GRADUATE SHOWCASE
I learn about myself, my students, and my teaching everyday in the classroom, but pursuing my Master of Arts in Education (MAED) through Michigan State University has pushed my thinking in new ways. On this page, you will find a collection of the work I have completed during my time at MSU. If you are interested in learning more about the specific courses I completed during my time at MSU, please visit my annotated transcript.
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I have organized the work on this page into the following categories:
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Technology Integration
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Assessment
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Collaboration
Not only do these categories organize the work on this page, they also represent my experiences throughout the completion of my master's degree.
Technology Integration
When I chose to concentrate my graduate degree on technology and learning, I did so because I believed in the power of technology in students' lives and learning. I also did so knowing that my own technology knowledge and experience had some holes. My course experiences integrating technology into classroom lessons showcase not only the power of technology, but also my personal and professional growth as I broadened my understanding and experimented with new tools.
This project pushed me out of my technology comfort zone as I created a mathematics assessment utilizing a game-based format. In this game, users must make a series of choices (as in a Choose Your Own Adventure novel) in order to correctly solve a series of real-life multiplication problems. This assessment is so much more engaging than the mathematics assessments typically used to evaluate student learning. I not only utilized the technological affordances of game-based assessment, I also personalized the content of this assessment to align to my students' interests. As a result of this project, my confidence in using new technologies in new situations grew. I also became more aware of alternative forms of assessment, which can be just as effective at monitoring student growth (while also being more engaging for learners). To read more about this game-based assessment and how it aligns to my core beliefs about assessment, read this blog post.
The goal of this project was to enhance the social studies curriculum used in my classroom. Too often, mathematics and literacy receive all of the curriculum attention, while science and social studies are overlooked. With this project, I wanted to create a website for students to use independently as they explored their unique place in the world. Students visiting the site get to experience what it would be like to be lost in space. The site also has information for educators as they integrate the lesson and technology into their classroom lessons. This assignment introduced me to a variety of technology resources, while also helping me to see how technology can be used to encourage independent learning for students. Not only is this website a much more engaging alternative to the textbook version of the content, it also showcases my growing knowledge of technology tools. It would have been easy to create a website that simply presented the information to students in format similar to reading the textbook. Instead, I added interactive elements that present a more engaging learning environment, while also allowing me to monitor student understanding of the content.
VODCAST
One of the things I learned throughout my graduate studies, was that projects requiring me to experiment with new technology applications had a lasting impact on my learning. The Vodcast project I completed in the spring of 2017 was no exception. This project is essentially a video lesson introduction; it introduces fractions in a way that is conceptually similar to what I would do in the classroom, but is much more engaging. As with other projects, this assignment pushed me out of my comfort zone, making me initially uncomfortable, but ultimately leading me to discover new ways to incorporate technology in learning. As flipped classrooms become more common, this project showcases my first attempt at moving towards that future. With this video I presented lesson content in a nontraditional way that is both engaging and instructive.
Assessment and Learning
One of my biggest areas of growth as a result of this graduate program has been in my understanding of the role of assessment in student learning. Through study, discussion, and practice, I have a greater understanding of the key components of assessment. I also better understand how to adapt and utilize the assessments used in my classroom. The following assignments showcase my use of assessment to guide student learning.
In my undergraduate studies, I spent a lot of time learning about and discussing the difference between formative and summative assessment, but sometimes day to day life in the classroom can overshadow theoretical knowledge. This final project in a course on electronic assessment allowed me to rediscover the power of formative assessment while also incorporating technology. Over the course of the semester, I designed a formative assessment to be used in my classroom as students study multiplication. The assessment itself is designed to be used formatively to guide my instruction and monitor student learning. This assessment also incorporates technology to allow students to share their growing conceptual understanding with others. With this project, I showcase my ability to align assessment to instruction. This includes determining how to utilize student responses to plan future instruction, something that is too often overlooked with the demands of time in many of today's classrooms. To read more about this assessment, read this blog post.
Unfortunately, there is often a disconnect between the work done to prepare teachers, and what happens in the classroom. This often happens because teachers are not provided with the tools necessary to implement what they are learning into their own classrooms. My Assessment Design Checklist is an example of a project that breaks the barrier between classrooms. With this checklist, I created five questions that represent my beliefs about assessment. These questions are meant to be answered before I administer an assessment in my classroom. I created these questions after reading research and reviewing some of the assessments already used in my classroom. This document showcases my understanding of assessment and my beliefs about how assessments should be used in the classroom. It goes beyond simply asking questions, as it also provides evidence and a rationale for each of the five questions. To learn more about my checklist, and read my evidence and rationale, read this document.
LITERACY LEARNER ANALYSIS PROJECT
Every year I teach literacy skills to 20-25 third grade students. I am familiar with the process of assessment and instruction for these learners. To be honest, I have always felt I have a solid understanding of literacy instruction based on my background in special education. All of those beliefs were challenged when I completed this Literacy Learner Analysis project with a preschool student. This project not only showcases my ability to work with a unique age group, it also demonstrates my first experience providing in depth written analysis of a child's literacy learning. By analyzing assessment results, and planning a literacy lesson to address a specific need, I demonstrate my understanding of the connection between assessment and student learning.
To download a PDF of my Literacy Learner Analysis Project, click here.
Collaboration
In education, it is easy to feel like you are doing it alone. One of my biggest challenges is also one of my biggest goals-to share what I know and what I am learning with other educators. The power of collaboration extends beyond teachers working with other teachers. Through my work in the graduate program, I have also discovered the power of student collaboration. Like adults, students demonstrate incredible growth when they have the opportunity to learn from each other. The following projects showcase my ability to plan and utilize collaboration for learners of all ages.
ADDRESSING CULTURE PROFESSIONAL DEVELOPMENT PLAN
Everyday I plan lessons for third grade students. This was a unique project for me, because it involved developing a learning opportunity for adult learners. In the summer of 2016, I was teaching in a diverse environment, which I felt was being undervalued by the teachers at my school. I developed a twelve-session professional learning experience for educators. My goal for this professional development was to shift teacher attitudes in order to empower young learners. Through completing this project, I was able to address my own attitudes about learners. I developed new techniques for learning about student backgrounds, which I have continued to use as I work with students in a different district. This project showcases my ability to plan a learning experience for adults, while also demonstrating my understanding of the power of collaborative learning.
To download a PDF of my Professional Development Plan, click here.
CHILDREN'S LITERATURE BOOK TALKS
It is not often that an assignment takes a full semester to complete, but that is exactly what happened in the fall of 2017, when I led book talks with a group of my students. Every week, I met with a group of readers to discuss a book that related to my studies through Michigan State. Throughout the series, I was astounded by the answers my students gave to what I thought would be complex questions. My work with these students proved to me that young minds can be powerful minds. As with the collaboration that happens in adult professional learning, children's learning is also enhanced when students are given the opportunity to learn and discuss together. More than anything, this assignment showcases my amazing students.
To download a copy of my Book Talks Teaching Log Presentation, click here.
To download a copy of my full Teaching Log, click here.
