Mr. Topel Portfolio
Annotated Transcript
This page summarizes my learning throughout the courses I completed in the Master of Arts in Education (MAED) program at Michigan State University (MSU). Each course listing includes the official course title, dates when coursework was completed, MSU course code, name of the lead instructor(s), and my own brief description of what I learned from each offering. I am proud of the work I have completed and enjoyed the opportunity to look back on the lessons that I learned.
Developing Positive Attitudes Toward Learning (CEP 802)
Instructor: Dr. Evelyn Oka Completed: Fall 2014
In my first course for the MAED program I learned how to help students develop a positive attitude about the process of learning in and outside of school. Our class reviewed common symptoms of negative approaches to learning, and learned that even high achieving students can be hurt by a negative view of the learning process. I was trained to identify several underlying reasons why a student may have a negative attitude about learning, and I examined the positive and negative aspects that accompany common motivational strategies. Most importantly, I learned that there is no magic approach that will motivate every student, and that to be a truly effective teacher I have to treat every student as an individual so I can work with them to develop a positive attitude about learning.
In my first course for the MAED program I learned how to help students develop a positive attitude about the process of learning in and outside of school. Our class reviewed common symptoms of negative approaches to learning, and learned that even high achieving students can be hurt by a negative view of the learning process. I was trained to identify several underlying reasons why a student may have a negative attitude about learning, and I examined the positive and negative aspects that accompany common motivational strategies. Most importantly, I learned that there is no magic approach that will motivate every student, and that to be a truly effective teacher I have to treat every student as an individual so I can work with them to develop a positive attitude about learning.
Concepts of Educational Inquiry (ED 800)
Instructor: Dr. Steven Weiland Completed: Summer 2015
This foundational course is one of two required classes in the MAED program, and effectively worked to lay a broad foundation which many other classes would build upon later. Our instructor, Steven Weiland, divided this foundation into six essential domains, each of which would help us to better understand the learning process; 1) the history and philosophy of education 2) teacher research 3) cultural observations and the role of the participant observer 4) biographies as examples of inquiry 5) theories of the mind and curriculum, and 6) new technologies and their impact on the learning process. After a short tour through each domain I was better able to understand the different ways that people process information and learn new concepts and skills.
This foundational course is one of two required classes in the MAED program, and effectively worked to lay a broad foundation which many other classes would build upon later. Our instructor, Steven Weiland, divided this foundation into six essential domains, each of which would help us to better understand the learning process; 1) the history and philosophy of education 2) teacher research 3) cultural observations and the role of the participant observer 4) biographies as examples of inquiry 5) theories of the mind and curriculum, and 6) new technologies and their impact on the learning process. After a short tour through each domain I was better able to understand the different ways that people process information and learn new concepts and skills.
Inquiry and the Nature of Science (TE 861B)
Instructor: Dr. Amelia Wenk Gotwals Completed: Fall 2015
This course allowed me to take some of the foundational concepts from ED 800 and apply them more specifically to the area of science. ED 861B took time to examine the new national standards for science education, called the “Next Generation Science Standards” (NGSS) and compared the NGSS to earlier standards for science education. More importantly, this course encouraged me to shift my own science instruction away from a simple dissemination of information, and make my classroom an area where students are encouraged to make discoveries on their own. It also helped me to see the long term benefits of an inquiry based approach to learning.
This course allowed me to take some of the foundational concepts from ED 800 and apply them more specifically to the area of science. ED 861B took time to examine the new national standards for science education, called the “Next Generation Science Standards” (NGSS) and compared the NGSS to earlier standards for science education. More importantly, this course encouraged me to shift my own science instruction away from a simple dissemination of information, and make my classroom an area where students are encouraged to make discoveries on their own. It also helped me to see the long term benefits of an inquiry based approach to learning.
Teaching School Subject Matter With Technology (TE 831)
Instructor: Jon Wargo Completed: Spring 2016
This ambitious course tackled the challenge of using technology to enhance teaching and learning in any subject. Throughout the class, I learned some practical tech skills, like how to create a digital presence through a blog and how to use a twitter account. I also learned about the various frameworks that we can use to understand the role of technology in education. The most influential of these frameworks was TPACK (Mishra & Koehler 2006) which stated that technology is at its best, when it is properly paired with a teacher’s content knowledge and their teaching strategies. My biggest takeaway from this class is that technology is a tool that can help a teacher, but that it is still up to me to find the best ways to use that tool and help students learn.
This ambitious course tackled the challenge of using technology to enhance teaching and learning in any subject. Throughout the class, I learned some practical tech skills, like how to create a digital presence through a blog and how to use a twitter account. I also learned about the various frameworks that we can use to understand the role of technology in education. The most influential of these frameworks was TPACK (Mishra & Koehler 2006) which stated that technology is at its best, when it is properly paired with a teacher’s content knowledge and their teaching strategies. My biggest takeaway from this class is that technology is a tool that can help a teacher, but that it is still up to me to find the best ways to use that tool and help students learn.
Teaching School Mathematics (TE 855)
Instructor: Lynette Guzman Completed: Summer 2016
In this particular course, I learned that math should be viewed and taught as a powerful tool for the lives of everyday people. Professor Guzman frequently discussed “the intersection of mathematics, identity, and power”, and explained that mathematics has far reaching benefits for all students. I became convinced that student complaints such as “I’m just not a math person” should be met with concrete evidence of math’s importance in their lives instead well meaning platitudes. Finally, the ideas of this course have helped me to seek broader applications for mathematics in my own classroom, and to use math as a persuasive tool in many areas outside the bounds of traditional mathematics instruction.
In this particular course, I learned that math should be viewed and taught as a powerful tool for the lives of everyday people. Professor Guzman frequently discussed “the intersection of mathematics, identity, and power”, and explained that mathematics has far reaching benefits for all students. I became convinced that student complaints such as “I’m just not a math person” should be met with concrete evidence of math’s importance in their lives instead well meaning platitudes. Finally, the ideas of this course have helped me to seek broader applications for mathematics in my own classroom, and to use math as a persuasive tool in many areas outside the bounds of traditional mathematics instruction.
Electronic Assessment (CEP 813)
Instructor: Colin Gallagher & Spencer Greenhalgh Completed: Fall 2016
This technology intensive course taught me a great deal about the uses of technology in the classroom, particularly the design of digital assessments. I learned new digital skills, such as developing a professional learning network through Twitter, using Minecraft for education, creating screencasts, and posting videos to youtube. However, the main focus of this course was on assessment, and I learned several important lessons about the nature of assessments as well. I discovered how to find the assumptions built into many assessments, evaluated several common genres of student assessment, and designed a rubric to evaluate the effectiveness of the assessments I give to students. Perhaps most importantly, I learned that all assessments require extensive feedback for students to truly learn and improve.
This technology intensive course taught me a great deal about the uses of technology in the classroom, particularly the design of digital assessments. I learned new digital skills, such as developing a professional learning network through Twitter, using Minecraft for education, creating screencasts, and posting videos to youtube. However, the main focus of this course was on assessment, and I learned several important lessons about the nature of assessments as well. I discovered how to find the assumptions built into many assessments, evaluated several common genres of student assessment, and designed a rubric to evaluate the effectiveness of the assessments I give to students. Perhaps most importantly, I learned that all assessments require extensive feedback for students to truly learn and improve.
Accommodating Differences in Literacy Learners (TE 846)
Instructor: Dr. Dongbo Zhang Completed: Spring 2017
This course focused on strategies to help teach reading and writing to a wide range of students with different backgrounds and skill sets. Throughout each unit I learned about the challenges faced by struggling readers, English language learners, non-native speakers, and other groups who struggle with literacy. I examined best practices in literacy education including the use of anchor texts, and methods for targeted small group instruction. I also learned several methods for teaching skills like phonemic awareness, vocabulary, and spelling. Finally, I put all of this together to design and implement a series of lessons which would improve the spelling skills of one of my struggling students.
This course focused on strategies to help teach reading and writing to a wide range of students with different backgrounds and skill sets. Throughout each unit I learned about the challenges faced by struggling readers, English language learners, non-native speakers, and other groups who struggle with literacy. I examined best practices in literacy education including the use of anchor texts, and methods for targeted small group instruction. I also learned several methods for teaching skills like phonemic awareness, vocabulary, and spelling. Finally, I put all of this together to design and implement a series of lessons which would improve the spelling skills of one of my struggling students.
Teaching Science for Understanding (TE 861A)
Instructor: Meenshaki Sharma Completed: Summer 2017
This course encouraged me to take a deeper look at the end result of scientific instruction. I learned that success as a science teacher should not be measured by what students know, but by what they can understand, explain, and apply to other areas. I was also encouraged to incorporate these ideas about scientific inquiry into my own lesson and unit plans. One great way to see these principles in action is through a program called Ambitious Science Teaching (AST) which builds lessons and units around puzzling real world events then asks students to develop an explanation for why these events happen. I hope to expand the use of AST in my own classroom.
This course encouraged me to take a deeper look at the end result of scientific instruction. I learned that success as a science teacher should not be measured by what students know, but by what they can understand, explain, and apply to other areas. I was also encouraged to incorporate these ideas about scientific inquiry into my own lesson and unit plans. One great way to see these principles in action is through a program called Ambitious Science Teaching (AST) which builds lessons and units around puzzling real world events then asks students to develop an explanation for why these events happen. I hope to expand the use of AST in my own classroom.
Promoting Positive Youth Development Through Sports (KIN 857)
Instructor: Dr. Daniel Gould Completed: Fall 2017
This course allowed me to enhance my work as a coach, and taught me how to effectively use sports to make a positive impact on student athletes. I learned about some of the ways that sports can cause harm to young people such as increased social and emotional pressures that come with the professionalization of youth sports, and the often hurtful sports culture that can lead to hazing or physical abuse in some environments. I also read examples of other programs like those of coach Joe Ehrmann, that counteract these negative effects and use the influence of sports to build positive relationships with young people. Most importantly, I learned that coaches cannot avoid addressing a player’s moral and social development, instead, I have a responsibility to use sport’s influence for good.
This course allowed me to enhance my work as a coach, and taught me how to effectively use sports to make a positive impact on student athletes. I learned about some of the ways that sports can cause harm to young people such as increased social and emotional pressures that come with the professionalization of youth sports, and the often hurtful sports culture that can lead to hazing or physical abuse in some environments. I also read examples of other programs like those of coach Joe Ehrmann, that counteract these negative effects and use the influence of sports to build positive relationships with young people. Most importantly, I learned that coaches cannot avoid addressing a player’s moral and social development, instead, I have a responsibility to use sport’s influence for good.
Capstone Portfolio (ED 870)
Instructor: Dr. Matthew Koehler Completed: Summer 2018
The final course in the MAED program serves to summarize all of the information that I learned throughout my previous courses. In this class I learned how to create a website, and used these new skills to create a digital portfolio of myself as an educator. I also took time to reflect on my time with the MAED program, and to create a list of future goals that I will complete after graduating.
The final course in the MAED program serves to summarize all of the information that I learned throughout my previous courses. In this class I learned how to create a website, and used these new skills to create a digital portfolio of myself as an educator. I also took time to reflect on my time with the MAED program, and to create a list of future goals that I will complete after graduating.
Other Credentials
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