Lisa Jones

I retired in 2019, after 28 years of public high school math teaching. I taught Algebra I, Geometry, Algebra 2, Math Analysis, Trigonometry, PreCalculus and Calculus throughout my career. I still enjoy working with students and teachers and developing resources to enhance learning.

I strive to incorporate practices supported by cognitive science, specifically cognitive load theory. Most of my activities are designed to promote student engagement during guided instruction which will lead to independent student success. I believe that guided instruction is often misunderstood and mischaracterized as purely lecture. Actively engaging students in concept attainment throughout each lesson has always been my goal. An article of personal interest is Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Evidence in support of guided instruction is explained in the context of human cognitive architecture, expert and novice differences, and cognitive load.

Yet to be added

B.S. Classical Applied Mathematics, 7-12 Certification in Mathematics, MEd w/ 30 additional hours, Adjunct Certification in Mathematics.

I've participated in a wide variety of PD throughout my career. I believe that Professional Learning Communities (PLCs) are best utilized when they engage in content rich professional develpment of and for teachers. Collaborative lesson development and analysis takes time and I believe it should be driven by teachers and not their supervisors or evaluators. Teachers who make learning a priority LOVE working with their colleagues to develop shared lessons which utilize best practices.