Showcase

This is a collection of items I created during my time in the Master of Arts in Education (MAED) program at Michigan State University. Science and Mathematics Education was my main area of concentration, and I also completed a graduate certificate in Online Teaching and Learning.

The Showcase is laid out into three main categories: Educational Technology, Design and Inquiry, and Research and Analysis. These highlight areas of strength and where I have developed the most throughout the MAED program.

Educational Technology

Digital technologies have become ubiquitous in the modern classroom. Their capabilities as instructional tools are maximized when they support conceptual understanding beyond what could be achieved without technology. Web 2.0 tools and a strong emphasis on Digital Citizenship are important to the teaching and learning that occurs in today's classroom.

Class Notebook in MS OneNote

This artifact showcases my abilities with MS OneNote and how I use it as a class notebook and student portfolio. I designed a digital notebook to be used for the purposes of note taking, assignment submission, formative assessments, and collaboration. It contains learning modules with video recordings, embedded simulations and many modes of interaction and expression .

Additional Examples

Online Lesson Module in MS OneNote

I created a video outlining an online course model constructed using MS Teams and OneNote.

Horizontal Projectiles Video Lesson

Video lesson I constructed with teacher annotations and descriptions using the iPad app Explain Everything.

Digital Communication Policy

I applied the ISTE standards and wrote a policy for acceptable behavior in the digital classroom.

Online Game Based Assessment

This formative assessment showcases my ability to conduct game based assessments in my Physics classroom. It demonstrates my ability to create a game using Twine.org and my ability to upload it the itch.io service. The fact students can play on their computers or devices and self-assess their understanding also shows my understanding of 21st century learners.

MS Teams as a Learning Management System (LMS)

This item displays my ability to use MS Teams. I created a LMS with video conferencing, chatrooms for back channeling, and small group pages for collaboration. Synchronous as well as asynchronous classroom instruction and feedback is possible.

Design and Inquiry

Design and inquiry methods afford educators frameworks to discuss the search for knowledge and the process of iteration. Stanford's Design Thinking model, NGSS Engineering Practices, and evidence based methods of exploration are all vital components of any STEM classroom.

Physics First Curriculum Guide_Algebra_LUHM.pdf

Algebra Informed Physics First Curriculum Map

This artifact illustrates my knowledge of iterative design processes. I used the Stanford Design Thinking model to empathize, define, ideate, prototype, and test this design. The project also involved intra- and inter-departmental collaboration.

Testing Phase of Curriculum Design

In this item I describe my understanding of the testing phase of the Stanford Design Thinking model. In this video I demonstrate my abilities to generate and collect feedback from peers.

Design Cycle 2021_Physics.pdf

NGSS Aligned Design Cycle Rubric

This artifact displays my understanding of design oriented projects in a STEM classroom. I applied the Next Generation Science Standards and the Engineering Practices to create a thorough framework for exploring design thinking principles. I created a rubric geared towards data informed modifications and justifications.

Additional Examples

Creating a Curriculum Map using the Stanford Design Model

Chronicles the process of using the five step design thinking model outlined by the Stanford Design School.

Participant Inquiry and Digital Natives

My native perspective on the educational technologies I have experienced as a student and educator.

Group Participation: Roles and Rubric

A framework for discussing collaborative efforts from the perspective of roles rather than tasks.

Research and Analysis

Research and analysis of practices not only leads to the progression of one's own practice; but has implications in broader collaborative discussions. In depth reviews of relevant literature, the collection and analysis of information yield understandings beyond what was previously present. Methods of formal, action, and participant research can provide detail and clarity to issues pertinent in professional contexts.

Submission Allotments and Time on Task

I wrote a participatory research proposal to learn more about the effects of submission allotments on student engagement with online formative assessments. In this artifact I exhibit my abilities to conduct an in depth literature review and design a method for quantitatively analyzing collected data. WebAssign is specifically mentioned throughout; however, this proposal could be applied to any online platform with multiple submission formative assessments.

Constraints Led Approach to Back Pedal Instruction

This artifact showcases my ability to apply extensive experience as well as research to the development of a task oriented constraints led approach that uses non-linear pedagogy. The physical, visual, and auditory cues necessary to performing a proper back pedal and break in the game of football are discussed. Plus I designed a drill menu of manipulated constraints based on ability level that can possibly lead to higher levels of skill retention.

Case Study: Faculty Collaboration and Academic Rigor

This artifact exhibits my ability to review and cite literature. I researched leadership literature and discussed the issues and resulting tensions the members of this staff are experiencing. This is an educational leadership case study into the dynamics of a school staff attempting to tackle issues surrounding test scores and rigor in a new collaborative environment.