Annotated Transcript

This course is the capstone course of the MAED that collects and presents the work that we completed throughout the program.  The product of this course is everything you see here on this portfolio page. Through discussions on the platform Flipgrid, we learned how to construct a well designed portfolio on an online website builder.  This portfolio presents a comprehensive display of the information we learned over the ten courses of the MAED program. 

This course taught the ins and outs of designing and implementing an action research project.  While learning the different parts involved in participating in action research, we designed our own project for our mathematics or science classroom.  We discussed various methods, design structures and data collection techniques and thought about how we would analyze the data we received.  By the end of the course we had a developed plan for an action research project that could be implemented in the future.

This course examined the different theories about integrating technology into the classroom, from Social Construction of Technology (SCOT) theory, to the Technological, Pedagogical, and Content Knowledge (TPACK) framework.  These theories/models support the technology standards and the idea of creating a twenty-first century classroom.  We were also given the time and opportunity to experiment with different technological tools to incorporate technology into our own disciplines.  This course focused on making technology work for the teacher, rather than against him or her, and provided practical resources to use within the classroom.

This course focused on the various methods of research and inquiry a teacher can use to learn in their own classroom. These qualitative research methods included looking into the history of teaching from multiple perspectives (John Dewey and E.D. Hirsch Jr.'s) and recognizing differences in cultural learning through ethnographic inquiry.  Furthermore, this course examined, narrative, biographical, and  autobiographical forms of inquiry to help identify bias that may be present in hot topics involved in education.   For example, we examined the impact of curriculum and technology in the classroom through inquiry.

This course focused on the intricacies of teaching mathematics in a school environment. We learned about the "Math Wars" and their impact on curriculum. This then led to discussions about the different types of math understandings (procedural and conceptual) and the amount of cognitive demand they require.  Throughout the discussions of theory, we learned different strategies to teach higher cognitively demanding tasks and help students move beyond the procedural methods to actually understand mathematical concepts.

This course taught various methods and strategies to assess and improve a student's reading skills.  We learned how to implement a Reading Miscue Analysis, focusing on the reading skills needed for our particular discipline.  In mathematics, for example, the vocabulary is incredibly specific to the subject and students can benefit from different strategies, like the Frayer Model, to teach vocabulary.  Overall, this course provided resources to integrate reading and writing knowledge into any discipline.

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This course focused on the strategies a teacher can use to combat the different struggles, behaviors, and experiences that are present in modern day classrooms.  It followed the CHAMPS book which promotes Positive Behavioral Support (PBS). We learned the theory behind the practices and designed strategies that would work in our own context.  Specifically, we learned and developed procedures and expectations to use in our classroom. Through case studies and discussions, we also explored various methods for identifying target behaviors and establishing the expectations and procedures of the classroom in a positive manner.

This course was part two of two during my internship year.  While student teaching as a high school art teacher in Caledonia High School, this class supported my internship experience.  Working collaboratively with other art interns, we continued to develop art lessons, unit plans, and management plans specific to our schools.  By the end of this experience, we learned and designed an art teaching portfolio to be used as an aide during interviews to prepare us for the job search.

This course was taken in conjunction with my internship year.  With other secondary interns, we kept a personal learning diary to reflect on broader concepts involved in our teaching practice such as classroom management.  This course was meant to support our learning while experiencing student teaching.  Because we took this course with students interning in other subject areas and schools, we were presented with a variety of perspectives on the profession of teaching, and utilized this information to support our own internship experience.

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This course was part one of two during my internship year.  While student teaching in elementary art classes at Kentwood Public Schools, this class supported my internship experience.  Working collaboratively with other art interns, we reviewed the different management styles of our mentor teachers. In addition, we developed art lessons and unit plans to be used during our lead teaching sessions and personally reflected upon our experiences.