Acerca de
Annotated Transcript
This page is dedicated to identifying all courses taken during the Master of Arts in Education (MAED) program and Michigan State University. A small description of each course is also listed. This gives a comprehensive overview of the instruction I received while getting my master's degree.
​
​
TE: Teacher Education
ED: Education
CEP: Counseling, Educational Psy, and Special Education
Spring 2017
TE 803: Professional Roles and Teaching Practice II.
Cassie Brownell
This course was taken alongside TE 804 during my internship year at Michigan State University. This course helped to develop my understanding of social studies instruction. I was introduced to new methods and strategies relevant to social studies instruction. I then was able to implement these strategies in the classroom and receive direct feedback. The course helped to shape my method of social studies instruction.
TE 804: Reflection and Inquiry Teaching Practice II
Judy Whitcomb
This course was taken alongside TE 803 during my internship year at Michigan State University. During this course, I was introduced to the NGSS science standards and deepened my understanding of what it means to teach science. Using this newly learned information, I designed and implemented a 10-day science unit aligned to the NGSS standards. This course helped to shape my understanding regarding the planning and instruction of science content.
Fall 2020
ED 800: Educational Inquiry
Steven Weiland
In this course, I was introduced to a number of educational theories and theorists. I was asked to critically think about the theories that have helped to build the education system as we see it now. By analyzing works of writing by theorists such as John Dewey, E.D. Hirsch, Vivian Paley, and Howard Gardner I gained insight into the different views of education and the different types of educational inquiry surrounding them, such as narrative inquiry and teacher inquiry.
TE 855: Teaching School Mathematics
Kristin Bieda
In this course, I reflected on many different strategies to motivate students in a mathematics classroom. Using the book Motivated by Ilana Horn, I reflected on strategies that help promote belongingness, meaningfulness, and competency in the classroom. I also practiced using justification tasks as a means to increase access and agency. Justification tasks not only helped all students to feel valued but also exposed students to critical thinking skills. Lastly, throughout a book club, a group of students and I explored the benefits of CGI mathematics. Reading the book Young Children's Mathematics, we reflected on new math strategies and how we could implement these strategies in our own classrooms.
Spring 2021
CEP 810: Teaching for Understanding with Technology
Nicole Zumpano
I was able to learn and take so much out of this course. When first signing up for CEP 810, I thought I would learn specific technological tools to use in the classroom. What I ended up taking away from this course was the understanding of 21st-century learning skills. Throughout the course, I learned about 21st-century learning skills and how to implement them in the classroom. I developed a lesson plan that embedded literacy instruction, social studies, and skills such as collaboration, critical thinking, creativity, and media literacy. We also delved into topics such as Technological Pedagogical Content Knowledge (TPACK), which highlighted the importance of choosing technology that best fits the needs of the academic material being taught and the students.
TE 848: Writing Assessment and Instruction
Darreth Rice
This course provided direct instruction on the necessary parts of a writing curriculum. Throughout the semester, the class worked to read and discuss how students learn to write. I read articles and reflected on the practices necessary for all students to participate in during writing instruction. I then took the culmination of this information to analyze a current writing curriculum. Through this assignment, I reflected on how to can make changes to the current writing curriculum to implement the best practices of writing instruction.
Summer 2021
TE 842: Elementary Reading Assessment and Instruction
Laura Tortorelli
This course was one of my favorite courses in the program. While learning about literacy assessments, I also learned about the best practices in literacy instruction. The course introduced assessments and literacy practices according to The Cognitive Model for reading comprehension. We learned what literacy assessments to give and how that information affects their overall reading comprehension. We then learned about which instructional approaches are best to use based on the data from the assessments. We used this information to determine which instructional approaches to use when when analyzing the assessment data of two students.
TE 861A: Teaching Science for Understanding
Raven Jones
This class gave an in-depth overview of the NGSS science standards and practices. The NGSS science standards vary from the Common core in that there is a specific set of practices that it asks all students to participate in. Through this course, I learned how to take students through the inquiry process in which students drive their own instruction. Students learn to develop questions about scientific phenomena, develop and use models, plan and carry out investigations, analyze and interpret data, construct explanations, engage in arguments, and evaluate and communicate information.
TE 846: Accommodating Differences in Literacy Learners
Tovah Sheldon
This class focused on applicable ways we can support all literacy learners. Rather than touching on broad theories that are often difficult to apply, this class allowed us direct practice in differentiating work to fit the needs of students. We assessed students to identify academic needs and determine students learning styles. We then developed interventions that fit the specific needs of that learner. Although the final project for this course was done with one student, it highlighted the strategies that can be used for each individual student within the classroom.
Fall 2021
ED 870: Capstone Portfolio Course
Matthew Koehler
This class marked the ending of my master's program at Michigan State University. During this course, I was asked to reflect on my learning throughout the entirety of the Master of Arts in Education program. As I worked to build a portfolio featuring the culmination of my work, I analyzed my past and current educational goals. I synthesized the major points of learning that were essential in changing my view of education. Lastly, I was able to connect and pull together ideas to create my new understanding and vision for education.