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Ashley Liedel's Master of Arts in Education
Annotated Transcript Summer 2012 CEP 841: Classroom and Behavior Management in the Inclusive Classroom Troy Mariage During this course, I reflected on how I run my classroom and manage student behavior as a backdrop for what I would learn in this course and what I may feel needs to change in response to this new learning. I learned about Positive Behavioral Supports and Interventions (PBIS) and how to complete a Functional Behavioral Assessment (FBA). I learned how to look for the functions of students' problematic behaviors (why they were doing them, what they were trying to gain by doing a specific behavior), and then what interventions and strategies could be successful in the classroom. This class made me focus on the fact that behavior management should be prevention rather than as a reaction to behaviors and discipline should be about teaching new skills not punishments. In addition, I learned to think about instructional accommodations that I could make during lesson planning to impact all of my diverse learners and their behavioral and social needs. TE 846: Accommodating Differences in Literacy Learners Lucia Elden During this course, I learned about best practices in literacy (reading and writing) instruction and assessment. The course focused on five main areas of learning, which included the cultural and linguistic differences in literacy learners (mainly students considered English Language Learners (ELLs)), the motivational differences in literacy learners (motivation impacts learning potential and how can motivation be increased), and the neuropsychological differences in literacy learners (what can be done to help students with language or learning disabilities). In addition, the course also focused on what accommodations could be used to impact instructional outcomes and the learning environment for diverse groups of students. The last main topic in the course was learning about the necessary components for effective literacy instruction, such as phonological awareness, phonics, reading and writing fluency, vocabulary, comprehension, etc. Utilizing my knowledge from the course, I created literacy lessons, instructed, and assessed a real student in order to see growth in one area of literacy throughout that semester. Fall 2012 TE 848: Writing Assessment and Instruction Kati Macaluso This course first encouraged me to think about my development as a writer and how writing relates to reading. Therefore, the majority of the semester, I read novels and reflected on my reading through writing. This portion of the course helped me to realize that writing changes drastically depending on the purpose of the writing (to inform others, to take a stand on an issue, etc.). The second portion of the course was about developing as a teacher of writing and thinking about how to support my student writers. I struggled to relate this course to my work as a kindergarten teacher as the focus was mainly on middle and high school writing instruction. Despite my troubles in relating this course work to my professional work, I did learn that by identifying with my students as writers and their frustrations during writing, I can be a better writing teacher. Spring 2013 CEP 832: Educating Students with Challenging Behaviors Vicky Mousouli & Evelyn Oka This course was my favorite course in the entire program because it was something I was in great need of, especially during that year of my teaching career where I was faced with many challenging student behaviors. The course focused on reading about how to work effectively with many different challenging behaviors that students may exhibit, such as aggressive and angry behaviors, impulsive and active behaviors, shy and withdrawn behaviors, and low-achieving behaviors. Another reason I liked this course was because I not only read about the behaviors but I got to pick one student with a specific challenging behavior in my own classroom that I wanted to make an impact with. With this student, I tracked their behavior and came up with plans and interventions to target the behavior and collected data on them. It was also helpful that I got to interact with my master's classmates to get ideas and suggestions on my work with the student I chose. Overall, this course really got me thinking proactively and productively about challenging student behavior rather than simply being frustrated about it and feeling no control over changing it as well as solidified the need for data collection and reflection when working to change challenging student behaviors. Summer 2013 CEP 840: Policies, Practices, and Perspectives in Special Education Carol Sue Englert This course focused on special education practices in schools in the United States and the major educational laws impacting special education, such as No Child Left Behind and Individuals with Disabilities Education Act (IDEA) just to name a few. The course was mainly on how to teach as a general education teacher in a way that could better meet the diverse needs of students in an inclusive classroom. I learned about the characteristics of students with learning and behavioral disabilities and how to improve students' access to general education curriculum through methods such as collaboration between school professionals, universal design for learning (UDL), response to intervention (RTI), Positive Behavioral Interventions and Supports (PBIS), and the use of assistive technologies. During this course, I learned how to write an Individualized Education Plan (IEP) and developed my own classroom website which featured parent resource webpages on assistive technology, PBIS, and differentiated instruction. ED 800: Educational Inquiry Steven Weiland This course is considered the foundational course for the Master of Arts in Education and focused on the purposes, practices, historical background, etc. of education. I learned about the methods of educational inquiry and the impact of globalization on education as a whole. I also studied people whom were very influential in the field of education and their work in the field, such as John Dewey, Jane Addams, Howard Gardner, Vivian Paley, etc. Fall 2013 CEP 843: Autism Spectrum Disorders: Characteristics and Educational Implications Laura Flis During this course, I learned all about Autism Spectrum Disorders (ASDs) including Autism, Asperger Syndrome, Pervasive Developmental Disorder Not Otherwise Specified (PDD-NOS), Rett's Syndrome, and Childhood Disintegrative Disorder. The course helped me learn about and recognize the characteristics of individuals with ASDs in addition to the history of the disorders, their prevalence, and theories about the cause of the disorders. This course also taught me about the great impact of ASDs on the individual as well as their learning, family, and relationships. I also learned about the different educational placements that can benefit certain students with an ASD. The most beneficial part of this course besides learning great amounts of background knowledge, was the assignments that encouraged me to talk to other professionals in my school district, such as the Speech and Language Pathologist, Cognitively Impaired (CI) classroom teacher, and the ASD classroom teacher which all provided me with their personal experiences and tremendous knowledge on ASDs in the classroom environment. It was most eye-opening to visit the ASD classroom in my district and to be able to make my own observations of students with ASDs and how different the disorder can look in students on differing areas of the spectrum. Spring 2014 TE 836: Awards and Classics of Children's Literature Laura Apol During this course, I first thought about myself as a reader and the books that I valued as a child, which set the backdrop for discussions throughout the course on award winning and "classic" children's literature. This course investigated the many awards designated for children's literature and the books that represent these awards and how they have impacted the amount of diverse cultural literature in our country. I not only learned about the diverse children's literature awards but I was able to think deeply about why certain awards have come about and why they may be important in the field of children's literature. I also argued my viewpoint based on research and my own thoughts on whether award winning books really represent the "best" of all available children's literature. In addition, "classics" of children's literature were also a focus of reading and research in this course and it was discussed as to how "classics" are designated and how they impact contemporary literature and contemporary readers. Summer 2014 ED 870: Capstone Matthew Koehler This course is the culmination course to the Master of Arts in Education program. During this course I made a website to showcase all of my major learning throughout my master's program at Michigan State University for the benefit of future employers, colleagues, and myself. I got to take a look back at all of the courses I have taken and how they have impacted me as a learner and teacher. TE 842: Elementary Reading Assessment and Instruction Amber Meyer This course focused on effective reading instruction and assessment methods. I utilized research and examples of student assessment results to analyze students' assessment results and instructional needs based on the data. I also participated in a professional book club to formalize my ideas on best practice in reading assessment and instruction. I read about involving collaboration between students as a form of best practice in literacy instruction in order to increase comprehension skills. |
Images used on this page were found using an advanced google image search:
CEP 841 image is from: http://currikiblog.wordpress.com/2011/08/19/classroom-management-strategies-best-practices-and-helpful-tips/
TE 846 image is from: http://thisisgraeme.me/tag/adult-literacy-education/
TE 848 image is from: http://sse3312geography.wikispaces.com/Assessments
CEP 832 image is from: http://thereadingexplorers.com/camp-experience.php
CEP 840 image is from: http://bigeducationape.blogspot.com/2012/05/big-education-ape-mid-day-banana-break_26.html
ED 800 image is from: http://local.brookings.k12.sd.us/krscience/open/examprep.htm
CEP 843 image is from: https://www.gettysburgflag.com/Autism-Awareness-Flag.php
TE 836 image is from: http://bpkindergarten.homestead.com/teachers.html
ED 870 image is from: http://www.biancamarieta.com/create-an-online-portfolio-for-writers/
TE 842 image is from: http://thisisgraeme.me/tag/adult-literacy-education/
CEP 841 image is from: http://currikiblog.wordpress.com/2011/08/19/classroom-management-strategies-best-practices-and-helpful-tips/
TE 846 image is from: http://thisisgraeme.me/tag/adult-literacy-education/
TE 848 image is from: http://sse3312geography.wikispaces.com/Assessments
CEP 832 image is from: http://thereadingexplorers.com/camp-experience.php
CEP 840 image is from: http://bigeducationape.blogspot.com/2012/05/big-education-ape-mid-day-banana-break_26.html
ED 800 image is from: http://local.brookings.k12.sd.us/krscience/open/examprep.htm
CEP 843 image is from: https://www.gettysburgflag.com/Autism-Awareness-Flag.php
TE 836 image is from: http://bpkindergarten.homestead.com/teachers.html
ED 870 image is from: http://www.biancamarieta.com/create-an-online-portfolio-for-writers/
TE 842 image is from: http://thisisgraeme.me/tag/adult-literacy-education/