I design hands-on science experiences that make difficult ideas feel concrete, relevant, and worth investigating — from middle-school cells and chemistry to high-school anatomy and physiology.
My classroom philosophy centers on relevance, curiosity, belonging, and the belief that rigorous learning works best when students feel safe enough to wonder out loud.
“All students can learn anything if it feels interesting and relevant to them.”
I prioritize hands-on inquiry because tactile, spatial, and collaborative experiences create more ways for students to connect new ideas to what they already know. Just as important: students should feel welcomed, supported, and respected in the room where we ask them to take intellectual risks.
My work spans middle-school general science, high-school biology, anatomy & physiology, and health education, with experience adapting instruction for honors, general-education, multilingual/ELL, and Regents-repeat learners.
I.S. 61 Leonardo Da Vinci Intermediate School — hands-on inquiry lessons for honors, general-education, and multilingual/ELL classes; founder/advisor of the Video Game Club and science-event contributor.
Flushing High School — built and launched a new hands-on Anatomy & Physiology curriculum for a newly created course supporting the school’s emerging medical track.
Flushing High School — taught New Visions Biology and designed targeted curriculum for students repeating the Regents course while preserving scientific accuracy and conceptual depth.
I.S. 61 Summer Rising — created health curriculum focused on helping students make informed, health-conscious choices as they moved toward high school.
Three examples of how I turn abstract science into experiences students can manipulate, discuss, test, and remember.
Students choose specimens, predict what they will see, learn microscope parts and safety, pass a “certification” check, rotate through real specimens, sketch observations, and reflect like practicing scientists.
An Artemis I launch anchors a two-period investigation into conservation of matter. Students use molecule cards and models to reason about coefficients, atom counts, and why subscripts cannot be changed.
Students connect anatomical vocabulary to real movement through resistance-band demonstrations, then apply that understanding to collaborative joint-model design and assessment criteria.
Formal observation feedback and student letters consistently point to strong content knowledge, an encouraging classroom culture, calm redirection, and a willingness to make science active and memorable.
“You made science and health interesting, exciting, and meaningful… You always encouraged us to ask questions.”
A life-science foundation paired with graduate preparation in adolescent education.
Available for science-education opportunities, curriculum work, and conversations about inquiry-based learning.