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This annotated transcript seeks to fulfill Michigan State University's Master of Arts in Education MAED requirements on courses completed that each check a specific box for program achievement. The courses I took during this program fall under Teacher Education, Counseling, Educational Psychology, & Special Education, and Education. The program concentrations that I focused on were Science & Mathematics Education and Technology and Learning.
Courses: TE = Teacher Education /// CEP = Counseling, Educational Psychology, and Special Education /// ED = Education
Instructor: Nicole Zumpano
In this course we investigated the various factors that guide leadership development. I analyzed my personal learning and teaching strategies and outside research to consider how best practices are influenced by the global social media community. Artifacts created in this course focus on leadership, leadership styles, and inquiry to challenge our own practices. I explored my own content specific challenges that inhibit students from engaging in their learning. Educators are lacking the skills and confidence to utilize technology available in the classroom if we encourage the sharing of postmodern teaching practices. The use of data and logic is discussed as one of the methods that motivate colleagues to integrate the tools that captivate student interest utilizing Technology, Pedagogy, and Content Knowledge (TPACK) as the anchor for best teaching strategies. Research has confirmed that integrating technology gives students equity in the system that typically underserved the most vulnerable.
Instructor: Dr. Douglas K. Hartman
In this course we investigated the diversity of best practices in instructional design utilizing technology to achieve the end product. The changes of technology in classrooms is used to build an understanding of the challenges of modernizing learning. The practice among educators to create valuable resources and preview peers' work was practiced as we to support growth. This course ensured the concepts are analyzed as they fit in the classroom or setting the learner is currently experiencing. The different concepts of universally appealing aesthetic in presentations, online, and various other visual components to ensure focus is clear and clean to minimize distractions. My course consisted of eight modules but my greatest growth occurred in visual projects. I utilized iMovie to create a vodcast (a visual podcast) and explored "tech tools", a practice that manipulates and learns about teaching and learning technologies.
Satisfies Primary Concentration: Science & Mathematics Education
Instructor: Dr. Amelia Wenk Gotwals
In this course the focus in Science practices is illuminated. The course is built around the Next Generation Science Standards and the framework that provides rationale and examples in shifting over to three dimensional learning. In this course the artifacts created incorporated the science practices into our lesson plans and taught to compare student outcomes. The standards focus on all standards all students are observed throughout the framework's exemplars. Discussed is the socioeconomic situations in which build hurdles in achieving equitable education. Adults lacking confidence in their own technology skills can be the sole reason why a classroom lacks integration or implementation of technology in engagement or completion of work at school. Throughout this course, I explored the pressures and consequences of teaching high quality science education. The course synthesized in the reading of the National Science Teachers Association's book Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices by Christina V. Schwarz, Cynthia Passmore, and Brian J. Reiser.
Satisfies Primary Concentration: Science & Mathematics Education
Instructor: Dr. Anne Heintz and Instructor: Edie Erickson
This course examines the ways people in schools can better serve the students and their needs through dismantling of our existing practices that are outdated. The course seeks to make connections with similar educators to make change. The course utilized the guidelines from Universal Design for Learning which seeks to optimize teaching and student learning acquisition. The semester-long project was creating, designing, developing, and possibly teaching an online course module consisting of three connected lessons to a topic. A thorough inquiry was conducted on our own context specific teaching environment, mine being science, and middle school aged students. The course was relevant to the current nature of the world as we were in the depths of the Coronavirus 2019 pandemic. The best practices I was exploring had a direct effect on my teaching and was beneficial to ensure minimizing learning loss. The multitude of online course management systems and the interactivity of the courses were compared to my own teaching demographics.
Instructor: Dr. Amelia Wenk Gotwals
The course is the secondary of a trio of courses designed for scientific foci. The sequence of learning activities provided a basis for strengthening existing knowledge and furthering the blending of the three dimensional learning of the Next Generation Science Standards. Artifacts designed in this course include incorporating science practices into a lesson unit plan and explore student's thoughts and prior knowledge in the practice that we decided. In culmination of the course there is a synthesis of integrating science and engineering practices and which outcomes are utilized to guide, adjust, modify future instruction. This course built upon the further synthesis of the book from the National Science Teachers Association's Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices by Christina V. Schwarz, Cynthia Passmore, and Brian J. Reiser.
Satisfies Primary Concentration: Science & Mathematics Education
Instructor: Dr. Steven Weiland and Instructor: Dr. Nathan Clason
This course satisfied the general program requirements for foundational educational theories. The course focused on several books that explored the method on how different people learn and the outcomes of influential and practical forms in education. The course embedded the shift in the importance of digital literacy and postmodernism. This course was by far one of my favorites. The books that were assigned moved me to tears at times and that really made me feel connected to the course. This course consisted of six units in which each focused on a different perspective of viewing learning and human experiences which shape the interactions we have. One of the book that we read was by Howard Gardner Truth, Beauty, and Goodness reframed. The rest of the books are listed next.
Vivian Paley, The Girl with the Brown Crayon (Harvard University Press)
Mary Catherine Bateson, Peripheral Visions (Harper Collins)
Howard Gardner, Truth, Beauty, and Goodness Reframed: Educating for the Virtues in the Age of Truthiness and Twitter (Basic Books)
Billy Collins, Sailing Alone Around the Room (Random House)
Gerald Graff and Cathy Birkenstein, They Say/I Say (W.W. Norton)
The course instilled a desire for genuity in teaching from my heart, my passion for science. The course taught me how inherently humans are social creatures who learn from others, so when we lean into those features we flourish.
Instructor: Dr. Anne Heintz and Instructor: Dr. Liz Boltz
The course was anchored around design. The process that is followed in design and how it relates to our world and education. The phases of design inquiry are centered on the Stanford Model of Design Thinking: Empathize, Define, Ideate, Prototype, and Test and their Design Thinking Bootleg. The artifacts created are a semester-long project in which there is peer engagement and collaborative discussion about the implications of good design and learning are a core practice to produce refined carefully crafted designs. Each stage of iteration described in the Stanford Model is discussed and practiced. The course began with empathizing by conducting research about our problem of practice that we chose to truly understand the need of this group from their perspective including surveys. Each phase includes peer feedback and various drafts of work making artifacts truly special.
Instructor: Dr. Matthew Koehler and Instructor: Aric Gaunt
The course encapsulates the entire program and the artifacts that I created in this process. The course format is an online portfolio that shares the scope of work that was done in the Master of Arts Education graduate program. The various creations in the portfolio, the exhibition, and the various essays satisfy the Universities Comprehensive Exam Requirement (see item 5). The course encapsulates the various skills that we developed throughout this program to create a unique portfolio. The program integrated various technological concepts that we previously encountered in other course which solidified those newly acquired skills. The major focus that this course has instilled in me is that our graduate degree is a carefully curated book of experiences. Each of those experiences mold our pedagogy which our online portfolio created in ED 870 helps display. The course required us to interact with our peers to provide feedback as reviewers and explain our rationale as designers. The collaborative element of this course is helpful in forming the best work.
There are six units that were transferred from my credential program (see Preliminary Credential Programs) from California State University, Dominguez Hills.
Instructor: Dr. Jeffrey A. Miller
TED 402 California State University Dominguez Hills transferred into CEP 800 Psychology of Learning in School & Other Settings Michigan State University
The course that I completed at CSUDH aimed to introduce the concepts that encompass how learning is experienced. The artifacts dissected the various modes that people utilize to learn including multicultural settings. The course emphasized the inclusion of least restrictive learning settings for special education students as it allows for all students to experience a classroom environment that is conducive for learning. Throughout the course we researched the current teaching methods and how those methods provide accommodations for students to ensure all students have the tools that provide some equity in mainstreaming. The course required the reading of Educational Psychology by Anita Woolfolk providing a baseline for the types of learners in a classroom including students who demonstrate proficiency in differing ways. Students are individuals and can each require a set of tools to be successful and the focus in our urban schools especially require a sensitivity to the needs of students being equitable and not equal as some need more than others. The concepts of classical conditioning and operant conditioning are debated and the current practices that educators can utilize to reward and incentivize behaviors that stimulate good learning. The course gave me the tools to access the best practices that serve students from various modalities and providing the resources like text to speech, read aloud for all reading materials, visual/image supports, sentence starters, providing a copy of class notes through a presentation software and computers or tablets or a projector to maximize the students ability to see and engage in high quality education. These best practices have research supporting their procedures and our own research and implementation for a lesson we created and taught in a classroom was used to support or reject the initial hypothesis we formed.
Instructor: Dr. Hilda Fetcenko
TED 406 California State University Dominguez Hills transferred into TE 843 Secondary Reading Assessment and Instruction Michigan State University
The course I completed at CSUDH provided me with a foundation of best practices to help support reading in the classroom. Our focus was on providing lessons where students are provided the resources to access literature and comprehension where English fluency is ongoing. The needs that bilingual and multiculturally diverse students need for relevancy and access include infusing visual cues like images, videos, animated gifs, and other media that engage imagery to content or vocabulary. The course required that we incorporate scaffolds while reducing or removing over time to ensure that students are primed for success. The course included a unit where a lesson was designed and taught in a student teaching class where a master teacher provided direct feedback and student work was analyzed to understand the efficacy of secondary reading methods in a classroom. Throughout the course, we discussed with our content specific teams the data we found and how it applied to our work. The teamwork collaboration allowed us to explore multiple ways people teach within the same context which was an active model of the methods we learned. The ways students learn and how their various experiences during school, at home, with their peers, interactions with other adults, and navigating their own person affects their engagement in learning. The student is at times going to need other more pertinent immediate things before learning can happen and the responses that are appropriate in those situations are analyzed and aligned to our content.
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