TE 861A-Teaching Science for Understanding (Summer 2017) and TE 861B-Inquiry and the Nature of Science (Fall 2016)

Both of these courses introduced me to updated strategies for science instruction. In TE 861B I learned of new research regarding science instruction and how to conduct inquiry within the framework of the Next Generation Science Standards (NGSS). As a female who pursued an education in science, I have noticed the disproportionate number of women pursuing science as a career choice. One of the course readings, "Case Study 5: Girls and the Next Generation Science Standards," provided me with additional strategies to engage girls in science, such as capitalizing on their desire for social interaction in problem-solving and desire to care for others. With this in mind, I have included the number of group-discussion activities within my physics and astronomy courses. In TE 861A I became aware of the importance of having students make their thinking public through guided discourse about a phenomenon. Both of these courses challenged me to create lessons that were 1) anchored in phenomenon, 2) used guided inquiry, and 3) tied to Next Generation Science Standards. As a result of these courses, I began the process this year of revamping my science lessons and instructional units in to ground them in investigation of phenomenon, encouraging discourse as a process of inquiry, and aligning them to the Next Generation Science Standards. For example, in my Introductory Physics class I have my students working in teams of three on investigations. Assigning a minimum of two girls to a team encourages discourse and also seems to reduce the feelings of intimidation that some girls can feel if placed in a team of two boys.

CEP 831-Teaching Subject Matter with Technology (Spring 2017)

This was one of four courses (the others being CEP 813-Electronic Assessment for Teaching and Learning, CEP 817-Learning Technology through Design, and CEP 820-Teaching Students Online) I decided to take as it related to my goal of becoming better acquainted with new technology and its appropriate application within the classroom setting. At the beginning of the semester I explored different ways of viewing the integration of technology for purposes of instruction, including: 1) Social Construction of Technology theory (SCOT), 2) Technological, Pedagogical and Content Knowledge (TPACK), and 3) Substitution Augmentation Modification Redefinition (SAMR). These readings showed that while there is no singularly best approach for integrating technology and classroom instruction, it is crucial that educators be given adequate instruction in technology and time to “play” with technology prior to implementation within their classroom. In another course reading, Bill Ferriter's article “Are Kids Really Motivated by Technology” (2012) stressed for me the importance of appropriately structured use of technology to support learning in the classroom and not expecting the use of technology itself to be motivating to students. I found this last point interesting as I have frequently observed youth engrossed in a game or social media on their smartphones or laptops while dining at a restaurant with their family and friends. It had not occurred to me that it was the experience they were having on their device and not the device itself that supplied the motivation. This last point relates to another topic of discussion within CEP 831 - “netiquette” or instructing (and modeling) for students the appropriate use of technology and the internet. The idea of the permanency of an online post should be of great importance to students whose lives can be negatively impacted by a singular poor decision. I now recognize that it is not just the responsibility of the technology teacher, but every teacher to reinforce appropriate online behavior and apply corrective action when warranted.

CEP 831 afforded me the opportunity to explore a variety to digital tools and the ways in which they could be successfully integrated with instruction or student assignments. The most challenging project I created during this course was a vodcast (video podcast), which required three forms of technology that I had never previously used: GarageBand, iMovie, and voice-recording. Using these tech tools, I created a short presentation for my French students about the D-Day Invasion of Normandy during World War II and areas of historical significance in this region of France.

CEP 818-Creativity in Teaching and Learning (Fall 2017)

I was intrigued by the title of this course its description, and thought it might give me some fresh ideas as to how to make my lessons more engaging for my students. I ended up learning much more about myself as a learner and how to harness my creativity. One of my favorite activities was the creation of this collage of five random items I found in my home office and then how they related to me and my feelings about the creative process.

Through the various activities in this course, I became acutely aware of how a particular setting (e.g. my home-office, my school desk, a local recreation area, etc.) could positively or negatively impact my creativity. In my “Sparks” of inspiration notebook I documented my thought processes and the activities I was doing when I had bursts of creativity. From this activity, I discovered that being in a natural setting, such as camping, taking a walk with my dogs, or taking a short nap, all tend to “jump-start” my creative juices! Being more aware of the situations or activities that foster (or hinder) my own creativity has had a significant positive impact on me and has changed my approach to tackling both professional and personal challenges. Both CEP 818 and CEP 817-Electronic Assessment for Teaching and Learning emphasized to me the value of keeping a learning journal to monitor my growth as a learner. As a result of the experiences I had in both of these courses, I implemented electronic learning journals (“e-journals”) in my Introductory Physics class. Looking back at her initial physics e-journal entry this past week, one of my physics students remarked with surprise how many pages (49) of information she had entered since the school year began in August!

CEP 840-Policies, Practice, and Perspectives in Special Education (Summer 2017)

I selected this as my elective course for my MAED program. My interest in special education is both personal and professional. As a youth I was selected to participate in a Gifted and Talented program, and I find myself continuing to be drawn to the challenge of making subject matter “exciting” to students of all abilities and in particular to gifted students. I have also seen a demographic shift in my school, an increase in the number of children with learning challenges ranging from those who are English Language Learners to children with autism.

Prior to CEP 840 I have had some exposure to Individualized Educational Plans (IEP's) through completing student observation questionnaires and attending team meetings with the assigned educational specialist. This course provided me with additional opportunities, such as working with another student to create an IEP using a student case history, summary of diagnostic testing, and observational information from the student's classroom teachers. With this being my first course in special education, it was a difficult assignment for me. However, I came away from this experience with a new perspective on how involved the IEP process it is and the importance of obtaining detailed information from as many teachers as possible when conducting yearly meetings and setting progress goals for the student. In another class project, I sought out various technology tools that could be useful for students with particular learning challenges, such as speech-to-text, applications that could run visual simulations (for learners with English language challenges), and spelling and grammar checking applications, to name but a few.

References

Are kids really motivated by technology? (bill ferriter). (n.d.). Retrieved from https://larrycuban.wordpress.com/2012/09/02/are-kids-really-motivated-by-technology-

bill-ferriter/

Koehler, M.J., & Mishra, P., What is technological pedagogical content knowledge? – cite journal. (n.d.). Retrieved from https://www.citejournal.org/volume-9/issue-1-09/ge neral/what-is-technological-pedagogicalcontent-knowledge/

Leonardi, Paul M., Crossing the Implementation Line: The Mutual Constitution of Technology and Organizing Across Development and Use Activities (January 28, 2009). Communication Theory, Vol. 19, No. 3, pp. 277-310, 2009 . Available at SSRN: https://ssrn.com/abstract=1334082

Nsta. (n.d.). NGSS Hub. Retrieved from https://ngss.nsta.org/case-study-5.aspx

Samr and bloom's taxonomy: Assembling the puzzle | common sense education. (n.d.). Retrieved from https://www.commonsense.org/education/blog/samr-an d-blooms-taxonomy-assembling-the-puzzle