GRADUATE WORK SHOWCASE
In this showcase, you will find artifacts of my work for Michigan State University's Master of Arts in Education (MAED) program. These artifacts represent the development of my technological and pedagogical knowledge and design thinking skills. As a result of my learning, I have become more intentional and strategic about my work, and I chose to highlight this in my showcase themes: Intentional Design, Intentional Use of Technology, and Intentional Approaches to Inquiry. Intentional Design artifacts emphasize an explicit and thorough thought-process in the planning for a variety of work projects. In my Intentional Use of Technology section, I share sample lesson planning and course materials that strategically use technology. Inquiry is at the heart of exemplary science pedagogy, and I highlight examples of how teachers can intentionally incorporate inquiry in my final section. Click the media in the tiles below to access each piece in my showcase.
Intentional Design
ONLINE COURSE PROJECT PLAN
Using the Stanford d.school Design Thinking model, I engaged in a multi-step process to tackle a problem of practice I faced: how to get teacher leaders to complete optional online learning modules. The Design Thinking framework guided me to create a solution that focused on a root cause of the problem rather than a symptom. Ultimately, I uncovered in the process that my team needed to invest more time in the design process of our online learning modules and then created an online course project plan to address this issue.
Intentional Use of Technology
HYBRID MIDDLE SCHOOL CANVAS COURSE
Learning Management Systems like Canvas offer a new way to access content for students and teachers, whether it is in a strictly online format or hybrid (combination of online and face-to-face) format. I created this Canvas course to rethink the way my team uses technology to deliver a hybrid, Biomedical Engineering enrichment course for middle school students. Use shannakcharper+canvas@gmail.com (password: Canvastest) if you do not wish to enroll.
RE-PURPOSING TECHNOLOGY LESSON PLAN
In this lesson plan, high school students use the PocketLab One sensor to apply Newton's Laws of Motion and tackle a real-world challenge. Students collect and use data using the sensors to design crash cushions that minimize the force of impact on a car. I designed this lesson to align with the Next Generation Science Standards and the International Society for Technology in Education (ISTE) Standards for Students.
DIGITAL STORYTELLING - VODCAST
As a complement to a flipped classroom model, I made this vodcast (video podcast) to introduce middle school students to the anatomy of the human hand. Creating this digital story provides a new way to introduce content to students and serves as a reference for students to revisit if they need a refresher. For a topic as detailed as anatomy, this format can help students quickly visualize and digest the parts of the hand.
Intentional Approaches to Inquiry
UNIT PLANNING FOCUSED ON DISCOURSE
Ambitious Science Teaching requires students to engage in productive discourse to think deeply about different phenomena and explore others' thinking. I crafted a unit plan for a high school neuroscience course that examines risk and resilience factors for post-traumatic stress disorder (PTSD).
INQUIRY-BASED LESSON SEQUENCE
In this lesson sequence, physical science students examine the phenomenon of metal rusting to as an introduction to chemical reactions. I used frameworks from Inquiry and the National Science Education Standards and Ambitious Science Teaching in my sequence design.
PROPOSAL FOR ADULT LEARNING PLAN
In this proposal, I outline an adult learning plan for my team's seasonal and year-round staff. My plan focuses on learner needs using a culture and climate assessment and incorporates best practices in adult learning. The proposed Learning Designs incorporate building a feedback-driven culture to better serve our program participants.
FORMATIVE ASSESSMENT DESIGN
This artifact outlines the design of a formative assessment for adult learners. As shown in the document, I thought carefully about assessment best practices, the standards covered in the assessment, and what I hoped to learn about my adult learners' understanding of those standards before creating the final assessment.
