Annotated Transcript

Instructor: David Wong

During this course, I was introduced to educational research by identifying and analyzing a real problem in education. I focused on the misconception that gifted students can thrive in a general education classroom without additional support and examined existing research on the topic. Then, I designed and conducted my own study using Google Forms to gather data, incorporating both qualitative and quantitative analysis. Through this process, I learned how to critically evaluate studies, analyze data using descriptive and inferential statistics, and draw meaningful conclusions that can inform classroom practice.

Professor: Nicole Zumpano

CEP 800 explored major frameworks and theories for understanding how people learn, such as behaviorism, information processing, sociocultural theory, and constructivism. The course encouraged me to examine learning not just as a cognitive process, but also as an emotional and social experience, which led me to explore the roles of trauma, stress, and emotional regulation in education. Through reflection, discussion, and research, I connected these theories to my own teaching practice and began developing a personal Theory of Learning. The course emphasized applying these ideas to real-world learning in contexts beyond the classroom, allowing be to better understand the psycology of learning outside of just the classroom context. 

Instructor: Darreth Rice 

In TE 846, I studied best practices for teaching literacy, with a focus on supporting struggling readers. The clinical component involved completing a Literacy Learner Analysis Project, where I collected and analyzed data from a student using DIBELS measures (NWF, WRF, ORF), an interest survey, a motivation assessment, and a writing sample. Based on this data, I designed a series of three lessons and a follow-up session targeting long vs. short vowel sounds, high-frequency words, and punctuation. I worked closely with the student, measured growth, analyzed outcomes, and made recommendations for future instruction. This course helped me develop data-informed strategies to support literacy development and tailor instruction to meet individual student needs. 

Instructor: Matthew Koehler

In CEP 807, I created a portfolio website that serves as a culmination of my learning from the courses listed above.The course provided an opportunity to reflect on how my goals have been met, evolved, and developed throughout my time in the MAET program. I also explored web design and applied what I learned to make my portfolio a polished final product. Peer feedback was an important part of the process, helping me improve both the look and content of my site. 

Instructor: Bill Marsland

During CEP 824, I deepened my understanding of programming concepts like loops, conditionals, variables, and debugging. I worked with Python, Scratch, and Java, and while there were definitely some productive struggles along the way, I was able to grow and learn through them. I created tools and lessons I could actually use with my students. One of the best parts was starting coding challenges in my math classroom as an early finisher activity. It’s been a fun way to bring programming into the day and get students thinking in new ways. It’s so exciting that I’m now able to have my kids actually code as part of their core subjects.

Professor: Bill Marsland

During CEP 824 I deepened my understanding of programming concepts like loops, conditionals, variables, and debugging. I worked with Python, Scratch, and Java, and while there were definitely some productive struggles along the way, I was able to grow and learn through them. I created tools and lessons I could actually use with my students. One of the best parts was starting coding challenges in my math classroom as an early finisher activity. It’s been a fun way to bring programming into the day and get students thinking in new ways. It’s so exciting that I’m now able to have my kids actually code as part of their core subjects.

Professor: Bill Marsland

In CEP 814 I explored the concept of computational thinking and how it can be applied across disciplines. Each week, we focused on a different aspect of computational thinking, studied examples from real-world and computer science contexts, and coded using platforms like Microsoft MakeCode. We then created short activities that applied the week’s computational thinking skill in our own classroom contexts. This "hands-on" approach helped me connect computational thinking theory to practice and see how it can support problem-solving and creativity across disciplines.

Instructor: Mary Beth Connolly

In TE 801, I focused on math instruction with an emphasis on equity and social justice. One of my projects explored the concept of “mathematics and joy,” where I designed a playful math experience using a Bingo activity to engage students with fractions and arithmetic. I noticed that turning the skill practice into a game motivated students to persist through challenging problems and approach showing their work more willingly. The course also emphasized number talks and math tasks, giving me opportunities to plan, record, and reflect on lessons while receiving feedback from peers and my instructor. I was able to develop strategies to make mathematics engaging and accessible, while reflecting on and strengthening my practice.

Professor: Carol Opie

In TE 802, I focused on literacy instruction and began by creating detailed literacy profiles for my students, including their funds of knowledge. I designed, planned, implemented, recorded, and reflected on an interactive read-aloud of the story WOOSH!, which helped me consider how to engage students and support comprehension. Later, I collaborated with a peer to plan a narrative writing unit using authentic mentor texts and a workshop-style approach with regular student conferencing. 

Instructor: Martha Beitner-Miller 

TE 804 was focused on science instruction and how to make it accessible and engaging for all learners. We learned to break down and apply the NGSS framework, adapt science curriculum to meet diverse student needs, and analyze student work to inform instruction. The course emphasized connecting science learning to both classroom and community contexts. By examining student thinking and reflecting on instructional choices, I gained a deeper understanding of how to support inquiry and foster meaningful learning experiences in science.

Instructor: Christina Ciaverilla

TE 803 was dually focused on teaching social studies and meeting the needs of special education students. The course emphasized inclusive pedagogy, perspective-taking, and fostering civic discourse in the classroom. Many discussions centered on how to teach social studies through a social justice lens in a highly partisan climate. We also explored the IEP and 504 processes and shared practical resources for supporting diverse learners. This class helped me develop strategies for creating equitable, engaging social studies experiences that meet the needs of all students.