Elementary Teacher
Annotated Transcript
Below is a list of the graduate courses I completed at Michigan State University (MSU) as part of the Master of Arts in Education (MAED) program with a concentration in Technology and Learning. The program consists of 10 courses, each followed by a brief description and additional information.
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Key Terms:
TE: Teacher Education
ED: Education
CEP: Counseling, Educational, Psychology & Special Education
Fall 2017
TE802: Reflection and Inquiry in Teaching Practice I
Ann Castle
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This course was taken with TE801 during my internship year at Michigan State University. It enhanced my understanding of writing instruction by introducing new methods and strategies. I was able to implement these strategies in the classroom and receive direct feedback, which helped shape my approach to teaching writing. The hands-on experience allowed me to refine my techniques and better engage my students in the writing process.
Spring 2018
TE803: Professional Roles and Teaching Practice II
Maribel Santiago
This course was taken with TE804 during my internship year at Michigan State University. It enhanced my understanding of social studies instruction by introducing new methods and strategies. I was able to implement these strategies in the classroom and receive direct feedback, which helped shape my approach to teaching social studies. This approach not only improved my students' grasp of social studies concepts but also fostered a greater interest in the subject.
TE804: Reflection and Inquiry in Teaching Practice II
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During my internship year at Michigan State University, I took this course alongside TE 803. It introduced me to the NGSS science standards and enhanced my understanding of effective science teaching. With this knowledge, I designed and implemented a 10-day science unit aligned with the NGSS standards. This experience significantly shaped my approach to planning and delivering science instruction.
Summer 2021
CEP820: Teaching Students Online
Ann Heintz
In this course, I learned various skills, strategies, and tools to create an effective online course. I also researched and studied concepts such as accessibility, communication, and student-centered learning to enhance online teaching. Throughout the semester, I developed a third-grade math online course using Google Classroom, incorporating communication policies and supporting tools like instructional videos to assist students. I included interactive elements such as quizzes and discussion forums to foster engagement and active learning. This comprehensive approach ensured that all students had the resources and support needed to succeed in an online environment.
Fall 2021
CEP813: Electronic Assessment or Teaching or Learning
Stephanie Jennings
This course provided an in-depth exploration of electronic forms of assessment and their implications for teaching and learning. It also critically examined various grading systems to reflect on the purpose of grading. I learned to create electronic assessments for my third-grade students using the concepts of metagaming and gamification, focusing on the math topic of multiplication. By applying what I learned about assessment, I aimed to effectively evaluate my students' understanding.
Fall 2022
TE846: Accommodating Differences in Literacy Learners
Ayah Issa
This course concentrated on practical methods for supporting all literacy learners. The class offered hands-on experience in customizing and differentiating the work to meet students' needs. We assessed students to identify their academic needs and learning styles and then developed targeted interventions accordingly after careful observation and analysis of their assessments. This project demonstrated strategies that can be applied to individual students in the classroom in the future.
Spring 2022
CEP817: Learning Technology through Design
Ann Heintz and Liz Owens Boltz
This course introduced design thinking, where I learned the Stanford Design Thinking Model, which includes the steps of empathize, define, ideate, prototype, and test. I applied this knowledge to my chosen problem or what we call the problem of practice: the math curriculum on measurement is not engaging enough for my 3rd-grade students. Using various research methods, I implemented each phase of the Stanford Model to find a solution by redesigning the lessons for my measurement unit. After the testing process, I wrote a report and a reflection that synthesized the entire design process.
Spring 2024
CEP805: Learning Mathematics with Technology
Brittany Dillman
This course focused on learning the content, technology, and pedagogy of five mathematical concepts: numbers and operations, geometry, measurement, data and probability, and algebra. For each concept, I explored different methods of learning and teaching, including learning through play, teaching with the 5 practices (anticipating, monitoring, selecting, sequencing, and connecting), teaching with social justice, and exploring identity. With this knowledge, I redesigned the lesson plans for each math concept and had the opportunity to reflect on the use of these learning and teaching methods in my classroom. This reflection allowed me to continually refine my instructional approach, ensuring that my teaching is both effective and inclusive.
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Summer 2024
ED800: Educational Inquiry
Kristy Stein
This course introduced key concepts in the inquiry of education and served as a foundational educational experience, allowing me to think and write about essential questions in the field. We explored five different methodologies: ethnology and social reproduction, portraiture and schools as socializing institutions, history and educational activism, indigenous research methodologies and culturally sustaining pedagogy, and finally, philosophy and critical pedagogy. For each methodology, we analyzed a set of texts, reflected on our learning, and applied these insights to our classroom settings, considering their relevance to schools today. This comprehensive approach deepened my understanding of the complexities of education and enhanced my ability to implement diverse and effective teaching strategies.
ED870: Capstone 870
Matthew Koehler and Megan Harris
This was the final course in the MAED program at MSU. During the course, I reflected on and synthesized my learning experiences throughout the program. As a final requirement, I created and exhibited an online portfolio. This portfolio included web pages that explored my professional and personal journey, including reflections on past goals and future aspirations, showcases of my work, my resume, and much more about who I am as a person and educator.
Image Disclaimer
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All images not cited are my own
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All other images throughout the site were found in the public domain (Google images) and are linked at the bottom of each page or come from Wix Template