Annotated Transcript:
Spring 2011
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TE 861A: Teaching Science for Understanding
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Dr. Randi Stanulis
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This course began with an exploration of the current visions for science teaching and scientific literacy laid out in the National Science Education Standards and the American Association for the Advancement of Science's Project 2061 publication Science for All Americans. Individually and in groups, we examined our classroom practices in light of these documents. We debated what "understanding" really means, considering both the representational and performance definitions. Using the Mercedes Model for teaching and learning, I developed lesson plans on Newton's 1st law of motion to teach for understanding.
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Summer 2011
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CEP 883: Psychology of Classroom Discipline
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Dr. Vicky Mousouli
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CEP 883 helped me identify areas I need to work on in order to keep my classroom running smoothly and supportively for my students. Learning the CHAMPs model helped me to be more thoughtful in designing my classroom procedures. Discussions around the impacts of value, expectation of success and climate on students' motivation helped me to understand why some of my students give up so easily while others struggle through. Finally, suggestions for creating stronger relationships with my students have helped me to develop a close-knit mentoring group with the students assigned to me.
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Fall 2011
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ED 800: Concepts of Educational Inquiry
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Dr. Steven Weiland
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By exploring my conception of what education is, and exploring how I learn, I developed a better understanding of what it means to be a teacher and to teach. I can take on an active inquiry role as a teacher researcher, or I can act as an reflective observer, learning from everyday experiences rather than just those I create. Both approaches have their uses and lead to improving what I do as a teacher. I especially enjoyed reading Vivian Paley's The Girl with the Brown Crayon and learning how she investigated her own teaching through the use of recorded conversations and transcription.
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TE 855: Teaching School Mathematics
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Dr. Kevin Simpson
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This course examined the way mathematics has traditionally been taught in schools, and how teachers have been prepared to teach it. We discussed the traditional and reform movements in mathematics education, and how to teach mathematical reasoning instead of mathematical procedures. I examined my use of textbooks in creating the curriculum, and reflected on my questioning methods in class by video taping myself teaching a lesson. A major portion of the course was dedicated to action research in our classrooms - in my case, answering the question "How well does using open-ended and real-world problems help senior calculus students develop problem solving skills?"
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Spring 2012
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CEP 805: Learning Mathematics with Technology
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Dr. Ralph Putnam
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The focus of CEP 805 was on using technology in a meaningful way to help students develop mathematical reasoning skills. There was a strong emphasis on using technology in a purposeful way to enhance learning, instead of just using it for the sake of using technology in the classroom. We examined a variety of mathematical topics in different content areas and specific online tools to support each one. As a final product, I developed an online library of tools to be used in calculus courses.
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Fall 2012
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TE 861B: Inquiry, Nature of Science and Science Teaching
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Dr. Amelia Gotwals
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This course provided an in-depth look at how inquiry is fundamental to the study and development of science. The emphasis was on learning science by doing science. That is, learning the content and the processes of science together through inquiry projects. We interviewed our students about their understanding of the nature of science and inquiry, and designed inquiry lessons for them. With partners, we undertook two scientific inquiry projects of our own to gain personal experience in the processes we would be asking our students to work through.
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Spring 2013
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CEP 813: Electronic Portfolios
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Dr. W. Patrick Dickson
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In CEP 813, we examined the use of a portfolio as a tool for showcasing student work and providing access to an authentic audience. Throughout the course, I slowly developed my website, creating pages to introduce myself, display my resume, and document what happens in my classrooms. I created an action plan for displaying student work and a place to show it off. By creating my own portfolio, I gained experience in the necessary thought-processes needed to make a well-designed portfolio, and learned to troubleshoot the common pitfalls.
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Fall 2013
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CEP 820: Teaching Students Online
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Dr. Anne Heintz
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This course allowed me to explore the multiple ways online learning is impacting education. A comparison between different online learning environments let me to an understanding of the many options available, and how best to incorporate online learning into my classroom. We explored a variety of course management systems, considering their pros and cons. Over the course of the semester, I designed a hybrid online unit for my calculus courses using Moodle.
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Spring 2014
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TE 846: Accommodating Differences in Literacy Learners
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Dr. Patricia Edwards
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TE 846 fulfills the State of Michigan's reading requirement for teachers. In it, we learned the importance of literacy to student success and what research currently shows to be the best practices for teaching and remediating literacy in our classrooms. I met with two other teachers, one also in Michigan and the other in Colorado, to discuss the differences in how we, and our schools, approached literacy assessment and remediation. To practice and further develop these skills, I worked with an English language learner, assessing and developing lessons plans to improve her vocabulary acquisition.
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Summer 2014
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ED 870 Capstone Seminar
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Dr. Matthew Koehler
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As a capstone to my study at Michigan State University, I reflected on all of the work and learning I did during my Master's program through the development of my online portfolio. Rereading previous work and writing reflective essays helped me to synthesize and coherently express the major ideas I took away from the program. Peer-review allowed me to refine and better present all that I have learned and the changes that I have made to my teaching practice. I presented this work to my instructor and other students in an online exhibition.
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