celebrated in the classroom. When each person brings their own experiences, worldview, attitudes, and skills to the team, knowledge expands. It is thought diversity that we learn to question our previous beliefs, work on our arguments, and develop new ideas. In my classroom, I foster diversity by promoting an inclusive and welcoming classroom where students of all backgrounds (including, but not limited to, educational background, ability, age, gender, sexual orientation, race, ethnicity, religion, and socioeconomic) are respected and equally valued. I do my best to engage all students by incorporating different perspectives in my teaching and adapting my material to attend diverse students. Besides working on my interaction with my students, I also promote learning through diversity by organizing activities where students can interact and become involved in experience exchange.

 

Continuous Learning

I believe that the best instructors are those who are constantly deepening their knowledge about the content they teach and working to improve their own teaching skills. I commit to learning continuously by keeping my knowledge up-to-date and practicing teaching as research. Teaching as research is an approach of evidence-based teaching. In this process, besides teaching specific topics according to methods supported by the literature, I keep testing my own teaching. I accomplish this by assessing how much knowledge my students acquired after my teaching practice. I also rely on my students’ feedback to reflect on and evaluate my teaching, seeking personal improvement.

Teaching
Philosophy

portfolio_edited.jpg

Click the image to check my teaching portfolio!

My mentoring philosophy is structured into five main pillars: Communication, Autonomy, Respect, Engagement, and CARE. I believe that a good mentor-mentee relationship is crucial for a healthy working environment and, consequently, for success in research. As a mentor, I support a horizontal relationship (i.e., characterized by democracy, equality, and reciprocity) between me as a mentor and my mentees.

Mentoring
Philosophy

Diversity 
Statement

My commitment to inclusive and equitable education is grounded in my personal experience. As a child, I studied in a highly diverse school. Having peers with different backgrounds and worldviews showed me how much we can learn and grow when diversity is celebrated. Importantly, the school I attended was a reference educational center for deaf and blind students. Interacting with my peers with visual and hearing impairments showed me that education should and could be more inclusive. Ever since, I have been interested in promoting more equitable education tools, reason why I have pursued training in Educational Psychology, and had done research with children and adults with learning disabilities, genetic syndromes, and low socioeconomic status.
bottom of page