Katelyn Provo
Annotated Transcript
Fall 2012
TE 802 Reflection and Inquiry in Teaching Practice (3 credits)
Instructor: Zoa Bonofiglio
This class helped me learn about teaching all academic subjects through literacy. Zoa helped us view literacy as the foundation for all other subjects. This course focused on the language we use in our classroom and the language experiences our students have in school. Zoa urged us to think about how our students are learning language through talking, reading, listening, writing and viewing, how our students learn about language by exploring how language functions and the various conventions we use to communicate and how our students can use language as a tool for learning. Zoa addressed the importance of creating a balanced literacy classroom.
Spring 2013
TE 803 Professional Roles and Teaching Practice (3 Credits)
Instructor: Cheryl Krohn
This course had six major focus areas. One focus area was learning how to teach Social Studies to my students. A second focus area was integrating Social Studies into my curriculum. A third focus area was on my professional and ethical responsibilities as a teacher. A fourth focus area was how to accommodate special needs in my classroom. A fifth focus was creating a lesson study. A sixth focus area was reflecting on my teaching.
TE 804 Reflection and Inquiry in Teaching Practice (3 credits)
Instructor: Andrea Varricchione
This course focused on teaching science in elementary classrooms. A focus of the course was using standards-based practices while planning, teaching and assessing. One goal of this course was to help teachers plan and teach effective science units. Another goal was to help teachers establish inclusive science learning communities. Another goal was to help educators look at or inquire into their own science teaching.
Fall 2014
TE 846 Accommodating Differences in Literacy Learners (3 credits)
Instructor: Patricia A. Edwards, Ph.D.
This course focused on literacy instruction and assessment. It addressed cultural and linguistic needs of English Language Learners (ELL) and touched on some programs that can be used to help ELL students in the classroom. It addressed motivation and offered suggestions to help increase student motivation in the classroom and assessments to help measure student motivation. It addressed some characteristics of students with language and learning difficulties. It offered suggestions on how to accommodate for different learners needs. It addressed the components of effective literacy instruction including, phonological awareness, phonics, spelling, reading, writing and comprehension.
Spring 2015
ED 800 Concepts Educational Inquiry (3 credits)
Instructor: Steven Weiland
This course was an introductory capstone course for the Master of Art in Education Degree (MAED) program. It was designed to help educators step back examine and reflect on the history of education. Contemplate the purpose, problems and efforts to reform education. Examine our own views and societies view on education. Think about how people learn both in and out of school. Examine classroom based and teacher research.
CEP 840 Policies, Practices, and Perspectives in Special Education (3 credits)
Instructors: Carol Sue Englert and Heather Schmitt
This was an introductory course on the principals of special education in schools. It touched on inclusion, collaboration, assistive technologies and other trends in special education. It highlighted major education legislation and laws such as the Americans with Disabilities Act, Section 504, No Child Left Behind and IDEA. We discussed the key components of an inclusive classroom. Our professor discussed possible accommodations and adaptations in our lesson plans that would help make curriculum accessible to all students. Our teacher provided us characteristics of students with various learning impairments and strategies to provide effective instruction for them.
CEP 841 Classroom & Behavior Management in the Inclusive Classroom (3 credits)
Instructors: Troy Mariage, Ph.D , Courtney Chamberlain, Fran Vitale, Lindsay Morin, Danielle Wexler and Marianne Clinton
This course focused on classroom management. My professor encouraged us to conduct a self assessment of our beliefs on learning, our current management and what our ideal inclusive learning community would look like. This course focused on the crucial role that leadership plays in the classroom. It explained the main components of Positive Behavioral Interventions and Supports (PBIS). It introduced the main components of Behavior Intervention Plans. It encouraged us to examine our student’s behaviors and try to uncover the function of their behavior. We discussed data based strategies for effective intervention, accommodations and management.
CEP 883 Psychology of Classroom Discipline (3 Credits)
Instructor: My T. Lien
This course was mainly structured around the topic of classroom management. We examined evidence-based strategies that can be used to increase student’s intrinsic motivation. We examined the importance of building a warm and supportive classroom climate, teacher, peer and home-school relationships. We focused on using proactive classroom management strategies, such as organizing your environment and setting up clear rules and procedures. We looked at positive behavior support systems and using extrinsic motivation in the classroom. We also discussed the important of data-based decision making and the benefits of team planning, collaboration and decision making.
Summer 2015
Fall 2015
ED 870 Capstone Fall 2015 (3 credits)
Instructors: Matthew Koehler, Ph. D., Sarah Keenan, Spencer Greenhalgh and Joshua Rosenberg
This course is one of the final classes I took to earn my MAED. One goal of this class is to complete a professional portfolio. This portfolio will be used to help me highlight some of the work I have completed while earning my MAED. This course encouraged me to use technology to showcase my accomplishments.
Spring 2016
CEP 842 Content Area Instruction for Students with Mild Disabilities (3 Credits)
Instructors: C. Okolo.
I will be completing this course in the spring of 2016. This course should help me create a more inclusive classroom by providing me with strategies to teach mathematics, science and social studies that support the learning of all students. This course should incorporate techniques for differentiated instruction. As well as, tips for making adaptions and accommodations in the content areas listed above. I look forward to taking this class in the spring and I can’t wait to learn new techniques to help me better meet the needs of all of my students.