Sarah Everett's MAED Coursework
This page is designed to highlight the work that I have completed during the Master of Arts in Education (MAED) Program at Michigan State University.
Note: TE802, TE803, and TE804 were courses that were a part of the internship program that I completed fall 2008 until spring 2009.
TE802 - Reflecting & Inquiry in Teaching Practice I
Instructor: Judy Thompson
Fall 2008
Course Description: TE802 focused on literacy content with regards to instruction. The course specifically looked at the essential components that make up literacy. These components included: learning about each strand that makes up literacy (reading, writing, listening, speaking), investigating multiple methods used to teach these strands into instruction, and lastly, learning about effective strategies to embed these components into all content areas of learning. Within the course, we investigated five inquiry assignments as a way of applying our learning throughout the course. The long term objective was creating a literacy mini unit. We also went over the importance of differentiating our lessons to accommodate all learning abilities and styles.
TE803 - Professional Roles & Teaching Practice II
Instructor: Judy Thompson
Spring 2009
Course Description: TE803 focused on the social studies content. This included providing basic foundational skills for what social studies should look like in a classroom. We also were educated on specific strategies and methods of teaching this content area within the classroom. These strategies and methods were essential when we created our own social studies unit suitable for an elementary classroom setting. The underlying goal of this course was to provide us a deeper understanding of the social studies content and making the concepts applicable to our students' everyday lives.
TE804 - Reflecting & Inquiry in Teaching Practice II
Instructor: Wayne Hewitt
Spring 2009
Course description: TE804 was the last course that I complete during my internship year. This class focused on the science content; specifically, understanding what science is and how scientific inquiry is essental for creating authentic scientific teaching and learning. One major method emphasized was allowing students opportunities for student-led instruction and for them to make their own observations, questions, and investigations about the world around them. These teachings were then implemented into a lesson that we created. The lesson was taught in our internship classroom and also was taught to our TE804 colleagues.
TE861B - Inquiry, Nature of Science and Science Teaching
Instructor: Dawnmarie Rose Ezzo
Fall 2011
Course Description: This was the first course that I took after being admitted into the Masters of Arts in Education program. The focus of this course was deepening our understanding of what scientific inquiry is and how to implement this way of scientific instruction into the classroom; opportunities to practice how to observe the world around us and to discover how to perform scientific investigations. These opportunities were provided to learn and expand on our understanding. In the course, there were individual and group projects embedded throughout the course. Group projects provided opportunities to collaborate with our classmates on an specific investigation; it helped us learn how to apply our knowledge while working with our learning styles. The individual projects were a way to assess our understandings taught in the course. To visit examples of both these group projects and individual projects, please visit my Showcase Page.
CEP832 - Educating Students with Challenging Behaviors
Instructor: Evelyn R. Oka
Spring 2012
Course Description: CEP832 was a course that took a deeper look into how to accommodate students with specific emotional and physical behaviors. Specific behaviors were focused bi-weekly and case study scenarios were provided to assist applying strategies and intervention plans to benefit the specific child's needs. A semester long case study was also intertwined into the course to apply these skills to a specific student that we were working with at the time of this course. This case study provided an authentic opportunity to learn about a student more in-depth; to look more closely about his/ her background, an intervention to implement into the child's life, and to make observations to see whether or not the intervention was beneficial for the child. The course was very applicable and beneficial in assessing how to best differentiate instruction for all of my students.
TE818 - Teaching in Social Context
Instructor: Kyle Greenwalt
Spring 2012
Course Description: This course investigated the big question, "What is the purpose of schooling?" Some other questions that we looked at were, "Why are students in school? What should they learn? What should teachers teach?" All of these questions provided opportunities for real conversations with colleagues about the purpose behind curriculum and social issues that infest our educational world. We kept a semester-long blog and were asked to reflect on the bi-weekly focus. This course allowed me to really look at the bigger picture of different aspects of education and my feelings towards it.
Sample of Coursework: Here, you will find the link to my semester-long blog: http://sarahete818.blogspot.com/
Sample of Coursework: Here, you will find the link to my semester-long blog: http://sarahete818.blogspot.com/
ED800 - Educational Inquiry
Instructors: Steven Weiland and Nate Clason
Summer 2012
Course Description: ED800 was centered around focused questions and theories related to education. This course was unique in the sense that it was self-paced, meaning that I had from May to August to complete the 6 units of study regarding educational inquiry. Each unit centered around a topic in education with specific articles, videos, and books related to it. At the end of each unit, an essay was written to show understanding of the specific unit's focus. This course provided much insight to educational theories, the history of education and curriculum, and strategies and methods of teaching.
Sample of Coursework: The paper below is from Unit 4 of this course. The prompt asked us to analyze Howard Gardner's book Truth, Beauty, and Goodness Reframed and express how all three modalities (truth, beauty, and good) can be implemented into the postmodernism/ media era with regards to educational inquiry.
Sample of Coursework: The paper below is from Unit 4 of this course. The prompt asked us to analyze Howard Gardner's book Truth, Beauty, and Goodness Reframed and express how all three modalities (truth, beauty, and good) can be implemented into the postmodernism/ media era with regards to educational inquiry.
TE855 - Teaching School Mathematics
Instructor: Kevin Simpson
Fall 2012
Course Description: TE855 was a class that examined ways of teaching school mathematics in the 21st century. The course looked at traditional teaching of mathematics and the shift to a more progressive approach to teaching this content area. Aside from completing readings and hypermedia each week, there were several opportunities to communicate with my colleagues, both in similar and different school settings. The hypermedia and articles brought to life fruitful and meaningful conversations about teaching mathematics and how to teach it most effectively. Another focal point of the class was the a semester long final action research project where we essentially started the investigation with a question related to mathematics and had that steer the way for the investigation.
Sample of Coursework: Below, you will find the Prezi presentation that I created to visualize my final action research project. The question that I focused my project on was What impact does integrating literacy in mathematics play in students' overall comprehension and application? To view this final project, please visit my Showcase Page.
Sample of Coursework: Below, you will find the Prezi presentation that I created to visualize my final action research project. The question that I focused my project on was What impact does integrating literacy in mathematics play in students' overall comprehension and application? To view this final project, please visit my Showcase Page.
TE831 - Teaching Subject Matter with Technology
Instructor: Erica Hamilton
Spring 2013
Course Description: TE831 was a class that emphasized ways of utilizing technology into teaching content matter. The course was centered around the TPACK (Technological Pedagogical Content Knowledge) Theory which expressed how technology, pedagogy, and content must be intertwined to produce authentic and meaningful instruction and teaching. This led the way to learning about several forms of technology that could be used to enhance instruction for our students of the 21st century; our digital native students.
Sample of Coursework: The link below is the vodcast that I created to teach my students the basics of poetry. To view this project, please visit my Showcase Page.
Sample of Coursework: The link below is the vodcast that I created to teach my students the basics of poetry. To view this project, please visit my Showcase Page.
ED870 - Capstone Seminar
Instructor: Matt Koehler
Summer 2013
Course Description: ED870 was the final course that I completed in the MAED program. The focus of this course was to compile all of the work that I had completed in the MAED program at Michigan State University and create a professional portfolio. To do this, I used Weebly to culminate and organize my work
Sample of Coursework: This is the link to my professional portfolio, which you are currently visiting now!
Website: sarahpeverett.weebly.com
Note: Photographs were taken from Microsoft Office Online
Sample of Coursework: This is the link to my professional portfolio, which you are currently visiting now!
Website: sarahpeverett.weebly.com
Note: Photographs were taken from Microsoft Office Online