Chelsea Tinney
Educator. Lifelong Learner. Spartan.
Annotated Transcript
Below you can find the classes I have taken at Michigan State University (MSU) during my Master of Arts in Education (MAED) program. Courses are listed chronologically by semester. For each course, I have provided the course title, link to the official MSU description, course instructor(s) and a brief description of my experience in the course.
TE = Teacher Education /// CEP = Counseling, Educational Psychology, and Special Education /// ED = Education
Fall
2015
Dr. Amelia Wenk Gotwals & Dr. David Stroupe
This course was my first interaction with a graduate level course as this course took place during the fall of my student teaching year. This course was designed to allow me to practice the ambitious science teaching (AST) practices I had learned in TE 407 and TE 408 with my own students. I had the ability to continue researching how students best learn science. This included planning for different types of discourse and big ideas, eliciting student ideas, and pressing for evidence based claims to support student thinking.
Spring
2016
Kelly Hodges & Aaron Zimmerman
This course was taken during the second semester of my student teaching year. This course focused on gaining understanding in regards to an educator's responsibilities in the classroom and community. In this class, I worked more in depth with case reasoning to further explore these responsibilities. Through a case study of a particular student, I was able to gain insight into her background, prior knowledge, and reasons for struggling with the content. This allowed me to practice using a protocol that I can continue to use to best support student success in my classroom.
Dr. Amelia Wenk Gotwals & Dr. David Stroupe
This course was taken during the second semester of my student teaching year and was an extension of TE 802. Through this course I continued practicing AST, researching, collecting, and analyzing data. I worked with a small group of student teachers in my science cohort to design and conduct an action research project focused on student participation in the classroom. This course also helped me to continue developing units centered around a real world problem or phenomenon.
Summer
2018
Lance Wheatley
This course focused on the many components of literacy such as literacy skills and their impact on student learning, effective literacy instruction, differentiation and what literacy may look like in different content areas. This course challenged me to think more deeply about math literacy as I was teaching 7th grade math at the time. Through a case study of a particular student, I focused on improving her math literacy by working to improve her knowledge of effective reading strategies. I also continually reflected on the readings and lectures provided through discussion posts where I was able to interact with other graduate students in this course.
Dr. Diana Brandon & Amit Sharma
This course was centered around the necessary elements of being an educational technology leader. Through this course, I learned more about the different types of leadership and their advantages and disadvantages. I created a professional development plan to display my understanding of the key elements of leadership as well as my understanding of the TPACK (Technological, Pedagogical, and Content Knowledge) framework. This course also challenged me to examine problems of practice in the educational technology realm and create a vision statement to define the necessary precautions in choosing a technology leader for a school district.
Steven Weiland & Aaron Einfeld
This course was the introductory course to the MAED online program. This course challenged me to think about the purposes, characteristics, and reoccurring problems with educational reform as well as determining how outside experiences can affect learning in the classroom. Throughout this course, I studied different educational reformers and examined the effect technology in the classroom may have. This course was self paced and comprised of six different units that called for research, readings, lectures and reflection.
Fall
2018
William Marsland & Sarah Galvin
This course examined the role of new media technology tools in the classroom. Throughout this course, I reflected on my experiences with technology in the classroom as well as my students experiences. I gained understanding of cognitive load and how to effectively use technology in the classroom. Through this course, I redesigned a unit I had taught on transformations through the use of google sites. This redesign supports students and teachers throughout the transformation unit, providing effective instruction and rationale along the way.
Spring
2019
Paul Reimer & Dr. Ralph Putnam
This course challenged me to think critically about using technology effectively in the math classroom. Through different units centered around a series of mathematical concepts, I practiced evaluating different technology tools for their effectiveness in the classroom. These evaluations focused on the different affordances of technology, the mathematics being learned, use of collaboration and proficiency strands. Through this course, I was able to create a geometry resource library that not only has an evaluation for twenty different technology tools and resources but briefly discusses the function and use of each in the classroom as well.
Summer
2019
This course was one of the most challenging but rewarding courses throughout my time as a graduate student. In this course, I learned about the different laws that govern special education (Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973). I also gained a significant amount of knowledge in regards to many different disabilities, their accommodations, and what this may look like in the classroom. This class challenged me to put myself in the shoes of a special education teacher to write an Individualized Education Program (IEP) for a fictitious student. I was also challenged to create a resource binder with accurate and clear information regarding ten different aspects of special education.
Dr. Matthew Koehler & Aric Gaunt
This course focuses on the creation of an online portfolio to exhibit the knowledge gained throughout my time in the Master of Arts in Education (MAED) program. The course has allowed me to reflect on past and present goals, artifacts created throughout my time in the program, and the knowledge I gained as a graduate student. Through peer and instructor feedback, I continually work to improve my portfolio to create the best representation of my master's program at Michigan State University. The course has challenged me to create a portfolio in which I can effectively represent myself as both an individual and a professional as well as a lifelong learner.