J.V Marc Corbeil((((contact)))) Return to Home page
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Bio (top)
J.V. Marc Corbeil is the founding Head of the High School at The Westwood School, Dallas, Texas. He is an internationally respected lecturer with a special interest in the teaching of philosophy, mathematics and critical thinking. He is a former professor of both mathematics and philosophy and was recently appointed as an assistant examiner for the International Baccalaureate Organization. He is a former IBO curriculum and assessment administrator.
He studied Applied Metaphysics at Cardiff University (Wales, UK) and also has a MA in Environmental Philosophy from the University of North Texas (USA), a Masters in the Teaching of Mathematics and a double BA Mathematics and Philosophy from Concordia University, Montreal (Canada). His current research interests are in metaphysics and environmental ethics.
About Me (top)
I have been teaching since I was a teenager. I had some special teachers who
believed I was capable of doing more than was apparent and I have them to thank
for my interest in teaching and any achievements I have made. I hope that I
bring to my teaching the dedication and keenest these teachers had, not to
mention going that extra mile in helping students in and out of the classroom.
I started teaching in physical education, in prehospital medicine and first aid, then in mathematics and now my interest is concentrating on teaching philosophy. I consider this a natural progression of ideas and interests. As a young athlete I looked to coaching because it gave me a chance to share my experiences and success with others. This interest in teaching developed along with my college interest in mathematics and philosophy. I took the opportunity in my first graduate degree to concentrate on mathematics education. While teaching mathematics at my first full-time college job, I agreed to be an advisor to the campus club of the local Rescue-Ambulance team and quickly became involved in prehospital medicine. I found EMS work extremely rewarding but overly stressful on family life. For me, EMS also lacked academic challenge had left little room for personal growth. I returned to mathematics and teaching, concentrating on developing teaching strategies and working with technology.
At this point, I had the opportunity to further my interest in philosophy, first with an MA and then at the PhD level. At the same time I was able to continue teaching and developing curriculum and assessment. In addition, I was able to develop a dual track in research, presentations and publication: mathematics education, science and technology, and in philosophy. Each of these phases in my experience also involved the opportunity living in different parts of the word: Canada, USA, UK, Europe and Middle East. I also have travelled broadly in Canada, USA, UK, Mexico, Cuba, Bahamas, France, Germany, Switzerland, Netherlands, Ireland, Oman, UAE, Qatar, India and Sri Lanka.
Recently, I have been working with Westwood, developing and blending a
Montessori-IB environment for students grades 9 to 12.
Teaching Philosophy (top)
My unique set of life, work and academic experiences is clearly reflected in
the focus I like to bring to critical thinking and the Why? about the world.
This is the main goal of teaching ? developing student’s critical skills and
thinking. Contemporary civilization is extremely fast paced and the rate of
technological and social changes can barely be measured, especially in terms of
the decreasing distance between world cultures. Today’s expertise and
technological know-how is tomorrow’s old fashioned and outdated methodology.
This means that the most important skill we can give students is a balanced
ability to learn and adapt so they have the potential to achieve sophistication
in understanding and learning.
How many of the students in our classrooms are good learners? Students who can
manage profound analytical thinking requiring a specialized understanding at
the professional level moderated by a general and balanced understanding of all
knowledge fields? This requires an interdisciplinary approach to any class,
including philosophy, and is achieved, in part, by brining into the class an
attitude of general knowledge without sacrificing sophisticated precision. And
this also requires a student-centered approach to teaching.
My primary objective in any class is to help develop the student’s ability to
learn by making use of any and all tools, bits of knowledge and skills
available. If a tool is inadequate, I will attempt to develop a tool or method
to reach the learner. If the knowledge or skill base is inadequate, we will
work to develop that base together teacher-student-class-community. At the same
time, I have clear level-dependent expectations from my students: honesty,
character, spirit, commitment, preparation and communication are a must for all
students.
These expectations are also a must for the instructor. The climate needed to
acquire the ability to learn involves patient leadership and innovative,
flexible and student-centered teaching, appropriate tools, a deep understanding
of the subject matter including knowledge and skills in teaching the subject
matter, and a commitment on the teacher?s part to
understand problems and come up with appropriate strategies to overcome learning
obstacles. Motivating the student and setting clear goals and standards is also
part of the teaching strategy.
I believe education should be an experience of discovery and a process of
development. This suggests that different methodologies and ideas from
educational theory are needed in order to remain adaptive to the needs of the
students, to keep students at the focus of our endeavor while maintaining the
goals of their success in learning and growing, in addition to the goals and
standards of the school and community.
What makes good teaching different from great teaching is the passion, empathy
and creativity that a teacher should bring to class. A great teacher is
somewhat like an entertainer. We take risks but must keep the attentions of the
student. We show them that what education has to offer is real and meaningful
to them, thus motivating student to engage in class and the community always
maintaining an academic environment that is open to new viewpoints and
suggestions. This places the role of the teacher as facilitator, responsible to
the student, school and community for the quality of the education provided.
EDUCATION (top)
Ph.D., Philosophy, Cardiff University, Wales, UK, Current Draft of Thesis
"Towards a Metaphysic of Information-Process"
M.A., Philosophy, University of North Texas, Texas, USA, 2003. Thesis: "Process Environmental Philosophy"
M.Sc. (M.T.M), Concordia University, Montreal, CAN, 1997. Thesis/Project:
"Mathematics
and Logic"
PROFESSIONAL EXPERIENCE (top)
Al Ain Women?s College, Al Ain, UAE
Sample course outlines: Foundational Mathematics // Fundamental Mathematics 2 // General Studies
Sample Work Plan (as team leader) // Heath and Safety and Special Needs
Advisor. (sample Emergency Information
Letter of Appreciation from College Director // Sample PD session // Student
Evaluation 2007 // Teaching Evaluations 2007 // Teaching Evaluations 2005
Cardiff University, Wales, UK
Sample Course Outlines: Environmental Ethics // Introduction to Philsophy // Individual-Morality and the State
.
Sample of evaluation tool developed for assessment of philosophy essays/papers.
International Baccalaureate Organization, Assessment and Curriculum Centre,
Cardiff, UK
Related publication link // work sample ? information poster
Global Ethics presentation link
Brookhaven College, TX, USA
Sample outlines: environmental ethics // Logic // Intro/history
of philosophy
Student evaluations 2002
University of North Texas, TX
Logic Syllabus
PUBLICATIONS (top)
“Penguins, Polar Bear and Ice-bergs: Effective Strategies for
the Learning of Mathematics in a Second Language,” Proceedings of the
Third Annual Conference for Middle East Teachers of Science, Mathematics and
Computing 2007, with Nancy Fahnestock. METSMaC: Abu Dhabi, United Arab Emirates, March, 2007.
“Characteristics Of Appropriate Use Of Technology In Teaching,”
in Stewart, S. M., Olearski, J. E. and Thompson, D. (Eds), Proceedings of the Second Annual Conference for
Middle East Teachers of Science, Mathematics and Computing (pp. 87-94). METSMaC: Abu Dhabi, United Arab Emirates, 14-16 March,
2006.
“Process-Information
Metaphysics and Environmental Philosophy,” Concrescence:
The Australasian Journal of Process Thought, Volume 5, June 2004, ISSN
1445-4297.
“Flash Technology Opportunities And Challenges For High Stakes Assessment: A Conversation Between Different Stakeholders,” with Roger Brown, conference proceedings Technology and its Integration in Mathematics Education, International Symposium, École de technologie supérieure (ÉTS), 15-18 July, 2004, Montréal, QC, Canada .
“Assessment
Issues In The Introduction of A CAS(E) Pilot In The International Schools,”
conference proceedings Technology and its Integration in Mathematics
Education, International Symposium, École de technologie supérieure (ÉTS),
15-18 July, 2004, Montréal, QC, Canada.
Editor (content), “Diploma Programme Mathematics Higher Level with CASE Course
Guide,” IBO, Cardiff, UK, 2004.
PRESENTATIONS (top) (selected downloads)
“Talking Technology: Teaching Workshop in Mathematics and Science Education,” Math and Science Day Conference, HCT Teacher Workshops, 24 April, 2008, Abu Dhabi, UAE. (Invited)
“Zeno’s Paradoxes – Expanding Critical Thinking and Knowledge
Base,” 5th Annual HCT Maths
Conference – LifeMath = ∞, 13-14 April,
2008, Abu Dhabi, UAE. (Invited)
“Penguins, Polar Bear and Ice-bergs: Effective Strategies for
the Learning of Mathematics in a Second Language,” Middle-East Teachers of
Science, Mathematics and Computing, 17-19 March 2007, Abu Dhabi, United
Arab Emirates, with co-presenter/author Nancy Fahnestock.
(Peer Reviewed)
“PD Unusual Thing Our Tablet PC’s Can Do," AAW-HCT Professional
Development, 22 October, 2008, AAW HCT, Al Ain, UAE.
“Repetition Priming - An Effective ESL Strategy for Teaching
Mathematics," HCT - 19th Annual Conference - Today's Students ...
Tomorrow's Entrepreneurs, 30 August, 2006, Dubai, United Arab Emirates, with
co-presenter/author Nancy Fahnestock. Phil. of using
tech in teaching. Session presentation. (Invited)
“Process Relational Metaphysics as a Necessary Foundation for
Environmental Philosophy,” 6th International Whitehead Conference,
Salzburg, Austria, 3-6 July, 2006. Metaphysics. (Peer Reviewed)
“The Information Process Relationship In Mathematical
Metaphysics: The Problem Of Randomness In The Logic Of Arithmetic,” 6th
International Whitehead Conference, Salzburg, Austria, 3-6 July, 2006.
Mathematical metaphysics. (Peer Reviewed)
"Tree Huggers Versus Big Business: Sorting our Eco Politics, Eco
Terrorism, Eco Feminism and Eco Centricism,"
Emirates Natural History Group, Zayed Centre for
Heritage and History, 11 April, 2006, Al Ain, UAE. Public lecture in environmental philosophy.
(Invited)
"Appropriate Use of Technology in Teaching and Assessment," Middle-East Teachers of Science, Mathematics and Computing, 14-16 March 2006, Abu Dhabi, United Arab Emirates. Phil. of technology in teaching. (Peer Reviewed)
“Exploring an Alternate Assessment Model,” 2nd Annual HCT Maths Conference - Assessment 3600, 11 April, 2005, Abu Dhabi, UAE. (Peer Reviewed)
“Ethical Fitness for Global Citizenship,” Alliance for International
Education Conference, 1-3 October, 2004, Düsseldorf, Germany. Applied
Ethics. (Peer Reviewed)
“Flash Technology Opportunities And Challenges For High Stakes Assessment: A Conversation Between Different Stakeholders,” with Roger Brown, conference proceedings Technology and its Integration in Mathematics Education, International Symposium, École de technologie supérieure (ÉTS), 15-18 July, 2004, Montréal, QC, Canada. Chair of Panel Discussion. (Peer Reviewed)
“Assessment Issues in the Introduction of a CAS Pilot in the International Schools,” Technology and its Integration in Mathematics Education, International Symposium, École de technologie supérieure (ÉTS), 15-18 July, 2004, Montréal, QC, Canada. (Peer Reviewed)
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