There is more to teaching than delivering information and checking off boxes to make sure you give students enough assignments to satisfy their grade. To be a decent teacher, you need to connect, reflect, and grow along side of your students. It is important to me to create welcoming, accessible, and engaging environments for students to explore, make mistakes, and learn in ways that make sense for them. I care about who benefits from every lesson, giving students choice in how they express their learning, and making sure my assessments reflect those processes.

In this artifact, I present my Manifesto from the MAET course CEP 820. I wanted this to be a clear explanation for what I stand for and how I approach teaching. I talk about building pathways rather than traps, creating flexibility, and being ready to adapt because I too am still learning. Every platform, every class, and every student bring new challenges, and I embrace that. I am not claiming to have all of the answers, but I want viewers to see my commitment to showing up with intention, humanity, and a mindset of equity. This Manifesto is me sharing what I have learned, what I value, and how I hope to keep improving. I demonstrate my ability to articulate a coherent teaching philosophy, ground instructional choices in equity, and engage in ongoing professional reflection. This work represents how I position myself as a reflective, adaptive educator. 

This artifact was made on Scratch and has the option to have a Micro: Bit attached to explore events and symbolism from The Odyssey by Homer. I wanted students to have a way to investigate key themes like hubris, xenia, and loyalty while also engaging with the events story interactively. By connecting coding and visual representation to literary concepts, I was able to make abstract ideas more tangible and encourage a deeper understanding of the epic.

This project focuses on symbolism and literary analysis, where I demonstrate my ability to identify important symbols and themes in The Odyssey and explain their significance in context. This is an interactive technology from coding, where I show my skills in designing an interactive Scratch experience that allows users to hover over key moment like: the Cyclops, Troy, Ithaca, and Scylla and Charybdis, while also being able to see explanations of why these events are important. In this artifact, I highlight how I combine literary knowledge, creativity, and coding to make classical texts more engaging and accessible.

In this artifact from MakeCode Arcade, I created a game where a cat collects yarn while avoiding mice to teach kids about decomposition. With this activity, it can be taught how to break down complex tasks into smaller, manageable parts. I wanted students to engage with computational thinking in a playful, interactive way, seeing firsthand how large problems can be divided into steps to make them easier to solve. By turning an abstract concept into a game, I made learning both hands-on and memorable.

This project focuses on conceptual understanding, where I demonstrate my ability to translate the idea of decomposition into a fun and meaningful activity for learners. Second, coding and game design, where I show my skills in programming the cat’s movements, interactions with yarn and mice, and designing levels that balance challenge and engagement. In this artifact, I highlight how I combine creativity, problem-solving, and computational thinking to teach fundamental coding and thinking skills in an accessible, interactive format.

Sonic Pi Song: Madison Morse rendition of Running Up That Hill By Kate Bush

In this artifact, I used Sonic Pi to create a musical rendition of Kate Bush’s Running Up That Hill as a way to explore emotion through code and sound. I wanted to show how music can express feelings that are hard to put into words, using the creative learning spiral of imagine, create, play, share, and reflect. This project allowed me to connect my emotional experience, feeling the stress and uphill climb of the school year, to a tangible musical creation, while also experimenting with coding and sound design in Sonic Pi.

This artifact is organized around emotional expression through music, where I demonstrate how I used tempo, synths, and coding structure to convey the tension and momentum of the original song while reflecting my own feelings. Second, coding and creative skills, where I highlight my ability to interpret sheet music, translate it into Sonic Pi commands, and remix an existing work to make it uniquely mine. In this project, I demonstrate my ability to combine technical coding skills with creativity and self-reflection, showing how digital tools can be used to explore both artistic and emotional learning. Students can recreate songs or come up with songs or their own to express how they are feeling.

When I created my Humanizing Tool Strategy Bumper Video in the MAET course CEP 820 for William Shakespeare's tragic play, Romeo and Juliet, my goal was to show how this classic story still connects to students today. I wanted to create a short, engaging video that introduces the themes, conflicts, and human experiences in the play, while also giving students a sense of why these ideas matter in their own lives. This artifact is organized to highlight both the content of the play and the strategy I used to make it relatable and meaningful, so viewers can see not just what I did, but why I made the choices I did.

In this video, I emphasize human connection and empathy, showing how love, conflict, and family dynamics in Romeo and Juliet reflect real-life experiences that students face today. This video also demonstrates my ability to design content that is culturally relevant, to translate traditional texts for modern learners, and to use technology intentionally to support understanding and interest. With these strategies, I aim to make the play more approachable, spark curiosity, and help students see that the struggles and emotions of Shakespeare’s characters are not so different from their own.

When I created my Interactive Quiz Video for The Great Gatsby by F. Scott. Fitzgerald, in the MAET course CEP 820, my goal was to provide students with a way to engage with challenging content while also checking their understanding in real time. I wanted this video to feel like a mini-classroom experience, where students could interact with the material rather than just passively watch. 

This artifact is organized around two main categories. First, I focus on content understanding, highlighting important sections of the novel, such as character motivations, symbolism, and plot development. I use the quiz questions to reinforce comprehension and encourage reflection on the material. Second, I emphasize interactive digital learning, demonstrating my ability to integrate technology effectively by embedding multiple-choice and open-ended questions directly into the video. In this artifact, In this artifact, I demonstrate my ability to design interactive instructional materials, embed formative assessment, and leverage technology to support active learning. This project reflects my focus on engagement and instructional clarity. By combining content knowledge, contextual knowledge, and technology, I aim to make The Great Gatsby more accessible and engaging while helping students take ownership of their learning. 

In this video, I explore what it’s like to be an adult learner in the digital age, especially navigating the constant stream of social media, apps, and online information. I wanted to show how overwhelming these possibilities can feel while also connecting it to strategies that help adult learners manage their digital environments. I created this video with myself and other adult learners in mind, drawing on ideas from Bierema and Merriam about self-directed learning, and the challenges of balancing multiple digital demands.

This artifact focuses understanding the digital learning landscape, where I discuss the pressures and distractions adults face online and how they affect focus and learning. In this video, I demonstrate my ability to critically reflect on learning experiences, apply adult learning theory, and analyze digital learning environments. This work highlights my awareness of how context impacts learning. Sometimes these spaces can feel overwhelming to those not familiar with them, so it is important to teach people how to consume relevant information.

In this artifact, I focused on analyzing a literacy learner, using my student's pseudonym, Alex, to explore her strengths, needs, and learning profile. I wanted to understand how differences in literacy skills, experiences, and learning preferences affect how someone engages with texts, and how I, as a teacher, can respond to support growth. By creating this profile, I was able to think deeply about how literacy learning is not one-size-fits-all and how each learner’s background, motivation, and challenges shape their reading and writing experiences.

This artifact is organized around learner characteristics and literacy profile, where I describe Alex’s current skills, interests, and areas of struggle. Second, instructional implications, where I analyze how I might adjust teaching strategies, scaffolding, and supports to meet Alex’s needs. In this artifact, I demonstrate my ability to observe, reflect, and apply knowledge about literacy development, showing how I consider individual differences when planning instruction. By walking through this analysis. In this artifact, I demonstrate my ability to analyze learner data, apply literacy theory, and plan responsive instruction. This work reflects my commitment to understanding and supporting individual learners. 

Some information on this artifact has been redacted due to privacy reasons.