GRADUATE WORK
Keep scrolling for an annotated transcript of courses I've completed at Michigan State University. For examples of work created and authored during these courses, please browse the drop-down list below "Graduate Work" on site menu.
TEACHER EDUCATION (TE) COURSEWORK
Fall 2015 // Stacey Pylman and Amy Ward
Also completed during my student-teaching internship year, this course provided experience in working collaboratively with a professional learning community (PLC) to reflect and plan literacy lessons. Instructors provided guidance as we wrote a comprehensive unit plan with daily objectives and big ideas. I also gained the opportunities to practice completing anecdotal records, creating meaningful anchor charts, and fostering a warm but structured classroom community.
Spring 2016 // Molly Barrett and Yu-Han Hung
Intended as a guide to effective social studies instruction, this course's true value was found in the pedagogical strategies taught that apply to all subjects. Years later, my own students create the foldables and interactive study guides I was introduced to by these talented instructors. I also learned approaches to accommodate students' special needs during whole group and differentiated instruction. Professional communication skills were practiced and fine-tuned.
Spring 2016 // Dr. Timothy Bennett
This objectives of this class were twofold: to collect student data surrounding science instruction and to teach science in a meaningful way. I centered all lesson plans around the Experiences, Pattern, Explanation framework which allows children to have exploratory experiences and look for the patterns they see rather than providing them an explanation right away. I was also introduced to the restitution-based classroom management system and implemented some of its aspects in my student-teaching classroom.
COUNSELING, EDUCATIONAL PSYCHOLOGY, AND SPECIAL EDUCATION COURSEWORK (CEP)
Summer 2017 // Chris Seals and Mary Wever
This class enlightened my understanding of technology's in the classroom. It is most effective when it is utilized alongside strong pedagogical approaches in an appropriate context. I learned to be cautious of educational technology that features a sit-and-get style approach and instead provide opportunities for students to create or analyze with technology as a tool. I took this approach myself when I learned how to play the ukulele using only online resources!
Summer 2017 // Chris Seals and Mary Wever
Prior to my participation in this course, I had seen "Maker Faire" advertisements on highway billboards and thought nothing of them. During this course, though? I planned and hosted a thriving Maker Faire at the Michigan State University Main Library. I learned that "making" encompasses a whole lot of "doing," and I have since sought to provide more opportunities for my students to make and do.
Summer 2017 // Chris Seals and Mary Wever
An introduction to data analysis and research surrounding educational issues, colleagues and I selected a "Wicked Problem" facing education today. We chose failure and conducted a survey of K-12 teachers, gaining insight into their opinion on failure and how their students feel once they've experienced failure. With this data, we were able to create an infographic and graphs to share as we further explored possible solutions.
Summer 2018 // Brittany Dillman and Dave Goodrich
As the name would indicate, this course deepened my understanding of learning theories. We also studied Piaget's Stages of Development. A colleague and I conducted lack of conservation skills experiments on children of a variety of ages and presented our findings to the class.
Summer 2018 // Brittany Dillman and Dave Goodrich
I know the importance of creativity and the power of the right educational technology, but how can hesitant coworkers be convinced? After reading research on the advantages of a STEAM education, I summarized the three main points and takeaways in a three minute video, produced in a viewer-friendly manner.
Summer 2018 // Brittany Dillman and Dave Goodrich
Following the study of a critical look on research in the educational realm, "When Can We Trust the Experts?" by Daniel Willingham, our class had the opportunity to do research the "right," or at least honest, way. We conducted much peer review and learned that "research-based" does not always mean hat there is positive evidence to support the use of a curriculum/teaching strategy/online game. I am now much more likely to be hesitant when presented with a new teaching trend.
Fall 2018 // Dr. Matthew Koehler, Aric Gaunt, Sarah Keenan-Lechel, and Sukanya Moudgalya
The final course before the completion of my degree, instructors guided the creation of an online professional portfolio. I learned web design ins and outs and created a showcase of all that I have accomplished. I utilized video technology to communicate weekly with peers, providing feedback on their own portfolios.