Showcase of ED tech work for MSU's MAET GRADUATE PROGRAM
PERSONAL LEARNING PLANS FOR TEACHER GROWTH AND WEBSITE DESIGNED FOR CLASSROOM USE: CEP 810
The links below consist of the work done for CEP 810 including our Special Interest Group (SIG) assignment, Personal Growth Plan, and the Personal Learning Network work.
The SIG Assignment gave students the opportunity to work with a peer who taught in a similar discipline. Melissa Benoit and I worked on creating a way to instruct students on Catcher in the Rye, a novel we both taught at the time or would be teaching later on in the year. Our SIG Template is attached along with our SIG PowerPoint Presentation (here's the Slideshare link) and our SIG Website.
Prior to beginning work on our SIG, we continually reflected on our progress throughout the project and initially create a Personal Growth Plan. This was helpful in communicating with another student with a shared teaching passion. Collaboration was required over the internet, and we were able to make decisions based on something we knew could be useful with our teaching in the future.
The 810 work allowed us to tailor our studies, research and work to the capacity in which we worked and were most comfortable.
The links below consist of the work done for CEP 810 including our Special Interest Group (SIG) assignment, Personal Growth Plan, and the Personal Learning Network work.
The SIG Assignment gave students the opportunity to work with a peer who taught in a similar discipline. Melissa Benoit and I worked on creating a way to instruct students on Catcher in the Rye, a novel we both taught at the time or would be teaching later on in the year. Our SIG Template is attached along with our SIG PowerPoint Presentation (here's the Slideshare link) and our SIG Website.
Prior to beginning work on our SIG, we continually reflected on our progress throughout the project and initially create a Personal Growth Plan. This was helpful in communicating with another student with a shared teaching passion. Collaboration was required over the internet, and we were able to make decisions based on something we knew could be useful with our teaching in the future.
The 810 work allowed us to tailor our studies, research and work to the capacity in which we worked and were most comfortable.
LESSON PLANS AND DESIGNS FOR UNIVERSAL AND DIFFERENTIATED LEARNING: CEP 811
This course looked at StAIRs, WebQuests and their validity, and Goal-Directed Lesson Plans for Universal Designs for Learning.
For the StAIR project, we needed to design a lesson plan surrounding something we were having trouble teaching and reconstruct how we are going about getting that information to students. It was helpful and engaging in its end product, and it has become something I have evolved and restructured slightly to use with my tenth graders. We used this StAIR Design Form for Grammar Review to plan, and then this is the PDF of the lesson plan and the PowerPoint for the StAIR Lesson Plan (this is the Slideshare's link).
Another aspect of our learning and growing as teachers with skills in educational technology was to try to incorporate specific goals we had for our students within the context of a certain unit. It was meaningful work because it changed the way we could think about developing our lesson plans. This is my Goal Directed Lesson Plan.
We also learned about designing lesson plans to better reach more students and to differentiate our lesson planning. This is my Lesson Plan with UDL Principles.
We profited greatly from the ability to have our lesson plans looked at, and to be able to tailor them with specific goals and principles in mind.
This course looked at StAIRs, WebQuests and their validity, and Goal-Directed Lesson Plans for Universal Designs for Learning.
For the StAIR project, we needed to design a lesson plan surrounding something we were having trouble teaching and reconstruct how we are going about getting that information to students. It was helpful and engaging in its end product, and it has become something I have evolved and restructured slightly to use with my tenth graders. We used this StAIR Design Form for Grammar Review to plan, and then this is the PDF of the lesson plan and the PowerPoint for the StAIR Lesson Plan (this is the Slideshare's link).
Another aspect of our learning and growing as teachers with skills in educational technology was to try to incorporate specific goals we had for our students within the context of a certain unit. It was meaningful work because it changed the way we could think about developing our lesson plans. This is my Goal Directed Lesson Plan.
We also learned about designing lesson plans to better reach more students and to differentiate our lesson planning. This is my Lesson Plan with UDL Principles.
We profited greatly from the ability to have our lesson plans looked at, and to be able to tailor them with specific goals and principles in mind.
PROFESSIONAL DEVELOPMENT FOR TEACHERS BY TEACHERS AND IDENTIFYING AND SOLVING PROBLEMS TEACHERS FACE: CEP 812
In this program, we first had to introduce ourselves to the class through a video. Then the rest of the work was assigned, including the Flipped Professional Development Presentation in groups, as well as the multi-step Wicked Problem Project and the Personal Learning Plan.
The Flipped PD was done in groups, and it was a great idea in terms of getting an idea and sorting it through with colleagues about how best to teach our peers something they could use with technology to improve their classrooms.
The Wicked Problem Project, which had 4 parts, allowed students to identify a problem they were having, walk through the problem and determine how they would go about using the components/ideology of TPACK to solve it.
Part A
Part B
Part C
Part D
The Personal Learning Plan helped us to think about where we wanted to go in our educational technology learning.
Both were in-depth looks at how to best improve our own teaching and that of our colleagues.
In this program, we first had to introduce ourselves to the class through a video. Then the rest of the work was assigned, including the Flipped Professional Development Presentation in groups, as well as the multi-step Wicked Problem Project and the Personal Learning Plan.
The Flipped PD was done in groups, and it was a great idea in terms of getting an idea and sorting it through with colleagues about how best to teach our peers something they could use with technology to improve their classrooms.
The Wicked Problem Project, which had 4 parts, allowed students to identify a problem they were having, walk through the problem and determine how they would go about using the components/ideology of TPACK to solve it.
Part A
Part B
Part C
Part D
The Personal Learning Plan helped us to think about where we wanted to go in our educational technology learning.
Both were in-depth looks at how to best improve our own teaching and that of our colleagues.
WEB-BASED GRANT PROPOSALS, DEVELOPMENT OF A TECH ED CONFERENCE AND VIDEO/WEBSITE PROJECTS: CEP 800, CEP 815, and CEP 822
Each of these were taken as Year 2 courses in conjunction with one another in a 4-week span of time in Galway, Ireland this past summer with fellow MAET students.
CEP 800 completed a Web-based Grant Proposal as its final product. It was titled DreamIT.
CEP 815's final component was a technology conference put on by everyone in our year. It was called the #Great13 EdTech Conference. The website is linked, as well as my specific portions on ePortfolios and Digital Citizenship.
CEP 822 allowed us to create a website, a video and to do research to fully understand a common misconception students or people might have. The final project was called Understanding Understanding.
We also were asked to design an ePortfolio.
Each of these were taken as Year 2 courses in conjunction with one another in a 4-week span of time in Galway, Ireland this past summer with fellow MAET students.
CEP 800 completed a Web-based Grant Proposal as its final product. It was titled DreamIT.
CEP 815's final component was a technology conference put on by everyone in our year. It was called the #Great13 EdTech Conference. The website is linked, as well as my specific portions on ePortfolios and Digital Citizenship.
CEP 822 allowed us to create a website, a video and to do research to fully understand a common misconception students or people might have. The final project was called Understanding Understanding.
We also were asked to design an ePortfolio.
All pictures are screenshot from work developed by Emily Mullins and Melissa Benoit (CEP 810).