Date Taken |
Course Number |
Course Name |
Instructors |
Course Overview |
Spring 2020 |
Capstone Seminar |
Dr. Matthew Koehler |
Capstone seminar was the final course of my masters program that centralized my learning experiences. During this course I reflected on my past and future goals as an educator and complied my masters course work onto a website. I collaborated with fellow teachers on shared learning experiences throughout the masters program and received feedback on my work. This course allowed me reflect upon myself as an educator at the beginning of the program to where I am now and where I want to be. |
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Spring 2020 |
Action Research in K-12 Science & Mathematics Classroom |
Marcos Gonzales |
In this course I selected a problem that faces my classroom and researched strategies to help combat it. I researched strategies to better support African American female students in the classroom with the goal of shrinking the achievement gap. With my research I created a research proposal of my findings that I shared with my school, so all classrooms could use strategies that would best support African American female students and narrow the opportunity gap. Through this course I learned how to conduct educator research and how to write a research proposal. |
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Fall 2019 |
Accommodating Literacy Learners |
Tracy Donohue |
Through this course I learned strategies to support all students' reading abilities. During this time I focused on intervention with one student and documented the process and progress of the student. This fluency focused intervention taught me how to create a powerful reading plan and how to best support students through literacy intervention. All students are different places with their reading abilities and it is vital that the teacher is able to differentiate for each students ability. |
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Fall 2019 |
Teaching School Mathematics |
Dr. Amy Parks |
"Teaching School Mathematics" focused on incorporating a math instructional strategy to help solve a problem within the classroom. A problem I was facing was collaborative group work. I researched strategies and teaching methods to combat this issue. I came across complex instruction and introduced it to my classroom. Through the fall I introduced norms and group role cards to get my students comfortable with this new method. I monitored student participation rates and quality of participation. By the end of the course, complex Instruction had increased collaborative group work and participation in the classroom. |
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Summer 2019 |
Writing Assessment & Instruction |
Dr. Raven Jones |
This course focused on the use of writing assessments and innovative ways to teach writing to students at all grade levels. As a teacher at International Baccalaureate school, writing is not taught on its own, it is learned through trans-disciplinary teaching. For this course I created a writing unit that was intermixed into other subject areas with the focus on our unit of inquiry. In addition, through this course I wrote a proposal to my principal on alternative ways to assess student writing. |
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Summer 2019 |
Teaching Science Understanding |
Julie Christensen |
This course focused on adapting science curriculum to fit the needs of your classroom. As a teacher at an International Baccalaureate school, I adapted curriculum to fit into our thematic units and altered lessons to be taught in a trans-disciplinary fashion. In this course I identified my science vision which included hands-on learning experiences, student agency, and trans-disciplinary learning. With these three goals in mind, I adapted my curriculum and teaching to better serve my students. |
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Summer 2019 |
Concepts Educational Inquiry |
Dr. Steven Weiland |
"Concepts Educational Inquiry" focused on the numerous types of research an educator partakes in within and outside the classroom. Inquiry guides learning and it is important for teachers to continuously ask questions and seek better strategies for their students. In this course I investigated types of inquiry and educational researchers. During this course I reflected on myself as educator and inquirer. I wrote reflection papers detailing my thoughts and connections to educational researchers such as Vivian Paley. |
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Spring 2018 |
TE 804 |
Reflection & Inquiry in Teaching Practice II |
Dr. Raven Jones |
During this course I reflected on inclusive social studies instruction and strategies to teach social studies through authentic experiences. From this I created a Kindergarten social studies unit that was based off Common Core State Standards. My unit highlighted the cultures found within my classroom and encouraged students to be open minded learners and citizens. |
Spring 2018 |
TE 803 |
Professional Roles & Teaching Practice II |
Marti Beitner-Miller |
This course was taken during my internship as I worked towards my masters degree while student teaching. A science focused course, I created a science unit from scratch based off Next Generation Science Standards for my Kindergarten classroom. I then instructed students through my hands-on push and pull unit. Students used science journals to document their experiences and connections. |
Fall 2017 |
TE 802 |
Reflection & Inquiry in Teaching Practice I |
Dr. Raven Jones |
Through this course I reflected on my teaching practices and how I could improve my teaching methods. The course was taken during my internship and was literacy focused. I learned how to conduct reading small group instruction that was differentiated for students reading abilities. As I was teaching in Kindergarten, I had to reflect often on my reading instruction and differentiation as students reading levels varied greatly. |
Fall 2017 |
TE 801 |
Professional Roles & Teaching Practice I |
Amit Sharma |
This course focused on math instruction and creating hands-on learning experiences for students. An internship course, I collaborated with my classmates to alter math units to be more engaging and hands-on. In addition, this course focused on math teaching methods to support students at varying grade levels. |