Jason Ernest Feldman

FAQ About Jason Ernest Feldman

• What is Jason Ernest Feldman's address?

  Jason Ernest Feldman is located at
  San Francisco, San Francisco, United States

• What is Jason Ernest Feldman's job title?

  Jason Ernest Feldman is a
  • Facilitating three day workshops for teachers across the country based on PBLworks gold standard for design elements and teaching practices - resulting in teachers implementing projects in their own schools. • Coaching teachers through designing, assessing, and managing project based learning in their own classrooms and projects. • Consulting teachers, schools, and districts through resources and tools created and organized by PBLworks for the PBL101 workshop.•Rated highly effective on Danielson at a high-needs, Title 1 public school - focusing on project-based learning, design thinking, and culturally relevant education in inclusive co-taught special education settings •Created and implemented school-wide advisory curriculum, working toward inclusive classrooms for social-emotional learning, relationship building, and mindfulness practices for a community of students that travel from all five boroughs in New York City, and represent fourteen different countries and languages. •Mentored new teachers through their first years of teaching, assisting with relationship-building in diverse classrooms, assessment strategies for various learning styles, and engaging curriculum for all learners.• Engaging credit-deficient students and English Language Learners in a three-week, intensive, summer school course focused on multimodal, social justice oriented, and technology based projects, while incorporating acquisition of Next Generation Science Standards credits and lab hours. •Collaboratively exposing students from lower socio-economic backgrounds to politicians, industry leaders, and environmental conservationists throughout New York City to promote activism and authentic projects. •Instructing and modeling curriculum design and project based learning for teaching residents from Teacher College, Columbia University, resulting in a program presentation at the STEM Teach to Lead Summit.• Designed equity-based curriculum in a high school art class – creating hands-on, inter-disciplinary forms of activism – which addressed student-identified injustice and oppression within their communities. •Increased peer mentorship and leadership using the Teaching Assistant Scholars program in a chemistry class, resulting in one hundred percent pass rate for students who had previously failed the course. •Conducted various student studies and interventions, including individualized interventions for Students with Interrupted Formal Education, and students with multiple disabilities, in inclusive settings.•Piloted an expedition of experiential and reflective curriculum catered toward economically privileged youth, unpacking biases and celebrating diversity within the study of evolution in the Galapagos. •Facilitated a biology and equity focused curriculum – catered to high school students with an interest in pursuing medicine in the United States – through exposure to various forms of medicine in Nicaragua. •Increased cultural exchange through sustainable community development, service learning, family homestays, and a hands-on study of fair-trade practices and non-profits throughout Costa Rica.•Developed and co-taught a class for students who had previously failed the statewide English Language Arts exam – focusing on classroom community, culturally relevant texts, and growth mindset – resulting in an eighty-five percent pass rate on the following English Language Arts exam, and an increase in graduation rates amongst English Language Learners and students with Individualized Learning Plans. •Strengthened and developed an inner-city high school’s community and culture through launching and directing a restorative justice program, resulting in a decrease of suspensions by sixty-seven percent. •Fostered a school-wide, inclusive environment through progressive and kinesthetic Social-Emotional Learning in advisory to meet the needs of students from forty-seven different countries, including ninety percent of students qualifying for free and reduced lunch, twenty-five percent of students learning English, and twenty-five percent of students learning with an Individualized Education Plan.• Led groups from inner-city, Expeditionary Learning schools for five days of backpacking and high ropes. • Fostered a sense of community amongst groups, with focuses on self and group direction, goal setting, conflict resolution, leadership, and feedback. • Provided groups with tools to transfer lessons from a high ropes experience back to their communities.• Led one to three day team-building and character-building activities, including initiatives and ropes courses. • Collaborated with co-instructors to deliver programs that meet diverse and individual client needs. • Gained experience with middle school, secondary, university, and professional group development. • Intensively studied and implemented various hard and soft skills according to Outward Bound principles. • Contributed to thirty five days of backpacking courses, catering to Australian high school students. • Implemented and evaluated safety and hazard assessments, food rations, group initiatives, environmental impact, and group and individual facilitation prior, during, and after each course.• Taught English as a Second Language to over two hundred students at a public Spanish school. • Instructed five and six year old students through complete English language immersion. • Implemented creative teaching techniques and materials to incorporate various learning styles. PBLWorks

• What industry does Jason Ernest Feldman currently work in?

  Jason Ernest Feldman currently works in the
  PBLWorks

• What is Jason Ernest Feldman's area of expertise?

  Jason Ernest Feldman specializes in
  • Facilitating three day workshops for teachers across the country based on PBLworks gold standard for design elements and teaching practices - resulting in teachers implementing projects in their own schools. • Coaching teachers through designing, assessing, and managing project based learning in their own classrooms and projects. • Consulting teachers, schools, and districts through resources and tools created and organized by PBLworks for the PBL101 workshop.•Rated highly effective on Danielson at a high-needs, Title 1 public school - focusing on project-based learning, design thinking, and culturally relevant education in inclusive co-taught special education settings •Created and implemented school-wide advisory curriculum, working toward inclusive classrooms for social-emotional learning, relationship building, and mindfulness practices for a community of students that travel from all five boroughs in New York City, and represent fourteen different countries and languages. •Mentored new teachers through their first years of teaching, assisting with relationship-building in diverse classrooms, assessment strategies for various learning styles, and engaging curriculum for all learners.• Engaging credit-deficient students and English Language Learners in a three-week, intensive, summer school course focused on multimodal, social justice oriented, and technology based projects, while incorporating acquisition of Next Generation Science Standards credits and lab hours. •Collaboratively exposing students from lower socio-economic backgrounds to politicians, industry leaders, and environmental conservationists throughout New York City to promote activism and authentic projects. •Instructing and modeling curriculum design and project based learning for teaching residents from Teacher College, Columbia University, resulting in a program presentation at the STEM Teach to Lead Summit.• Designed equity-based curriculum in a high school art class – creating hands-on, inter-disciplinary forms of activism – which addressed student-identified injustice and oppression within their communities. •Increased peer mentorship and leadership using the Teaching Assistant Scholars program in a chemistry class, resulting in one hundred percent pass rate for students who had previously failed the course. •Conducted various student studies and interventions, including individualized interventions for Students with Interrupted Formal Education, and students with multiple disabilities, in inclusive settings.•Piloted an expedition of experiential and reflective curriculum catered toward economically privileged youth, unpacking biases and celebrating diversity within the study of evolution in the Galapagos. •Facilitated a biology and equity focused curriculum – catered to high school students with an interest in pursuing medicine in the United States – through exposure to various forms of medicine in Nicaragua. •Increased cultural exchange through sustainable community development, service learning, family homestays, and a hands-on study of fair-trade practices and non-profits throughout Costa Rica.•Developed and co-taught a class for students who had previously failed the statewide English Language Arts exam – focusing on classroom community, culturally relevant texts, and growth mindset – resulting in an eighty-five percent pass rate on the following English Language Arts exam, and an increase in graduation rates amongst English Language Learners and students with Individualized Learning Plans. •Strengthened and developed an inner-city high school’s community and culture through launching and directing a restorative justice program, resulting in a decrease of suspensions by sixty-seven percent. •Fostered a school-wide, inclusive environment through progressive and kinesthetic Social-Emotional Learning in advisory to meet the needs of students from forty-seven different countries, including ninety percent of students qualifying for free and reduced lunch, twenty-five percent of students learning English, and twenty-five percent of students learning with an Individualized Education Plan.• Led groups from inner-city, Expeditionary Learning schools for five days of backpacking and high ropes. • Fostered a sense of community amongst groups, with focuses on self and group direction, goal setting, conflict resolution, leadership, and feedback. • Provided groups with tools to transfer lessons from a high ropes experience back to their communities.• Led one to three day team-building and character-building activities, including initiatives and ropes courses. • Collaborated with co-instructors to deliver programs that meet diverse and individual client needs. • Gained experience with middle school, secondary, university, and professional group development. • Intensively studied and implemented various hard and soft skills according to Outward Bound principles. • Contributed to thirty five days of backpacking courses, catering to Australian high school students. • Implemented and evaluated safety and hazard assessments, food rations, group initiatives, environmental impact, and group and individual facilitation prior, during, and after each course.• Taught English as a Second Language to over two hundred students at a public Spanish school. • Instructed five and six year old students through complete English language immersion. • Implemented creative teaching techniques and materials to incorporate various learning styles.

• Which languages does Jason Ernest Feldman speak? 

  Jason Ernest Feldman speaks the following languages:
  No languages available.

• Which industries has Jason Ernest Feldman previously worked in?   

  Jason Ernest Feldman has prior experience in the following industries:
  PBLWorks , Citizen Scientist Summer Program , The Urban Assembly Maker Academy , Teachers College, Columbia University , Global Works | Travel with Purpose , Expeditionary Learning School for Community Leaders , NYC Outward Bound Schools , Thompson Island Outward Bound Education Center , Outward Bound Australia , CIEE

• What is Jason Ernest Feldman’s work experience?  

  Jason Ernest Feldman has the following professional experience:
  PBLWorks , Citizen Scientist Summer Program , The Urban Assembly Maker Academy , Teachers College, Columbia University , Global Works | Travel with Purpose , Expeditionary Learning School for Community Leaders , NYC Outward Bound Schools , Thompson Island Outward Bound Education Center , Outward Bound Australia , CIEE .

• How can I find Jason Ernest Feldman on LinkedIn?  

  You can view Jason Ernest Feldman’s
  LinkedIn profile at LinkedIn URL.

• What are Jason Ernest Feldman’s work email addresses?  

  Jason Ernest Feldman’s work email addresses are
  [email protected] .

• What company does Jason Ernest Feldman work for?  

  Jason Ernest Feldman works at
  PBLWorks