Corey Zocchi
MYP Mathematics & Science Teacher
Nanjing International School · China
Teaching Philosophy
"Every student can think mathematically and scientifically. My job is to create the conditions where that thinking becomes visible, valued, and built upon."
I believe learning happens when students are given meaningful problems, the space to struggle productively, and a classroom culture where confusion is welcome. My teaching is shaped by research — from Peter Liljedahl's thinking classrooms to Jo Boaler's mathematical mindsets — and grounded in the IB's commitment to inquiry-based, concept-driven education.
In practice, this means vertical non-permanent surfaces, visibly random groups, real-world contexts, and a relentless focus on understanding over memorisation. I design every lesson and resource around one question: does this help my students think?
Professional Experience
Nanjing International School
Nanjing, China
MYP Mathematics and Science teacher for Grades 6–8. Designing inquiry-based units, criterion-referenced assessments, and differentiated resources for a diverse, multilingual student body.
Australian Public Schools
Queensland, Australia
10 years teaching Mathematics and Science across multiple public secondary schools. Built a deep foundation in classroom management, curriculum design, and working with students from diverse socioeconomic backgrounds.
My Approach
Concept-based curriculum design using Understanding by Design (UbD). I build units around Key Concepts, Global Contexts, and Statements of Inquiry — not just content coverage. Assessment is always criterion-referenced using MYP Criteria A–D.
Working with multilingual learners is not an add-on — it's a design constraint I build into every resource. Word banks, sentence starters, visual scaffolds, simplified language, and structured tables are defaults, not afterthoughts. Every worksheet, PowerPoint, and assessment on this site reflects this approach.
I build the tools my students need. This website, LearnLattice.org (a free MYP resource library), fillable interactive worksheets, and an AI-powered feedback system where students receive instant marking. Technology should reduce friction, not add it.
Influenced by Peter Liljedahl, Dan Meyer, and Jo Boaler. Visibly random groups, vertical non-permanent surfaces, and rich tasks that are accessible to all but extendable for the strongest thinkers. Students learn mathematics and science by doing it, not watching it.
Qualifications
University of Queensland · 2014
Mathematics & Science · Concept-based curriculum · Criterion-referenced assessment
Registered teacher · Secondary Mathematics & Science
What I Build
I create open educational resources that are free, interactive, and designed specifically for MYP students.