Annotated Transcript
Fall 2011
TE 802
Reflecting & Inquiry Teaching Practices I
Instructor: Jen Knight
This course was part of my student teaching internship year at Michigan State University. The focus of this course was on literacy instruction at the elementary level. I read and participated in discussions about how to create a balanced literacy curriculum which includes: reading, writing, speaking, listening, language, and viewing. With my intern partner, we created a detailed unit plan focused on determining the big idea and summarizing a text with our sixth grade students.
Spring 2012
TE 803
Professional Roles & Teaching Practices II
Instructor: Jan Alleman
This course was part of my student teaching internship year at MSU. The focus of this course was on teaching social studies in an engaging way. I developed a unit using backwards planning where I began by determining the big ideas for the unit then created detailed lesson plans based on more specific objectives. Using feedback from discussions and classmates, I conducted my unit and reflected on the learning and teaching that took place. This course helped me develop the approach I take when preparing for my science and math instruction. I let the big ideas of the unit outline the path for the individual lessons.
TE 804
Reflecting & Inquiry Teaching Practices II
Instructor: Tim Bennett
This course was part of my student teaching internship year at MSU. The focus of this course was on how to teach science to elementary students. Through this course, I explored the Experiences-Patterns-Explanations (EPE) Model of student learning and the Inquiry Application Instructional Model (I-AIM) of teaching instruction. With this knowledge, I developed a unit with my intern partner focused on the phases of matter and what is occurring at the molecular level. Additionally, I read and viewed artifacts about effective talk moves teachers do to elicit rich discussions. With this information, I analyzed a science discussion that occurred with my sixth grade students and reflected on the talk moves I used. This project was very powerful to me as a new teacher as it showcased the value and insight of personal reflection.
Summer 2015
TE 846
Accommodating Differences in Literacy Learners
Instructor: Kari Richards
Within this course, I was introduced to a variety of strategies for differentiating literacy instruction to meet the needs of all learners. I conducted a case study with a fifth grade student where I was able to implement strategies and assessments I learned in the course to support her reading comprehension. Additionally, I learned about a variety of teaching practices to support the reading and writing comprehension of my students. The course also explored what specific core-subject teachers (e.g. chemistry) could to do assist the literacy needs of their students.
Fall 2015
Teaching School Mathematics
Instructor: Michael Weiss
The focus of this course was how to effectively teach mathematical concepts to achieve conceptual understanding. Through readings and discussion forums, I explored the big debate in mathematics between procedural fluency versus conceptual understanding. In simplest terms, procedural fluency involves knowing the steps to solve a problem whereas conceptual understanding is being able to explain what the problem is and why the strategy works. Additionally, I conducted a mini-action research about the use of technology in my math class as a means of assessment.
TE 855
TE 861B
Inquiry, Nature of Science, and Science Teaching
Instructor: Amelia Gotwals
This course explored the ways in which effective science teachers use student inquiry to drive their lessons and units. In this course, I was given the opportunity to observe ambitious science teaching and develop strategies for engaging with students to develop their ideas and questions. I conducted and analyzed student interviews to better understand their prior knowledge and misconceptions of a specific science topic. Additionally, I created and taught a series of lessons incorporating strategies I gained throughout the course and reflected on the instruction.
Spring 2016
CEP 805
Learning Math with Technology
Instructor: Ralph Putman & Diana Campbell
The focus of this course was to develop an evaluation tool which could be used to examine potential technology that could be used to support math instruction. The evaluation tool analyzed how the tool could support or hinder learning, the affordances of the technology, and the mathematical proficiency strands it supported. This course helped me to critically evaluate new technology so I could better select tools which would enhance my math instruction. As a cumulating project, I created an online math resource library with over twenty tools and resources for sixth grade teachers. I plan to use it next year as well as continue to add to it as I discover other helpful tools and resources.
ED 800
Concepts of Educational Inquiry
Instructor: Steven Weiland
Through this course, I developed an understanding of inquiry and its many faces in the world of education. I learned about how inquiry has and continues to effect education from the curriculum level all the way to the classroom level. Through readings, videos, websites, and other forms of multi-media I investigated and reflected on each of the five domains of educational inquiry. Also, this course developed my understanding of hypermedia and showcased the affordances of technology when it comes to collecting information. As a conclusion to the course, I focused on exploring reflection specifically about teacher inquiry as I found it most applicable to my current teaching position.
Summer 2016
TE 831
Teaching School Subject Matter with Technology
Instructor: Doug Hartman
This course focused on how to integrate technology effectively into everyday instruction. I examined and analyzed a variety of tech tools from web-based programs to devices to see how they could be incorporated or repurposed to meet the needs of a lesson. I was introduced to frameworks and theories around technology such as Technological Pedagogical Content Knowledge (TPACK), Substitution Augmentation Modification Redefinition model (SAMR), and Social Construction of Technology (SCOT). This course has made me eager to try new ideas and create lessons utilizing technology, content and pedagogy. I plan to incorporate some of the new tech tools I learned from this course in my classroom as well as continue to look for ways to teach my students about digital citizenship.
ED 870
Capstone Seminar
Instructor: Matt Koehler
As the final course in the Master of Arts in Education program, this capstone course has made me reflect on the journey I have taken throughout the program. I created an online web portfolio which showcases my work as a student and educator. While creating the portfolio, I have had to reflect on my initial goals as a master’s student and how they have transformed into my current professional goals. I have enjoyed seeing how much I have grown as a teacher from my time as a MAED student. I plan to continue to update the portfolio to reflect the professional development I will continue to do.
For more information about these courses click here.