Kayla Bauer's Annotated Transcript
Below are the courses I completed in order to earn my Master's of Arts in Education (MAED) through Michigan State University.
Fall 2009 & Spring 2010
Summer 2014
Fall 2014
Spring 2015
Summer 2015
Fall 2015
TE
801
802
Professional Roles and Teaching Practice I
Instructor: K. Hakim
Reflection and Inquiry in Teaching Practice I
Instructor: E. Wibbins
Professional Roles and Teaching Practice II
Instructor: J. Thompson
Reflection and Inquiry in Teaching Practice II
Instructor: R. Rubin
These four graduate courses were taken during my internship year at Michigan State University, before completing my Master’s degree program. These courses were organized to help prepare us in taking on the responsibility of planning and teaching mathematics, literacy, social studies, and science. They also helped us to continue to develop the mindset of being a life-long learner in each of these subject areas. In TE 801, we focused on teaching mathematics through problem solving in order to foster deep understanding. In TE 802, we developed how to articulate and defend our own vision of literacy and goals we have for students as literacy learners, an understanding in connections among literacy curriculum, instruction and assessment, and how to use data analysis, reflection, and writing to contribute to my own professional learning and growth. In TE 803, our focus was on social studies content teaching. We learned how to plan and execute an integrated curriculum, develop our professional and ethical responsibilities, how to modify to accommodate special needs, and how to engage in reflective practices that assisted our development as teachers. In TE 804, we concentrated on planning and teaching effective science units, establishing a science learning community in the classroom, inquiring into our own science teaching, and fostering our own ongoing professional growth. All of these courses allowed us to learn about these practices in class and then enhance our skills by using them in the context of our field placement where we could apply and use what we learned in authentic, meaningful, and real ways.
Writing Assessment and Instruction
Instructor: A. Croel-Perrien
In this course we focused on developing and understanding ourselves as writers, as well as our writing habits and practices. We then put our experience of writing and as writers in conjunction with our pedagogical practice in order to design effective writing instruction and assessment for students of diverse background and needs. We also studied the relationship between reading and writing, audience and purpose, and how writing responds to different genres, purposes and technologies.Our learning culminated in a portfolio project where we developed a collection of writing materials to use in the classroom and plans on accomodating the materials gathered for a diverse group of learners, and then composed a letter addressing the dean of curriculum defending the design of materials in the portfolio with relevant research.
Elementary Reading Assessment and Instruction
Instructor: A. Meyer
In this course we explored characteristics of effective reading assessment and instruction and learned what is reserached best practice. We worked together as individuals and colleagues to analyze student data in order to gain an understanding of their reading development and then independently created a plan for instruction. We also participated in a professional book club that focused on exploring comprehension more deeply and learned instructional practices to implement in our classroom.
TE
848
TE
842
ED
800
Instructor: S. Weiland
This was a foundational course to the MAED program. It allowed us the opportunity to think and write about essential questions of education. We praciticed studying essential domains of educational inquiry such as: philosophy and history of education, classroom-based teacher inquiry, ethnographic observation with autobiography, biography and hisotry, and theories of the mind and curriculum. We were exposed to each type of inquiry with reading, viewing, and listening assignments and then completed a written assignment that used and responded to the type of inquiry we were studying and defended our reponse with research and evidence from the course.
Accomodating Differences in Literacy Learners
Instructor: D. Zhang
TE 846 enhanced my understanding of how to examine and work with struggling readers. We learned about multiple reading assessments and what each assessment shows. A project that we worked on throughout the course encompassed studying a struggling reader in our own classroom, researching their background and history as a reader, and then using these findings to create lesson plans that are tailored to that students' needs. After implementing these lessons in the classroom we reflected on our instruction and the outcomes and wrote a report presenting our findings.
TE
846
Psychology of Classroom Discipline
Instructor: M. Lien
In CEP 883, we explored models of and evidence-based strategies to increase children's intrinsic motivation, classroom climate, teacher, peer, and home-school relationships, proactive classroom management, extrinsic motivation and positive behavior support, data-based decision making, and teaming and collaborative decision making. Each week we would be given a student scenario that we would problem solve independently and collaboratively. We would use our weekly course readings that shared best practice strategies to help us work through the scenarios. In addition to the scenarios, we would write a weekly reflection that applied the best practice we learned in class to our current classroom. In conclusion of the course, we used the knowledge we gained in class to form our philosophy of classroom mangament.
Instructor: M. Koehler
ED 870 was the final course in my Master's of Arts in Education (MAED) program. In this course we created an electronic portfolio of our work and collaborated with others via online discussion groups to provide and receive feedback about our electronic portfolios. This course took us on a reflection of the learning experiences we had throughout our entire program. It served as a final evaluation and culminated in the creation of a portfolio of our professional graduate work. This portfolio represents the journey I took as a student, teacher, and life-long learner throughout my program and shares the goals I have for the future.
Awards and Classics of Children's Literature
Instructor: L. Apol
In this class we studied award books and classics and what they represent. We thought critically about what does it take for a book to become a classic? Who decides which book deserves to win and fit in which category? Are these books really the best books for children? Throughout this course we tackled questions like these by looking at some of the books that have won the awards, studying the authors who won the awards, reading books that are considered classics, and discussing our thoughts with our colleagues. In this course we read many books that won awards like the Newbery or Caldecott and studies classics such as Peter Pan by J.M. Barrie and used our research on the award winning process and what is best for children to examine and decide if we thought this book was what was best for children. We then thought about the books that we deem the best and the critical inquiy of literature and how we could incorporate that into our classroom experiences with children.