TE 803
Annotated Transcript
Below are descriptions of courses I have taken to complete my Master of Arts in Education at Michigan State University.
Reflection and Inquiry in Teaching Practice I
Instructor: Dr. Susan Florio-Ruane
I completed this course during my fifth-year internship with Michigan State University. This course focused on best practices for literacy instruction. I created lesson plans and unit plans to use in 3rd grade. Each week I collaborated with my classmates to reflect on what was successful and what needed improvement in literacy instruction.
Professional Roles and Teaching Practice II
Instructor: Dr. Susan Florio-Ruane
This course focused on social studies instruction and was taken during my fifth-year internship. As part of the program, I created a comprehensive map skills unit that centered around the Great Lakes. I integrated literacy lessons that involved reading groups discussing historical fiction books and I created cross-curricular activities to increase understanding of the Great Lakes and surrounding areas.
Reflection and Inquiry in Teaching Practice II
Instructor: Dr. Angela Calabrese Barton
This course was part of my fifth-year internship and focused on science instruction. During this course I implemented the Experiences Patterns Explanations (EPE) and Inquiry Application Instructional Model (I-AIM). Using this model of instruction, I planned, taught and created assessments for a physical science unit on Motion which I used with my 3rd grade students. It is through this course that I learned how to focus on a big idea and how to explain the idea through activities and observations. In addition, I collaborated with 3 of my peers to create an action based research project that focused on making the school more “green”. We created recycling posters and signs reminding students to turn off the lights and computers. We also planted flowers around the school with students.
Fall 2011
Concepts of Educational Inquiry
Instructor: Dr. Steven Weiland
During this course, I examined various forms of educational inquiry and how these impact today’s education. Through readings, videos and hypermedia, I analyzed the views of influential writers and educators like John Dewey, Deborah Meier, and Vivian Paley. It was in this course that I had the opportunity to compare and contrast traditional educational instructional approaches of teaching to today’s methods of instruction.
Teaching School Subject Matter with Technology
Instructor: Jon Wargo
Through this course, I explored the Technological Pedagogical and Content Knowledge Theory (TPACK) to become more familiar with current issues and teaching practices incorporating technology. I examined various strategies to implement technology effectively in the classroom. I rewrote a rock cycle unit by incorporating technology, which ultimately was more engaging for my students. This course changed my pedagogy; I will now utilize and incorporate technology in my daily lesson plans.
Accommodating Differences in Literacy Learners
Instructor: Shannon Prince
This course focused on many different strategies and methods to differentiate literacy instruction and assessment. I was able to apply my learning through participating in a case study with a first grade student. This involved evaluating her literacy skills, planning daily lessons to meet her needs in fluency and comprehension, assessing her understanding, and analyzing and reflecting upon completion of the process. Additionally, I discovered methods of improving literacy instruction through core subjects. This course has equipped me with strategies to implement within my daily science lessons and provided strategies to help struggling readers and writers.
Fall 2015
Teaching School Mathematics
Instructor: Dr. Michael Weiss
During this course, I looked at the difference between procedural knowledge and conceptual understanding in mathematics. Through the readings, research and class discussions I examined how students’ understanding can be improved by emphasizing mathematical reasoning. I also researched and created a comprehensive report covering the use of technology and its effect on engagement in mathematics classrooms to achieve conceptual understanding.
Inquiry, Nature of Science
Instructor: Dr. Amelia Wenk Gotwals
In this course I examined the Next Generation of Science Standards and learned how to use inquiry to connect content and scientific practice. I observed and analyzed videos of Ambition Science teaching practices. I learned how to engage students using their natural curiosity and observation skills to guide instruction and drive student learning. I conducted student interviews and analyzed student responses to determine common misconceptions about the stars and the Electromagnetic Spectrum (EM). I then used this data and information to plan and instruct an inquiry-based unit about the EM Spectrum.
Spring 2016
Learning Mathematics with Technology
Instructor: Dr. Ralph Putnam
During this course I explored how technology is used effectively in teaching, learning, and assessing mathematics. I looked at the five content strands of mathematics and evaluated digital tools that can be used to teach or learn a topic within the particular strand. By completing these evaluations, I learned how to analyze a tool by looking at the affordances of technology, the relevance to content standards, and how it supports student learning. Throughout this course I created a digital library of technological resources and tools useful for middle school geometry teachers and students.
Capstone Seminar
Instructor: Dr. Matthew Koehler
This is the final course of the Master of Arts in Education program. This course provided an opportunity to reflect on all that I have learned over the past 3 years. It was in this course that I created this professional portfolio showcasing my best coursework, past and present goals and philosophy as an educator. The course also provided me the opportunity to collaborate with my peers and learn from them by reviewing their portfolios and providing useful feedback.