EDU 696 Capstone 2: Culminating Project

EDU 696 Capstone 2: Culminating Project

My experience with the MAED program at Ashford has had its ups and downs. The courses have been useful in teaching me about the larger scope of the field of education. My experience and past education have been in early childhood education. This graduate program has a broader perspective and grade range. I have had the opportunity to write lesson plans for elementary school in some of my courses. The most important thing I learned that can help me in my work with young children, teachers, and families is the 21st Century Learning and Innovation Skills, (Applied Educational Systems, 2019). The other piece that is similar is the ISTE and ISTE-S. We have Common Core Standards, Curriculum Guidelines, and Developmental Foundations in early childhood education but the 21st Century Learning and Innovation Skills have not been addressed. I think these skills are important for teachers to use even with the very young children. The 4Cs are especially important to start as early as possible. I came to Ashford with a strong belief in the celebration of diversity and of inclusive practices. This has been supported in my classes, the assigned reading, and the assignments. It is an important aspect of my work and now I have more knowledge and skills for supporting children with diverse abilities, backgrounds, and interests. During my coursework at Ashford I have also learned to express myself through writing which is not strength for me. I can talk about most any subject but putting it in writing is more difficult for me. I have also learned to be more organized, structure my thinking process, and follow a schedule for completing projects. Working and going to school requires organization, structure, and scheduling. I have gotten better at this as I have progressed through the classes. Being a student at Ashford has helped me with self-reflection and has helped see my strengths and my challenges as a professional in education. I was hoping for stronger emphasis and expansion of my knowledge in the specific field of early childhood education and child development. Planning curriculum, preparing environments, and working with very young children and their families is a unique career path and quite different from K-12 education.

Putting together my ePortfolio was a good experience in looking back at previous assignments. I can see from this experience where I have grown and what I have learned along the way. Assembling the ePortfolio demonstrates what I have learned and what I have been thinking about. Putting together the ePortfolio required some creativity and organization. I am proud to see what I have accomplished and how much I have learned. I have a much better understanding of education for older children, teacher planning and preparation, and the need for standards and expectations in teaching. I am happy to know that we are inclusive of students with diverse learning needs in our coursework and assignments as demonstrated in the ePortfolio. This body of work is representative of many months of learning, writing, and creating.

1. The MAED graduate designs appropriate and challenging learning experiences informed by analysis of how learners develop individually across the cognitive, linguistic, social, emotional, and physical patterns to promote student learning and growth.

All of the Program Learning Outcomes are important for professionals in the field of education. Some are oriented toward the students, others more about the educators, and still others about families, community, and stakeholders. I have chosen to rank order the PLOs starting with the students. This PLO related to appropriate and responsive learning environments ranks as number 1 for me. At this point in my career my focus is on the children in the classroom and the teaching strategies used to support students in being successful. In order to create a safe, inclusive, and culturally responsive environment, I need to understand those elements, be able to implement them, and evaluate the impact on the children. This is especially true in early childhood education. Knowing what is developmentally appropriate, (NAEYC, 2010). in all developmental domains informs the learning experiences that the teachers develop. Attention to individual student needs must be considered during the planning process, not as an afterthought. This can be accomplished through observation, developmental screening, content assessment, and interaction with the students. It is imperative in any planning and implementation that teachers consider every student in the class individually including students with exceptionalities. This will always be a goal in my work in the field of education, whether working in the classroom or coaching other teachers.

2. The MAED graduate employs differentiated instructional practices aligned with learner strengths and differences, diverse cultures, and diverse communities to promote student learning in a safe, collaborative, engaging, inclusive, 21st century learning environment.

A teacher’s work with students goes beyond teaching academic skills that are accessible to their individual interests, needs, and preferences. Incorporating differentiated learning gives teachers another opportunity to think out side the box and be creative in helping all children learn. Teachers need to incorporate social emotional literacy, attitude awareness, and reflection on values within the course of a school day. In addition, the 21st Century Learning and Innovation skills, (Applied Educational Systems, 2019). must be embedded throughout the day. These include not only the 4Cs: creativity, collaboration, communication, and critical thinking, but also other life skills needed for successful living, including careers. In my work in early childhood education some would say it is too early to address these life skills but I think young children can better get on a path to success if they have early support and guidance to give them a positive direction. All students are more open to learning when they feel confident and competent. Using the principles of differentiated learning, (Edyburn, 2013). for curriculum, environment, and student engagement assures that every student will be able to access the available learning opportunities.  Including 21st Century skills in the classroom helps reach these goals for life preparation. A focus on student learning and the teaching process ranks this PLO as number 2 for me because it is all about the student experience and success. If a student cannot access the learning opportunities, what is the point of education?

3. The MAED graduate designs a variety of evidence-based assessments used for ongoing evaluation of student progress, and to guide teacher and learner decision making.

Using assessment to guide teaching and learning ranks as number 3 for me among the PLOs because I do not see how you can teach and support student success without measuring effectiveness and progress. Using developmental, formative, and summative assessments, (Stenhouse Publishers, 2010). is a must in measuring the progress of students, the class as a whole, and the teacher’s ability to deliver the content effectively. Teachers use all of these tools in making decisions about pace, strategies, and mode of delivery to meet the needs of each individual student. Progress and mastery of skills by students guide teachers in determining next steps for lessons and other classroom activities. Summative assessments help teachers have a broader look at student progress and effectiveness of teaching methods and will help in planning future lessons and student engagement. Without assessments teachers really have no guidance as to whether outcomes are being met or what impact the lessons have on actual learning. For effective teaching, educators must have measures. This is important in my work in the classroom or in supporting other teachers because we need to know the abilities of the students and the effectiveness of the lessons in order to provide a quality educational experience for students.

4. The MAED graduate executes an action research study that draws on the research and methods of various disciplines to address local or global educational issues.

The action research that I chose was specifically about children’s views of social justice and inclusion. This includes individual, local, and global issues. This is directly related to this particular PLO on global issues and addresses diversity including children with exceptionalities. The study I used in my study of action research used children’s books and follow-up discussions for observing and analyzing the impact on children’s beliefs and thoughts on social justice and inclusion, (Hawkins, 2014). Increasing student awareness broadens their perspective on global issues as well as peer interactions right in their own classroom. Students with exceptionalities benefit both from peer awareness on a sense of belonging as well as their own growth in understanding social justice. Researching and analyzing this research topic gave me many ideas for including action research in my current work. The methodology and strategies for action research, (Burnaford & Brown, 2014). on any topic are the same and can be replicated. Effective teachers ask questions about the impact of their teaching and environment on student learning. Using action research can help answer those questions. Teachers who use action research demonstrate a commitment to excellence and continuing growth in their work with students. I gained new skills in analyzing the research and in action research methods. This PLO ranks as number 6 in my career currently because it can inform my practices in the classroom and enhance learning for the students.

5. The MAED graduate designs learner-centered instruction aligned with Common Core State Standards, digital age standards (ISTE-S), and 21st Century skills to promote learner achievement and growth.

Teachers use the Common Core State Standards, (Common Core State Standards Initiative, 2010). ISTE-S standards, (Applied Educational Systems, 2019). and all of the 21st Century Learning and Innovation Skills to inform their curriculum planning, lesson delivery, and pacing. Quality teachers continuously consider the abilities, needs, and diversity of individual students in their class. Learner-centered, individualized learning, differentiated learning all mean the same thing to me as a teacher. It means that no matter what the teacher is planning or doing in the classroom she must make sure that every child’s needs are met and that every child can successfully access the lesson, activity, or materials and can engage with them in order to successfully demonstrate learning and progress. All of the following are considered as a teacher plans a lesson: culture, language, interests, learning preference, temperament, abilities, ethnicity, race, religion, gender, age, developmental level of learning, family structure, and community. Teachers are responsive to all children and are supporting their academic and personal growth when providing learner-centered instruction aligned with the standards and skills. The rank for this PLO is 4. Without the guidance of the standards there is no fidelity in teaching and learning across classrooms and the grades. This PLO helps teachers structure accessible and effective learning for all students.

6. The MAED graduate engages in continuous professional growth through leadership in educational environments and the demonstration of legal and ethical behavior in professional practices

During my courses at Ashford I have become more aware of the importance of continuous professional growth and connections with professional organizations. It is not only the networking and continuing education, it is also about updates, research, new laws, and trends in the field. A true professional keeps up with new developments in the field. An educational professional is a model of legal and ethical behavior holding her/himself to the highest standards. I try to model these behaviors with the teachers when I coach and work with them in their classrooms. I attend conferences and training opportunities every year to network, gather information, and for updates on laws, research, and changes in the field. It gives me motivation and new ideas to incorporate into the work I do with teachers, families, and children. Although it is important for teachers to work on their own professional development, this concept does not rank higher than what goes on in the classroom for the students. To me the experience of the students is our top priority. I have ranked this PLO as number 7. When teachers engage in professional development activities they are increasing their skills and improving the quality of education for the students.

7. The MAED graduate uses knowledge of subject matter and central concepts of the discipline(s) to create technology-enriched learning environments that promote learner achievement and innovation.

Because of my coursework at Ashford I now know more about creating learning environments and lesson plans that incorporate digital media and teach students how to use technology to enhance their learning and access information. Technology in the classroom is one way to increase representation, engagement, and demonstration of learning as promoted in Universal Design, (CAST, 2010) Once students know the basics of how to use technology they can use it as a tool for learning in unlimited ways. It is my job as a teacher to incorporate learning and engagement opportunities with digital media. Meeting student’s individual needs is much more successful with the use of technology. Students who may have run into barriers previously now have many more choices for learning and practicing content in the technology-enriched classroom. A few of the possibilities are: tablets, computers, switch-pads, Smart Boards, clicker choices, Smart Tables, listening centers, communication boards, visual enhancers, projection devices, speaking pens, document readers, and microphones. It is essential for teachers to know how to use and incorporate technology into all classroom curricula. This helps meet not only academic content goals but also the goals of ISTE and ISTE-S as well as 21st Century Learning. This PLO ranks in the number 5 place for me. It is very important but does not outrank the teacher’s preparation of the learning environment, academic content, and relationships with the students.

8. The MAED graduate effectively communicates and collaborates with various stakeholders through written communication, verbal communication, and a variety of current and emerging digital age tools to ensure learner growth and to advance the profession.

I have used many forms of communication during my studies at Ashford to communicate with professors, peers, co-workers, other professionals in the field, and researchers to request and share information and resources for my courses. This has helped me refine my skills in communication and collaboration that will be useful as I move forward in my career. No matter what job I am in it will be important to know the most effective way to communicate and to search for information. I have used a variety of digital tools to demonstrate my knowledge for assignments and to communicate during my coursework: discussion board, community of practice, email, Google docs, texting, conferencing, and personal contact. This has added to the resources I can use in my future work. I can also teach students how to use the presentation and communication tools to further their knowledge of digital media. Because this is not a direct teaching strategy I have ranked it as low as number 9 among the PLOs. That does not mean I think it is unimportant but it has less impact on teaching than academic and social instruction for the students. Every teacher needs good communication skills whether working with students, peers, families, other professionals, or the community

9. The MAED graduate uses a range of digital technology tools to research, organize, evaluate, and communicate information while exhibiting an understanding of ethical and legal issues surrounding the use of information technologies.

Throughout my graduate work at Ashford I have used, and will continue to use in my career, a wide range of technology tools. Some of the tools I have used to research, communicate and complete assignments are: discussion boards, Community of Practice sites, Prezi, PowerPoint, Poplit, graphing, spreadsheets, Google Docs, email, spreadsheets, photo editing, Box, Pow Tunes, various search engines, Ashford online library, and Tiki-Toki timeline. As I have used these tools I have gained a better understanding of ethical and legal issues including the ISTE standards, (Applied Educational Systems, 2019). that address these issues. Using technology is not only about being respectful of others; it includes self-protection, citing the work of others, and above all, confidentiality when it comes to student information. I will continue to expand my resources and the use of technology in my work and my understanding of the impact it may have on myself and others. I will share my skills with students when it is developmentally appropriate and always include technology as a resource in my classroom. This PLO is ranked number 8 below student interactions and academic success but as important in helping students and teachers move toward the use of digital media and technology in 21st Century Learning.

Resources

Applied Educational Systems. (2019). What are 21st century skills. Retrieved from: www.aeseducation.com/careercenter21/what-are-21st-century-skills

Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Retrieved from https://content.ashford.edu/

CAST. (2010, January 6). UDL at a glance  (Links to an external site.)Links to an external site.[Video file]. Retrieved from http://youtu.be/bDvKnY0g6e4

Common Core State Standards Initiative. (2010).

 Common core state standards initiative: The standards. (Links to an external site.)Links to an external site. Retrieved from http://www.corestandards.org/the-standards

Edyburn, D. L. (2013). Inclusive technologies: Tools for helping diverse learners achieve academic success [Electronic Version]. Retrieved from https://content.ashford.edu/

Hawkins, K., (2014). Looking forward, looking back: Framing the future for teaching for social justice in early childhood education. Australasian Journal of Early Childhood. 39(3), 121-128. Retrieved from: http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?vid=3&sid=849fcc76-55f0-41c3-b3c0-2b974bea4ffc%40pdc-v-sessmgr03     

NAEYC. (2010). 2010 Standards for initial early childhood professional preparation (Links to an external site.)Links to an external site.. Retrieved from https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/our-work/higher-ed/NAEYC-Initial-Professional-Preparation-Standards-Summary.pdf

Stenhousepublishers. (2010). Rick Wormeli: Formative and summative assessment. [Video file].

Retrieved from http://www.youtube.com/watch?v=rJxFXjfB_B4