Below are examples of my work completed in the Master of Arts in Education program. My areas of concentration are Math and Science, and Technology and Learning.
This first example was written in TE 800, Educational Inquiry. I was introduced to E.D. Hirsch and Howard Gardner, and asked to analyze their educational philosophies. Although I stubbornly held on to Hirsch's "broad knowledge leads to deep knowledge", I could not help but be drawn to Gardner's "less is more" framework approach.
This paper, also written for TE 800, is a reflection on my history (mostly lack of history!) using technology. It was an important time for me to reflect on my fears of embarking on the study of something that was virtually unknown to me. I had to face my doubts and fears before becoming open to learning what was necessary to improve my practice.
This lesson plan, designed for TE 861-a, Teaching Science for Understanding, involved formative assessments that helped me evaluate if true understanding was being achieved. I still use this lesson plan, although I do tweak it each year. Such is the practice of a teacher...
TE 846, Accommodating Differences in Literary Learners, challenged me to understand the connection between reading fluency, comprehension, and scientific understanding. This is a mini lesson I created for my biology class to help them with the challenging vocabulary of the course.
This is my action research for TE 846. In it I created modified assignments, used collaborative reading strategies, and graphic organizers for two struggling students as a means to increase their comprehension of complex biological processes.
This action research for TE 855, Teaching School Mathematics, includes a survey my students took on their uses of technology. It incorporates a lesson on slope of a line using a math website and graphing tool. It also includes a link to a blog I kept while trying my hand at different technologies in the classroom.
The following was originally posted on our class Wiki for CEP 805, Learning Mathematics with Technology. It lists six math websites I may use in my math instruction, with objectives and rationale for each site. I apologize that the first site name is somehow deleted. Do take a look at the sites. They make math fun!
My final reflection for CEP 805 summarizes my increasing familiarity with technology in my lessons. It is evident that my mindset changed from a person who thought technology was a fun but unnecessary part of math education, to a person who came to rely more on the advantages of technology to explain complex mathematical principles.
This class, CEP 802, Motivating Students, helped me to think about my students, their motivation to learn, and what I could facilitate in the classroom by my words and actions. This paper reflects on the verbal praise I gave my students, and how and when to use rewards for motivation.
This design project for CEP 802 included a plan to deal with an underperforming student in my math class. She was accused of cheating in several classes, and was reluctant to seek out extra help from me. It was so rewarding when she responded positively to this plan! Implementing what I had learned in this class completely changed my relationship with this student, for which I am very grateful.
This last example of my work was created in TE 843, Secondary Reading Assessment and Instruction. It is a sample lesson plan based on teaching with inquiry. It begins with the essential question, "Can math help us predict the future?" It features the TI 83/84 graphing calculator. It hardly seems possible that a few short years ago I was reluctant to use it in class!