Teaching For Tomorrow

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From the time I was a little girl, I always knew I wanted to be a teacher. Instead of playing

with dolls or other toys, I played school. I would create worksheets and place them on the

ground so each of my students could have one, and later take them out to recess, walking

them around the backyard in a straight line as I supervised them just like my teachers did.

I always envisioned myself as an elementary teacher, believing it was what I wanted most. I

did my student teaching in a first grade classroom and taught third grade for a couple of

years until a deep layoff season in my district changed everything. It was then that I found

my true calling as an educator at the middle school level. Initially, I was afraid of middle

schoolers and despised history, but I quickly realized it wasn't the subject I disliked—it was

the way it had been taught to me. I became determined to make history engaging for my

students and foster a love of learning within them. At the middle school level, I've built

strong relationships with students during this transformational age and time in their lives,

impacting them and me for the better.

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My first principal at the middle school level would tell me that I was "destined to teach teachers." At that time, I never really believed I was a good enough educator to teach other educators yet, it didn't take long before I was asked by the district to be a mentor for new teachers and soon after elected by my colleagues to serve multiple terms as the Social Studies Department Chair, and Faculty Chair at our site. However, one of the most rewarding roles in my career came through my second middle school principal. Our district had brought in the Day 1 Kagan Cooperative Learning Workshop for our summer professional development (PD). I was hooked and immediately implemented everything I had learned from this workshop. As our district offered the next workshops in the series, I jumped at the opportunity, took each one, and continued to implement what I learned with fidelity.

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It was then my principal asked me to become a Kagan School Site Trainer and lead our site. I filled out the application, recorded videos of me leading students and teachers with structures, and sent off my application. I was accepted and traveled to Orlando, Florida that summer for my training. While in Florida, I was approached by my Kagan trainer and asked if I would be interested in becoming a Kagan Associate Trainer because they saw a spark and drive in me that would be a perfect fit for their company. It was at that point in my career I found my most rewarding role, being a Kagan Cooperative Learning Trainer. Being able to teach and support teachers not only at my site and district but throughout the nation, brought me much joy. This phase of my teaching career revealed my skill in teaching not only children but adults as my first middle school principal said I was destined to do.

 

 

 

 

 

 

 

 

I developed a passion for equipping teachers with Kagan Cooperative Learning tools, aiming to reach them even before they start their careers. To accomplish this goal, I needed a Master’s Degree, but I didn’t want one in education or curriculum. I wanted something that was going to be relevant and enhance my career as an educator and teacher leader.  This is where the Master of Arts in Educational Technology (MAET) program at Michigan State University (MSU) became a central part of my life. I love integrating technology into the classroom, and especially after experiencing distance learning, it was evident how significant of a role technology can play in the learning process. I was eager to learn more. The MAET program has not only equipped me with practical skills but also reshaped my educational philosophy, ensuring I can provide my students and fellow educators with the tools and experiences they need to succeed in the future. Teaching for tomorrow means continuously evolving, adapting, and striving to make a lasting impact on all those I teach—students and educators alike.

 

Revolutionizing Assessment

CEP 813 Electronic Assessment for Teaching and Learning was an impactful course in my MAET journey. This course truly revolutionized my understanding of assessment. It prompted me to think deeply about the purpose of assessments and the types of assessments I give to my students. I found myself rethinking grades in general. Learning about the historical foundations of assessment and the shifting paradigms was both fascinating and puzzling, as it made me question why we still adhere to outdated grading procedures nationwide.

 

In this course, I explored concepts such as Backward Design and Artificial Intelligence (AI) in assessment, feedback, and evaluation. One of the most impactful elements was the hands-on creation of assessments using various creative techniques and technologies. Reflecting on the best and worst assessments and creating my own using a collaborative sandbox with classmates helped solidify the importance of thoughtful assessment design.

 

For instance, in my blog post “Your Driving Fate Rests on a Single Test”, I analyzed the California DMV driving test as one of the worst assessments. It fails to consider technological barriers, lacks preparation, and offers no support or guidance if the person fails. This highlights significant flaws in traditional assessment practices and the need for a more supportive and comprehensive approach.

 

Grades and grading practices were a significant focus of my learning in this course. I wrote a blog post questioning the validity and fairness of traditional grading systems. I argued that grades are inherently arbitrary and often do not reflect genuine learning. They can elicit fear of failure, discourage students from taking on more challenging tasks, and negatively impact mental health. This raised an important question: does everyone deserve an A or a perfect 4.0? My view is that this question compels us to rethink the very concept of grading.

 

Throughout my MAET experience at Michigan State University, feedback from my instructors and peers has been far more beneficial than a letter grade. I always knew exactly what I did well and where I could improve. This experience has convinced me that feedback is an essential component of assessment. Providing meaningful feedback is a collaborative effort involving both educators and student peers, offering a multifaceted perspective that enriches the learning experience. Feedback, much like technology, has its affordances, limitations, and opportunities for individual action (Selwyn, 2011). For me, effective feedback takes much time and practice but is crucial for meaningful learning.

 

My biggest takeaway from this course is the importance of providing specific feedback rather than just a letter grade. Letting students know exactly what they did well and where they fell short helps them continue developing their skills and making improvements. While providing this type of feedback with fidelity to 170 students is challenging, I have made it my mission to give them more information than just a total point score or letter grade.

 

For my final project in this course, I created a choice board where students navigate through a variety of Chinese discoveries simultaneously taking notes on specific learnings. They then select one discovery to explore further and create an advertisement poster as their culminating assessment. This task incorporated Universal Design for Learning (UDL) principles, ensuring multiple means of engagement, representation, and action and expression. This experience underscored the necessity of providing clear directions, explicit rubrics, and self-assessment opportunities, catering to diverse learning needs and fostering equitable assessment.

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Unleashing Innovation

The Mindsets of Innovation 2023 accelerated, hybrid course was transformative both personally and professionally. Attending classes on the Michigan State University campus was a lifelong dream come true, and the two weeks spent there were enriching and inspiring. The course enveloped three courses in the program: CEP 810 Teaching for Understanding with Technology, CEP 811 Adapting Innovative Technologies to Education, and CEP 812 Applying Educational Technology to Issues of Practice, and provided a comprehensive learning experience.

 

One of the best parts about being on campus was the ability to utilize the many affordances on campus for various field trips. These excursions provided unique educational experiences that deeply enriched my learning. I participated in a Quickfire in the W.J. Beal Botanical Garden and Campus Arboretum, viewed, discussed, and analyzed contemporary art at the MSU Broad Art Museum, created in the Hollander Makerspace Lab in the library, attended a lecture about AI and ChatGPT at the Eli Broad College of Business, and toured and studied in the STEM + Education building with a beautiful view of the stadium. These experiences didn't always have an official assignment attached, but the exploration and reflection on these trips were unforgettable. They reiterated the importance of hands-on experiences in and out of the classroom to enhance student learning and the idea that technology doesn’t always mean using a computer but that plants and art works can also be technological tools. These encounters have solidified how important it is for me to provide my students with experiences in a welcoming environment to enrich their learning.

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Additionally, I learned about the benefits of Soft Starts in the classroom and immediately integrated them the following school year. These Soft Starts were a great success, allowing students five minutes to tinker, chat with peers, and get ready for class, setting a positive tone for each period.

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Adapting Pedagogy for the Digital Age

CEP 820 Teaching and Learning Online was a pivotal course in my educational journey, providing me with invaluable insights into the design and implementation of online learning environments. As a classroom teacher, I gained a deeper understanding of how to create thoughtful, intentional, and creative online learning experiences that cater to diverse learners. Exploring various online learning modalities, including asynchronous, synchronous, hybrid, and face-to-face settings, expanded my pedagogical repertoire and challenged me to rethink traditional teaching practices.

 

Universal Design for Learning (UDL) emerged as a central theme in this course, with a focus on its application in online learning environments. Unlike my exploration of UDL in the assessment lens during CEP 813, here I examined its significance in online instruction, where immediate feedback and contact with students are often limited. Learning to incorporate UDL principles into online lesson design became imperative for fostering engagement and accessibility.

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A significant takeaway from this course was the incorporation of a humanizing element into online instruction. Recognizing the importance of building meaningful connections with students, I developed tasks like "Passports to Individuality," where each student created a slide to introduce themselves to the class. These humanizing elements fostered a sense of community and belonging in the online learning environment, replicating the interpersonal connections often found in face-to-face settings.

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Another highlight was the opportunity to adapt online learning creations for face-to-face instruction with minimal modifications. This flexibility underscores the transferability of skills and content across different teaching modalities, enriching both online and traditional classroom experiences. Through the exploration of Roles, Rules, Time, Task, Turns, Steps, and Language in online instruction, I developed two versions of a lesson on the Mayans, Aztecs, and Incas—one asynchronous online and one synchronous online. Adapting instructional strategies to different online formats required careful consideration of rule modifications, time constraints, and communication protocols.

 

One of my proudest achievements in this course was the creation of a Communication Policy outlining Discussion Activities, Cooperative Learning, Productive Communication Norms, Guidelines, and Purposes. This tool provides a framework for effective communication in online learning environments, enhancing student engagement and collaboration.

 

The culminating activity of revising a Manifesto for Online Teaching allowed me to synthesize my learning and articulate my pedagogical beliefs and practices. Integrating concepts such as moving beyond sit and get, quality over quantity in assessments, incorporating technology, and Design Thinking in online lessons into my manifesto reflects my commitment to innovative and student-centered online instruction and demonstrates my learning not only in this course but throughout my MAET program.

 

While I may not currently be teaching in an online setting, the skills and knowledge gained from CEP 820 are invaluable assets in my current classroom and lay the groundwork for my future aspirations in collegiate teaching and potentially teaching in the MAET Program. This course has equipped me with the tools and mindset to adapt and thrive in the ever-evolving landscape of education.

 

Conclusion

The Masters in Educational Technology program at MSU has profoundly impacted my teaching practice and professional growth. The courses I highlighted, along with the others in the program, have equipped me with the knowledge, skills, and mindset to be an effective and innovative educator. I am grateful for the opportunity to learn from esteemed instructors, collaborate with passionate peers, and engage in meaningful learning experiences.

 

As I continue my journey as an educator, I am committed to applying the insights and strategies gained from the MAET program to create engaging, inclusive, and impactful learning environments for all of my students at any age. The program has not only enhanced my teaching practice but has also instilled a deep sense of purpose and passion for educational technology and research. I am excited to continue exploring new possibilities, embracing challenges, and making a positive difference in the lives of my students and fellow educators.

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References

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Berger, W. (2016). A more beautiful question: The power of inquiry to spark breakthrough ideas. Bloomsbury.

 

Cast.org. (n.d.). The UDL guidelines. cast.org.

 

Graves Wolf, L. (2009, August 19). Quickfires explained [Blog Post]. LeighGravesWolf.com.

https://www.leighgraveswolf.com/2009/08/19/quickfires-explained/

 

Heinemann. (2022, October 26). Begin the Day with Soft Starts: Try It with Students. Heinemann Blog. https://blog.heinemann.com/begin-the-day-with-soft-starts-try-it-with-students

 

Right Question Institute. (n.d.). Right Question Institute. https://rightquestion.org/

 

Selwyn, N. (2011). Education and technology: Key issues and debates. Continuum International Publishing.