Key:
TE: Teacher Education CEP: Counseling, Educational Psychology
This course was part of my student teaching year at Michigan State University (MSU). The goal of the class was to help us become reflective practitioners in teaching English Language Arts (ELA) at the elementary level. Throughout the semester, we focused on effective literacy instruction, explored ways to make lessons culturally responsive, and discussed conflicts that may arise in the classroom and how to address them. We had the chance to meet in person for debrief sessions after completing assignments and practicing lessons, which created a supportive learning environment. The culmination of this course involved creating two two-day lesson sequences in reading or writing, followed by reflection on our students’ learning.
In this course, we focused on integrating social studies into elementary classrooms in a culturally relevant way. We discussed the mission of the National Council for Social Studies (NCSS) and explored how to apply these principles while considering the unique culture of the school. We also worked with Individualized Learning Plans (IEPs) to support students with learning differences. For our final project, my group chose to focus on physical disabilities in social studies. This topic became especially meaningful to me as one of my students became paralyzed that year. We researched how to support students with physical disabilities, both in the classroom and within the larger community, and presented our findings in relation to the experiences of students with physical disabilities in school settings.
This course was a part of my student teaching year at MSU. This class focused on preparing us to teach science at an elementary level. We did a lot of work digging into the Next Generation Science Standards (NGSS) and practicing the most effective ways to include them into our science lessons. There was also a lot of emphasis on learning science through inquiry and discourse led mostly by the students. We also made sure to view our students and our teaching/learning of science through a lens of equity. This corse culminated in a sequence of three science lesson plans to be taught to our class.
During the summer semester, I took my first course as part of the Masters of Arts in Educational Technology (MAET) program. The focus of this course was on using technology to enhance instruction and create more engaging learning experiences for students. We reviewed several online tools, assessed their strengths and limitations, and applied them to create projects and presentations. One of the highlights of the course was my Team Teaching project, where I collaborated with peers to teach the class using a new online platform, exploring how technology can support collaborative learning.
Building on the knowledge from the previous course, this class abroad deepened our exploration of technology in education. We examined both online and offline technologies and discussed ways to enhance learning experiences. This course broadened my view of technology, making me realize that it goes beyond just devices and software—it encompasses creative, interactive tools that can make learning more engaging. A major highlight of this course was visiting the makerspace in Ireland, where we had the opportunity to explore laser cutting and 3D printing. This experience deepened my understanding of how technology can support creativity and provide innovative ways for students to engage with learning.
This course, in my summer semester, continued our exploration of using technology to address real-world challenges in the classroom. We focused on identifying "Wicked Problems" in education—complex, seemingly unsolvable issues—and brainstorming how technology could provide potential solutions. The class allowed us to critically assess educational challenges with an equity-based perspective, which was essential when tackling tough issues. For my project, I investigated achievement gaps in Title 1 schools, a topic that deeply resonated with me as it is something I’ve witnessed firsthand. This project was both frustrating and rewarding; it was difficult to pinpoint effective solutions due to the layers of systemic inequality and resource disparities. However, it also pushed me to think creatively about how technology might support more equitable access to learning, even in the face of such challenging problems.
In this online course, we dove into the psychology of learning, focusing on how individuals acquire knowledge both in and outside of the classroom. We studied various learning theories and discussed their relevance to educational practice. We also covered both quantitative and qualitative approaches. I developed an action research plan aimed at improving reading comprehension for my fourth-grade students, especially those struggling with fluency. The research involved collecting data through assessments, observations, and student reflections to evaluate the effectiveness of these strategies.
This online course was focused on fostering creativity in both teaching and learning. We were given weekly challenges to complete assignments using innovative methods and diverse materials, encouraging us to think creatively. It emphasized the importance of creativity in education, not only as a skill for students but also as a way to enrich teaching practices. The course provided opportunities to reflect on personal teaching practices, learn new creative strategies, and collaborate asynchronously with peers. We also explored various "thinking tools" for creativity and discussed how to nurture creativity in the classroom for both teachers and students.
Spring Semester 2025
This course was structured like a virtual museum, guiding us through various theories of learning. We explored different wings dedicated to schools of thought, such as behaviorism, cognitivism, social theories, critical theories, and out-of-school learning. Each section provided a deeper understanding of foundational learning theories, including classical and operant conditioning, Vygotsky’s sociocultural theory, and culturally responsive pedagogy. The course encouraged us to reflect on how these theories intersect and how they can be applied to enhance learning experiences. By the end, I was able to evaluate these theories and align them with my own beliefs to improve educational practices and create better learning opportunities.
The capstone seminar served as the final class in my MAET program. It provided an opportunity to showcase the knowledge and skills I had developed throughout the program. I created a portfolio website, which included reflections on my work, my growth as an educator, and my future goals. This course allowed me to look back on my experiences and consider how I would continue to implement what I learned in my future teaching career.