Publications

This blog describes the importance of creating a culture of ‘productive struggle’ based on a workshop that was developed for Erasmus University students.

Reflect upon how Professional Development (PD) is done in school and explore the many ways that teachers can reclaim PD.

Uncover a radically different way to approach grading through rooted in practical wisdom and Black feminist critical theory.

This blog describes a project connecting real accessibility challenges to a Design Thinking course for Master's students.

This blog showcases the design and implementation of a hybrid course at Erasmus University, using GatherTown.

This article busts some of the myths associated with self-directed learning and explores this approach critically.

This article discusses the "Maker Morning" Project where parents and children collaborated on co-creative projects, strengthening community bonds.

Praise as a form of feedback might do more harm than good. Explore the nuances between praise and encouragement to truly support students.

Based on university students’ experiences of inequitable assessment & grading, this blogs dives into why we need to adopt more inclusive assessment approaches.

This article introduces the idea of autonomy-supportive feedback which attempts to satisfy students’ needs for relatedness, competence, and autonomy.

Examine how the four levels of listening manifest, and refine your own listening patterns to move from surface-level to deep and generative listening.

This blog details a project where Master’s students co-created curriculum, assessment, and peer learning with their teacher.

This article describes the Silent Way approach and its implementation within an international school setting.

Cet article discute des principes de l’approche Silent Way dans le cadre de l’enseignement du FLE.

Cet article relate mes premières expériences concrètes avec la démarche Silent Way en FLE.