Master's Coursework
See what I've been working on
Beginning with my internship teaching courses, I have accumulated 30 credits to complete my Master of Arts in Education degree. Below you will find information about each of the classes I took, as well as see actual assignments I have completed in these courses.
Teaching Internship Courses: Michigan State University
TE 801: Professional Roles and Teaching Practice I
K. Hakim
Fall 2009
TE 801 was a course that focused on teaching standards based mathematics through problem solving. Throughout this course I began feeling prepared to plan, teach, and assess mathematics in my internship placement. I was able to create authentic and valuable mathematics learning opportunities for my students while learning to adapt the curriculum to accomodate all learners.
TE 801 Example: Lesson Study Project: This lesson was a project I worked on with a group of four interns. We planned, executed, and analyzed one lesson on patterns for my first grade students which I taught in November.
K. Hakim
Fall 2009
TE 801 was a course that focused on teaching standards based mathematics through problem solving. Throughout this course I began feeling prepared to plan, teach, and assess mathematics in my internship placement. I was able to create authentic and valuable mathematics learning opportunities for my students while learning to adapt the curriculum to accomodate all learners.
TE 801 Example: Lesson Study Project: This lesson was a project I worked on with a group of four interns. We planned, executed, and analyzed one lesson on patterns for my first grade students which I taught in November.
TE 802: Reflection and Inquiry Teaching Practice I
E. Wibbens
Fall 2009
TE 802 was a course that focused on the importance of literacy as a strong foundation to teach all other academic areas. Throughout this course I was able to look at my own beliefs about literacy, learn specific skills needed to be an effective literacy teacher, and how to assess and accomodate learners. I learned how to backwards plan in order to create a valuable literacy unit where differentiated instruction and personal reflection occured.
TE 802 Example: Read, Write, Think Project: I had the opportunity to create a three day lesson plan and publish it on the Read, Write, Think professional education site. This three day plan focused on using high quality literature to teach the comprehension strategy of prediction.
E. Wibbens
Fall 2009
TE 802 was a course that focused on the importance of literacy as a strong foundation to teach all other academic areas. Throughout this course I was able to look at my own beliefs about literacy, learn specific skills needed to be an effective literacy teacher, and how to assess and accomodate learners. I learned how to backwards plan in order to create a valuable literacy unit where differentiated instruction and personal reflection occured.
TE 802 Example: Read, Write, Think Project: I had the opportunity to create a three day lesson plan and publish it on the Read, Write, Think professional education site. This three day plan focused on using high quality literature to teach the comprehension strategy of prediction.
TE 803: Professional Roles and Teaching Practice II
J. Thompson
Spring 2010
TE 803 was a course that focused on learning how to integrate different subject matter together through
one unit. I created a two week unit revolving around economics and incorporated first grade reading, writing, social studies and math standards. The lessons were hands on and got students involved in social studies. This course taught me the importance of making learning connected and relevant to all learners, bringing accomodations and creativity into the curriculum given.
TE 803 Example: Economics Unit: This example is a two week outline of the family economics unit taught to my first grade
students. It provides cross curriculur opportunities for all students, taking into consideration their learning differences, making adjustments based on those differences.
J. Thompson
Spring 2010
TE 803 was a course that focused on learning how to integrate different subject matter together through
one unit. I created a two week unit revolving around economics and incorporated first grade reading, writing, social studies and math standards. The lessons were hands on and got students involved in social studies. This course taught me the importance of making learning connected and relevant to all learners, bringing accomodations and creativity into the curriculum given.
TE 803 Example: Economics Unit: This example is a two week outline of the family economics unit taught to my first grade
students. It provides cross curriculur opportunities for all students, taking into consideration their learning differences, making adjustments based on those differences.
TE 804: Reflection and Inquiry Teaching Practice II
R. Rubin
Spring 2010
TE 804 focused on learning how to use science to give students first hand experiences in inquiry. I
learned about preassessing and post assessing data not only to assess student learning, but also to assess my teaching practices. This course taught me the importance of giving students first hand experiences especially in science.
TE 804 Example: Science Presentation: This slideshow provides information about my science teaching philosophy, a
summary of my inquiry project, how I established a science learning community, and differentiated instruction used.
R. Rubin
Spring 2010
TE 804 focused on learning how to use science to give students first hand experiences in inquiry. I
learned about preassessing and post assessing data not only to assess student learning, but also to assess my teaching practices. This course taught me the importance of giving students first hand experiences especially in science.
TE 804 Example: Science Presentation: This slideshow provides information about my science teaching philosophy, a
summary of my inquiry project, how I established a science learning community, and differentiated instruction used.
Master of Arts in Education Courses: Michigan State University
CEP 883: Psychology of Classroom
Discipline
V. Mousouli and E. Oka
Summer 2011
CEP 883 explored the many different aspects of classroom management. I learned about the difference and value of both intrinsic and extrinsic motivations within the classroom and was able to use these distinctions immediately in my second grade classroom. Throughout this course I deeply reflected on my own classroom management practices, continuing to improve my classroom climate.
CEP 883 Example: Final Classroom Management Plan: During this project I was able to reflect on my personal classroom management practices, incorporating new techniques and strategies to continue improving my classroom environment.
Discipline
V. Mousouli and E. Oka
Summer 2011
CEP 883 explored the many different aspects of classroom management. I learned about the difference and value of both intrinsic and extrinsic motivations within the classroom and was able to use these distinctions immediately in my second grade classroom. Throughout this course I deeply reflected on my own classroom management practices, continuing to improve my classroom climate.
CEP 883 Example: Final Classroom Management Plan: During this project I was able to reflect on my personal classroom management practices, incorporating new techniques and strategies to continue improving my classroom environment.
ED 800: Concepts of Educational Inquiry
S. Weiland
Fall 2011
ED 800 was a course where I took a journey through education and what it has meant in the past and today. I journeyed through what education meant for other educators and this allowed me to take a more in depth look at what education means for me. I studeid the ideas of educational philosophers such as John Dewey, E.D. Hirsh, and Chaterine Bateson. Studying the ways other view education and reflecting upon their ideas and my own helped me to become more aware of myself as an educator.
ED 800 Example: Gardner Reflection / Analysis: After reading Gardner's The Disciplined Mind and
watching the film Spellbound, I reflected on how Gardner was more than a theorist on multiple intelligences. I was able to use the spellers from the film to reflect on key themes Gardner discusses.
S. Weiland
Fall 2011
ED 800 was a course where I took a journey through education and what it has meant in the past and today. I journeyed through what education meant for other educators and this allowed me to take a more in depth look at what education means for me. I studeid the ideas of educational philosophers such as John Dewey, E.D. Hirsh, and Chaterine Bateson. Studying the ways other view education and reflecting upon their ideas and my own helped me to become more aware of myself as an educator.
ED 800 Example: Gardner Reflection / Analysis: After reading Gardner's The Disciplined Mind and
watching the film Spellbound, I reflected on how Gardner was more than a theorist on multiple intelligences. I was able to use the spellers from the film to reflect on key themes Gardner discusses.
TE 846: Accommodating Differences in Literacy Learners
J. Knight
Spring 2012
TE 846 was designed to learn more about teaching the basics of reading. It taught me how
to assess and create interventions for struggling literacy learners based on best practices in literacy and evidence based interventions. I completed a case study on one struggling learner and I developed lessons and assessment pieces to interpret the data. I saw the way that a struggling learner can improve with the right interventions.
J. Knight
Spring 2012
TE 846 was designed to learn more about teaching the basics of reading. It taught me how
to assess and create interventions for struggling literacy learners based on best practices in literacy and evidence based interventions. I completed a case study on one struggling learner and I developed lessons and assessment pieces to interpret the data. I saw the way that a struggling learner can improve with the right interventions.
TE 842: Elementary Reading Assessment Instruction
M. Block
Summer 2012
TE 842 focused on the assessment and teaching of reading at the elementary school level. Throughout this course I learned about the breakdown of teaching reading in the elementary level including comprehension, fluency, vocabulary, phonological awareness, letter-sound knowledge, word identification, and a reader's motivation. After taking this course I had a fuller picture of what elements a balanced literacy program should include and how to reflect and assess reading in my classroom in order to drive instruction.
M. Block
Summer 2012
TE 842 focused on the assessment and teaching of reading at the elementary school level. Throughout this course I learned about the breakdown of teaching reading in the elementary level including comprehension, fluency, vocabulary, phonological awareness, letter-sound knowledge, word identification, and a reader's motivation. After taking this course I had a fuller picture of what elements a balanced literacy program should include and how to reflect and assess reading in my classroom in order to drive instruction.
TE 838: Children's Literature in Film
L. Apol
Summer 2012
TE 838 focused on "reading" films as independent interpretation from a text. I had the opportunity to explore how children's literature and film can work together to evoke stronger responses and richer conversations from students. Throughout the course I watched several old and new films of famous children's literature, comparing these films to the original text. This helped me begin to reflect on the possibilities children's film and literature could provide for students within my classroom.
TE 838 Example: Final Reflection: In this final reflection of the course, I looked back at all of the films and literature explored and thought about their connections. I then focused on the opportunities to incorporate literature and film in my classroom in an effort to improve student motivation in literacy learning.
L. Apol
Summer 2012
TE 838 focused on "reading" films as independent interpretation from a text. I had the opportunity to explore how children's literature and film can work together to evoke stronger responses and richer conversations from students. Throughout the course I watched several old and new films of famous children's literature, comparing these films to the original text. This helped me begin to reflect on the possibilities children's film and literature could provide for students within my classroom.
TE 838 Example: Final Reflection: In this final reflection of the course, I looked back at all of the films and literature explored and thought about their connections. I then focused on the opportunities to incorporate literature and film in my classroom in an effort to improve student motivation in literacy learning.
CEP 832: Educating Students with Challenging Behaviors
J. Aupperlee
Fall
2012
CEP 832 focused on the characteristics of different students with challenging behaviors and interventions for teaching these students. I learned about how many different types of challenging behaviors there are and narrowed in on a specific one most difficult for me professionally. This course allowed for a great deal of self-reflection of how you currently manage challenging students and when your effective teaching stance is strongest and weakest. I completed a project based on the challenging behaviors of a student I currently teach. I devised an intervention plan for this student, collected data, and evaluated the effectiveness of this intervention plan.
CEP 832 Example: Powerpoint Presentation: This powerpoint presentation is a summary of my final case study project. I focused on one child in my current second grade classroom with hyperactivity and incorporated new behavior management techniques to increase my effective teaching stance with him and improve his hyperactive behaviors.
J. Aupperlee
Fall
2012
CEP 832 focused on the characteristics of different students with challenging behaviors and interventions for teaching these students. I learned about how many different types of challenging behaviors there are and narrowed in on a specific one most difficult for me professionally. This course allowed for a great deal of self-reflection of how you currently manage challenging students and when your effective teaching stance is strongest and weakest. I completed a project based on the challenging behaviors of a student I currently teach. I devised an intervention plan for this student, collected data, and evaluated the effectiveness of this intervention plan.
CEP 832 Example: Powerpoint Presentation: This powerpoint presentation is a summary of my final case study project. I focused on one child in my current second grade classroom with hyperactivity and incorporated new behavior management techniques to increase my effective teaching stance with him and improve his hyperactive behaviors.
ED 870: Capstone Seminar
M. Koehler
Spring 2013
ED 870 was designed to create a professional portfolio of all of the work I have done in my masters program. This course provided me with the opportunity and knowledge to showcase what I have done, reflect on what I have learned, and to show others what I learned on my journey through my Master's program. It involved working with new web site tools and learning new technologies.
ED 870 Example: Professional Online Portfolio: Please follow the link to my professional portfolio, showcasing my learning throughout the Master of Arts in Education Program through Michigan State University.