Annotated Transcript
As a graduate student in Michigan State University’s Master of Arts in Education program (MAED), I completed coursework with concentrations in Special Education and Literacy Education to support my mission to meet the needs of young learners and help them recognize their dreams.
CEP 840 Policies, Practices and Perspectives in Special Education
Instructors: Carol Sue Englert, Ph.D. and Mei Shen
The overarching purpose of this course was to support educators' efforts to effectively meet the needs of students with learning differences in inclusive general education classrooms. I conducted inquiries into evidenced-based practices such as Universal Design for Learning, Response-to-Intervention, and School-Wide Positive Behavior Supports to promote academic and social achievement for diverse learners. With significant sharing amongst peers, I became familiar with a number of accommodations and modifications that remove inadvertent barriers to academic achievement, thereby enabling all students to access information. In particular, I became familiar with a wide range of assistive technologies available to support specific learning needs. Moreover, I was informed about primary laws and legislation in the U.S. that directly influence instruction and assessment practices for students requiring special education.
CEP 866 Psychoeducational Interventions for Children & Youth
Instructor: Matthew Diemer, Ph.D.
Fostering social justice and genuine democracy were at the heart of this course. Along with individual characteristics of at-risk students, I examined external factors – often beyond children’s control – that impact children’s development such as sociopolitical issues and family backgrounds. Interventions aimed at promoting resilience were highlighted. Subsequently, I co-created a primary intervention designed to proactively increase the likelihood of students successfully transitioning to high school and postsecondary education through explicit instruction of goal setting, coping, and study skills.
Summer 2014
Fall 2014
CEP 802 Developing Positive Attitudes toward Learning
Instructors: Evelyn Oka,Ph.D. and Taylor Hicks
Motivating all students to learn was the overarching focus of this course. With the understanding that students’ motivation to learn is complex, I was introduced to research involving three different views of motivation: behavioral, intrinsic, and cognitive Emphasizing mastery goals for learning, evidenced-based strategies were explored to counteract factors hindering students’ motivation to learn. Investigations into practices encouraging self-efficacy, belongingness, and agency were extremely impactful to solidifying my teaching philosophy.
ED 800 Educational Inquiry
Instructors: Steven Weiland, Ph.D. and Nathan Clason, Ph.D.
This self-directed course encouraged me to read and think deeply about diverse aspects of education. Differing perspectives for the purpose of education were investigated, with comparisons between conservative and progressive views. The impact of digital literacy on society was also examined. With significant influence to my own practice, I was introduced to narrative inquiry with particular emphasis on participant observations as a method for teachers to conduct research and carryout thoughtful reflection. My studies into narrative inquiry inspired me to use the nontraditional research method as a form of data gathering and analysis in other graduate courses.
Spring 2015
CEP 842 Content Area Instruction for Students with Mild Disabilities
Instructor: Caroline Peterson, M.Ed.
Concentrating on content-area subjects such as mathematics, science, and social studies, this course examined high quality practices that increase outcomes for struggling students in general education classrooms. At the center of this course, removing barriers and enhancing learning opportunities for students with learning differences were emphasized. I investigated methods to encourage differentiation, provide accommodations and modifications, and ways to create a genuine learning community. Additionally, I explored principles of Universal Design for Learning, as well as co-planning models to proactively identify areas of instruction or assessment that could unintentionally hinder students with learning differences from successfully showing what they know and can do.
Summer 2015
EAD 860 Concept of the Learning Society
Instructors: Steven Weiland, Ph.D. and Graham McKeague, Ph.D. Candidate
This course provided me the opportunity for thoughtful consideration about reconciling our country’s current perspectives of education influenced by an increasingly global economy against a far-reaching vision for lifelong, self-directed learning. In particular, I reflected upon the concept of learning as it encompasses both traditional perceptions of formal schooling, as well as other avenues for people to gain knowledge well into adulthood. Inquiring under the democratic premise that education is a right – not a privilege – I recognized that a genuine learning society should provide both formal and informal learning opportunities that are accessible for all members of society. Moreover, from resilient learners representing diverse areas of expertise, I was reminded that traditional forms of literacy such as reading and writing can be used as a catalyst for encouraging continued education though newer forms of digital literacy.
Fall 2015
TE 842 Elementary Reading Assessment and Instruction
Instructor: Amy Croel-Perrien, Ph.D. Candidate
Emphasizing that the overall purpose of reading is comprehension, this course examined multiple theories and high quality practices aimed at improving literacy instruction and assessment in areas such as foundational skills, vocabulary, and comprehension strategies. Reaching all students, especially struggling readers with learning differences as well as English Language Learners, was highlighted. Moreover, I was introduced to a variety of reliable assessment strategies to gather data and inform instruction. Becoming versed with the Cognitive Model of Reading Instruction, I had the opportunity to put learning into practice by conducting case studies in which I analyzed student data to determine suspected areas of concern, and discern appropriate interventions to improve reading outcomes.
TE 846 Accommodating Differences in Literacy Learners
Instructor: Dongbo Zhang, Ph.D.
As the title suggests, this course concentrated on instructional methods and assessments aimed at strengthening literacy development for struggling students, including students with learning disabilities and English Language Learners who are challenged to achieve grade level expectations. I examined characteristics of diverse learners, and investigated strategies to mold instruction to meet students’ unique needs. Specifically, I learned about instructional models that support the development of foundational skills, vocabulary acquisition, fluency, comprehension, and written expression. Using knowledge gained from the course, I carried out an extensive case study in which I acquired students’ background knowledge, gathered preliminary data to inform instruction, designed learning activities intended to draw upon students’ strengths and support areas of weakness, and administered assessments to evaluate progress.
Spring 2016
TE 848 Writing Assessment and Instruction
Instructor: Janine Certo, Ph.D.
This course was designed to promote high quality writing instruction and assessment to strengthen literacy development in diverse students ranging from kindergarten through fifth grade. Through a combination of self-directed inquiries and peer discussions regarding writing research, theory, and methods, I examined the fundamental role of writing teachers - whose purpose is to explicitly teach and model the writing process, introduce writing tools and strategies, provide opportunities to share advice and receive feedback, and gradually release responsibility to developing writers as they become increasingly self-regulated. Literacy-specific genres that were investigated included expository text, narratives, and poetry. However, great emphasis was placed on teaching writing as a learning tool for all academic areas. Additionally, I engaged in my own risk-taking and exploration by composing poetry and an original memoir.
ED 870 Capstone Seminar
Instructors: Matthew Koehler, Ph.D., Spencer Greenhalgh, Ph.D. Candidate, and Sarah Keenan, Ph.D. Candidate
This course served as a culminating inquiry to examine my master’s program. The overall mission – to create on online portfolio – challenged me both technically and reflectively. Throughout the course, I found myself taking initiative and risks to attempt using technical web-design features in which I was previously not familiar. While I still consider myself a technological apprentice, I have gained practical skills in web design that I will be able to utilize in the classroom. More importantly, however, I have gained confidence in my growing digital literacy. The online portfolio I created served as an archive for my graduate studies and professional experience. However, I was able to use the website as a catalyst for thoughtful reflections about where I came from and where I plan to go in the future.