Annotated Transcript- Online/Transfer Courses
Note: I have selected to label this section of the portfolio Annotated Transcript- Online/Transfer Courses because the MAET program allowed me to transfer two courses from my internship year in which I received my teacher certification. Therefore, TE 803 and TE 804 were actually courses that served as transfer credits from another program and were used as elective courses.
Course |
TermSpring 2011
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instructorsMichael Broda
Alison Lund |
TitleProfessional Roles and
Teaching Practices |
DescriptionThis course was a transfer from my internship year. As a part of the internship we participated in six credits of classes each semester and nine credits of professional experience at our placement. As a continuation of TE 801, this course focused on preparing us for our role in the professional teaching community. In addition, there was a specific focus on learning about student diversity in a school setting. Some major assignments in this course included a student case study and a self-directed professional development plan that identified areas of growth in our teaching and aspects of student diversity.
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Spring 2011
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Kriste Brugar
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Reflection and Inquiry in Teaching Practice
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This course was a transfer from my internship year. As a part of the internship we participated in six credits of classes each semester and nine credits of professional experience at our placement. As a continuation of TE 802, we worked on the enduing understandings of the social study curriculum. These include: teachers and students create the curriculum, teachers value the cultural assets students bring to the classroom, teaching is a learning profession, social studies teaching is interdisciplinary, and teachers and students are citizens. Some major assignments in this course included a capstone assignment where I assessed my role in extra curricular activities in my placement, an assessment of my teaching time in the classroom, and a portfolio that collected the diversity of artifacts in social studies from my class.
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Summer 2012
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Caroline McCarthy
Jodi Spicer |
Teaching for Understanding with Technology
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In this online course the main focus was on learning about and understanding instructional applications of technology. We started the process of communicating within our MAET community, building a personal learning network (PLN), and explore the benefits of online collaboration. Some major assignments in this course included a personal learning plan that grew throughout the semester on a weekly basis, worked on a project on a specific area of interest to our work as a classroom teacher (SIG) and collected resources to further our knowledge on this special interest.
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Spring 2013
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Sarah Beauchamp
Leigh Graves Wolf |
Adapting Innovative Technology to Education
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In this online course the main focus was on instructional applications of technology. This course specifically introduced us to a multitude of web-based tools and resources and asked us to discuss our experiences with each technology in an online blog that helped us build our educational discussion in a professional way. The major progression of this class for each week was to learn, explore, create, and share. Some major assignments in this class included a stand-alone instructional resource from our teaching experience and converting a web quest based on an assignment that had not been done on the internet before.
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Spring 2013
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Alison Lee Keller
Leigh Graves Wolf |
Applying Educational Technology to Practice
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In this online course the main focus was on applying applications of technology. After being introduced to and learning how to adapt web-based tools, this course focused on applying them to your educational practice. Specifically, we identified a problem in our class and tried to solve the problem by creating a solution that offered balance to the content, pedagogy, and technology used in the classroom. Some major assignments in this class included creating a flipped presentation on presentation tools in social studies and math classes and developing an updated progress of our professional learning plan from prior classes in the program.
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Summer 2013
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William Cain
Danah Henriksen Punya Mishra |
Learning in School and Other Settings
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This course was a hybrid class that contained a two week intensive course in East Lansing and four weeks of independent work. Assignments that were specific to this course in the East Lansing cohort included developing 3x3x3 videos that broke down the text Why Students Don't Like School. In this assignment we created videos through multiple mediums that identified three main concepts and three practical implications in three minutes on a chapter from the text. As a class we produced videos that represented the entire class. In addition, we submitted a proposal for a possible grant that looked to implement a web-based tool to enhance the class.
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Summer 2013
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William Cain
Danah Henriksen Punya Mishra |
Technology and Leadership
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This course was a hybrid class that contained a two week intensive course in East Lansing and four weeks of independent work. Major topics included professional development strategies, project management, and the implications of technology integration. Assignments that were specific to this course in the East Lansing cohort included building a wiki space data base among the class that explored web 2.0 tools that could possibly enhance our technology integration and creating a comprehensive reflection paper that explained our experience in the cohort and the program in general.
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Summer 2013
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William Cain
Danah Henriksen Punya Mishra |
Approaches to Educational Research
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This course was a hybrid class that contained a two week intensive course in East Lansing and four weeks of independent work. Major topics included alternative methods to educational research and analyzing approaches to interpreting published studies. Assignments that were specific to this course in the East Lansing cohort included creating a comprehensive annotated bibliography, performing a study about understanding with a multitude of different learners and learning styles, and starting the process of creating a web portfolio to document our own learning and research.
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Summer 2014
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Matthew Koehler
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Capstone- Educational Technology
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Throughout the semester the capstone course in the field of Educational Technology asked us to reflect on our course work and produce this portfolio to display the advancement that took place in our knowledge of educational technology and the field of education in general. The main addition to the course were the substantial essays that asked us to reflect, make future plans, and synthesize our experience in the program.
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Summer 2014
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K. Cook
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Accommodating Differences in Literacy
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As a requirement in the State of Michigan, each provisional holder of a teacher's license must complete a course related to literacy before they can re-apply for their permanent license. The specifics of this class focused on teaching strategies for the development of literacy and the major assignment asked us to produce a case study that analyzed a students needs in their literacy development.
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* If you are interested in viewing artifacts, please scroll over the tab labeled Archived Classes. By clicking on each individual course you will see examples of the major projects completed in each class. In addition, clicking on the course title on this transcript will lead you to each page.