Looking Inside, Looking Outside, Being Inspired

MATC Synthesis Paper

In partial fulfillment of the requirements for the Master of Arts Degree in Teaching and Curriculum Department of Teacher Education, Michigan State University

Lindsey A. Alexis PID A48107272 March 25, 2014

Alexis, L. 1 Introduction In choosing to go back to school to further my education, I went with the goal of improving my professional practice and work towards my dream job of becoming a curriculum specialist. My experience in the Master of Arts in Teaching and Curriculum (MATC) program has been an exploration of learning and growth. This journey has made me more aware of who I am as a professional and the role I play in the larger context of education. Almasi and Hart (2011) offer one perspective of how knowledge is attained, suggesting that learners have to create understanding for themselves and transform their own thinking before knowledge is created (p. 257). This is how I view my educational experience has been in the MATC program. My classes provided me opportunities to read, examine, reflect upon, research, apply, and share what I have been learning. My teachers not only shared their knowledge, they gave me opportunities to discover the value of information being presented based on my experiences and the context in which I teach. While this process hasnt been easy, and even struggling at times, it has pushed me to become a stronger and more aware teacher. Common Themes As I reflect upon my courses, I found that while each class was unique in its own way, they shared similar messages about education and have helped solidify my understanding of important themes in education. These themes were played out across my classes and have influenced my experiences and core beliefs about education. There Are No Answers, Only Questions Shortly after beginning the MATC program, I realized the classes werent what I expected. I thought we would be given specific projects that ended with specific answers. I assumed that we would be designing curriculum plans and using the standards to map out a

Alexis, L. 2 course of action. However, my professors did not come with answers, instead they brought questions critical to the teaching field, each requiring in-depth reflection. This reflection increased my awareness of the complexity of the teaching field and how it spills over into our society. Questions like: How is success defined? Whose knowledge are we teaching? and What is the purpose of education? These questions are hard to answer because the complexity of the teaching field includes social issues, policies, multiple perspectives, and different philosophies. In evaluating these topics and what is needed for future students, I realized these questions must be explored to raise awareness for how my views of education are put into practice. Critical inquiry into the different perspectives of the education field was one focus in my classes. For example, in TE818, Curriculum in its Social Context, questions were raised about the purpose of schooling, helping me reexamine my beliefs by looking at different theoretical perspectives and societal needs (Goal 1; Standard 3). In a post, Getting to the Right Curriculum, I began to reflect upon and develop my views of how a successful curriculum is defined based on the reading and further research (Artifact 7; Standards 4 & 5). In this beginning stage of the program I established that, a successful curriculum should not be based on textbooks, highstakes test, or rigid standards. A good curriculum inspires, engages, fosters students capabilities, and makes connections (Artifact 7, para. 4). Having an understanding of the different viewpoints, and knowing that views can change, is important in understanding how education is characterized. My development in this area will always be a work in progress. Success can come in different forms and as my philosophy of education further develops, so will my answer (Standard 4). TE825, Teaching Across Cultural Differences, and TE845, Language and Literacy Across the Curriculum, dove deeper into fundamental questions about education. TE825

Alexis, L. 3 evaluated the effects of focusing on the dominant cultures knowledge, raising the question of what and whose knowledge should be valued. Furthermore, the structure that we teach is centered on the dominant cultures learning style, hindering other students from succeeding (Standards 1 & 3). Evidence of this is seen with culturally diverse students being overrepresented in special education classes and underrepresented in gifted and talented classes (Artifact 5; Standard 3). Through reflection of my teaching practices, I learned to question how teaching expectations, curriculum, and policy affect student achievement (Goal 1; Standard 4). TE845 further questioned what knowledge is valued while reading Hunger of Memory: The Education of Richard Rodriguez by Richard Rodriguez (1982). Rodriquez gives an up-close look at his struggles growing up a Mexican-American in California and how he succeeded by assimilating to American ways. However, it was at the cost of losing his heritage and family bonds. Students should be able to succeed as a whole person and know their heritage is important to their achievement and identity (Standard 1). For this course I designed a professional development plan to help other teachers with language learners integrate literacy across the curriculum to help produce positive learning environments (Artifact 1; Goal 3; Standard 6). These classes helped me think about how my beliefs and teaching practices affect my students (Goal 1; Standard 4). Curriculum needs to be planned with the individual student being the center of development. It should be based on their life experiences, learning styles, and needs. These questions help me explore and widen my definition of knowledge, so that a broader curriculum can be developed (Standards 1& 2). Investigate. Examine. Learn. Repeat. Another focus of my classes was on investigating and conducting research. Not only reading a significant amount of research, but also carrying out my own research projects

Alexis, L. 4 (Standard 5). This was overwhelming at first, but it helped me systematically analyze problems and look for solutions. The first research project I completed was during my second semester in TE808, Inquiry into Classroom Teaching and Learning. This action research project focused on finding ways to involve parents in their childs education (Artifact 2). I learned how to systematically approach a problem, document findings, and analyze data (Goal 1, Standard 4). Learning about the different styles of research (qualitative and quantitative methods, varieties of data analysis, and types of coding), I gained strong working knowledge of how research is conducted. This project was a challenge for me, but it helped me gain confidence in a new skill and understand that I am capable of doing research to improve pedagogy (Goal 2). This focus on research continued in my other classes. For example, in TE846, Accommodating Differences for Literacy Learners, I completed a case study focused on helping a language learner improve her reading skills (Artifact 4). In TE842, Elementary Reading Assessment and Instruction, I completed a student analysis project, examining data and providing instructional recommendations based on advanced literacy instructional practices (Standards 2 & 5). Research was a part of all my classes in some way, helping me examine various methods for collecting data, analyzing results, and developing a plan of action. The biggest learning I had in completing these projects is how research can influence my teaching practice, promote growth, and be shared with others (Goal 2). Additionally, it has changed the way I read, examine, and interpret other research projects (Standard 5). Becoming a Critically Reflective Teacher Learning how to reflect and think critically has been the backbone of this program. There hasnt been one course in the MATC program where I wasnt asked to critically reflect on my beliefs, understandings, and perspectives. This was done through class discussions, journals,

Alexis, L. 5 papers, and projects (Goal 1; Standard 4). Reflecting helped me learn how my attitudes, perspectives, and identity play a role in the classroom. Also, how context, discourse, and society defines what and how we teach. This is important because it affects students learning outcomes. In TE825, I looked deeper into how policies and procedures, along with teacher expectations, influence how a student performs (Goal 2; Artifact 5). In order for our educational system to improve, there needs to be an awareness of problems and critical evaluation of our policies and procedures (Standard 3). This understanding has helped me become a better, more aware teacher, enabling me to give my culturally diverse students more opportunities to express themselves in different ways (Standards 1 & 2). Critical reflection was further practiced in TE808 through observations and journaling. It can be hard to critically evaluate oneself, so we were asked to practice by videotaping ourselves teaching and to observe our actions (Goal 1). In this lesson, I focused on the types of questions my students asked and how I responded. Through this exercise I learned how my teaching habits were being depicted in the classroom. The value of learning how to critically evaluate myself was exponential because it led me to understand my teaching habits, make beneficial changes, and ensure my students had opportunities to learn (Goal 1; Standard 4). Critical evaluation also helps uncover the hidden curriculum in school by examining the message of what is or isnt being taught. 21st Century Learners A common theme emerging in education and highlighted in the MATC program was the need for our students to develop 21st century skills. These skills include creativity, collaboration, problem solving, and critical thinking. The theme of the 21st century learner was prevalent in my classes as I began to understand the new vision of education in a globalized world. Beginning in

Alexis, L. 6 TE 818, I came to the realization that a curriculum shouldnt just be a set of skills students need to know at each level, but should be producing life long learners, thinkers, innovators and leaders of tomorrow (Artifact 7, para. 5). This idea was further developed in TE831, Teaching Subject Matter with Technology, as the importance of using technology in the classroom was uncovered. Technology has the capability to extend the classroom experience and develop digital literacy skills. These skills have become a focus because they are needed for students to succeed in the future (Goal 2; Standard 2). Technology has changed the way that we live, and with that we need to change the way we teach. Applying different technology theories (e.g. Technological Pedagogical and Content Knowledge Theory and Social Construction of Technology) to my practice broadened my pedagogical views on teaching with technology (Artifact 6; Standard 4). TE870, Curriculum Design, Development & Deliberation in Schools, reinforced what I learned in my other classes about creativity and what skills are needed for college and career readiness. Learning about the problems with classes being departmentalized and the lack of authentic learning opportunities gave me new insight in how classes are designed today and how they should be designed for tomorrow (Standard 2). I feel a strong connection with this theme and value its importance in curriculum. I want to prepare lessons that focus on creativity, collaboration, problem solving and critical thinking skills because I believe students will need these skills to successfully compete in a world-wide economy (Standard 4). Developing 21st century learners also connects with my core beliefs about education and the goals I would like my students to achieve.

Alexis, L. 7 Personal Growth Each of my classes have provided me educational challenges, different perspectives, and opened my eyes to the needs of the larger context. I have had many opportunities to reflect upon my strengths and weaknesses to see where I can improve as an educator, both inside and outside the classroom. Broadening my Horizons At the start of my journey in the MATC program I took TE818, and quickly became aware of my lack of knowledge in how theories of schooling influence education overall. Trying to understand the different theoretical perspectives, I began to question my own philosophy of education (Standard 3). Seeing the larger context in which education takes place, I realized that the purpose of education was not only to give students the skills they need to succeed in life, but also to help fill the needs of society. My thoughts further took shape in learning about the different parties involved in education including: parents, teachers, educators, government, society, and students. TE818 demonstrated the delicate balance between these parties and what limits should be in place for education. Building off of Amy Gutmanns (1987/2005) theory of a democratic education and Brighouse and Swifts (2006) thoughts about parental rights, I started to change my philosophy of education to encapsulate a broader perspective (Standards 4 & 5). This class was a perfect start to my masters degree because it opened my eyes to the complexity of our educational system. Cultural Differences: To See or Not to See Throughout my teaching career I have worked with a majority of English language learners and felt confident in my teaching abilities. In China, my students were each from a different country. Therefore, when I started TE825, Teaching Across Cultural Differences, I

Alexis, L. 8 knew it would apply directly to my needs. In this class there were a couple of ah-ha moments as I started to uncover the different layers of curriculum that affect students from diverse backgrounds (Artifact 5). The first is that policy and practice play a critical role in determining if a student succeeds (Standard 3). Students can be misrepresented in special education and gifted and talented classes due to the ways we label intelligence, teach, and test students. Since education in general is designed with the dominant culture in mind, teachers need to understand how policy and perceived deficits have an impact on student achievement (Goal 2). It is the job of the teacher to be an advocate for all students and to understand that cultural differences make it challenging for diverse students to succeed (Standard 1). The second ah-ha moment was when I learned that I must consider a students cultural mentality and how it pertains to their learning in the classroom. Prior to the course, I entered the classroom with a color-blind lens, treating all students equally (Standard 4). However, a students cultural background impacts their learning style and how they express themselves. I started to see the need to adjust my teaching approach depending on the learner and give opportunities for students to shine in their own way. With this knowledge, I gained insight into how I can help my students learn and grow (Standards 1 & 2). Show and Tell In creating professional development plans for TE825 on Accommodating Cultural Differences (Artifact 5), and for TE845 on Integrating Literacy Across Curriculum (Artifact 1), I began to value the knowledge I had to share with others. Taking on leadership roles outside the classroom has been a challenge for me in the past and these projects provided me opportunities to contribute to the professional learning community (Goal 3; Standard 6).

Alexis, L. 9 TE831 has also pushed me further in my pursuit to contribute to the educational field. The first growth was, understanding the importance of building a professional identity. Through different technology tools, such as Twitter and blogging, Ive gained the ability to learn from and share professional knowledge with other educators. Then, taking my interest of teaching with technology, I have submitted a proposal to present with a panel of teachers at the National Council of Teachers of English (NCTE) in Washington D. C. this fall (Artifacts 3, 6; Goal 3; Standard 6). I am currently waiting to see if it will be accepted, and if so Im ready for the challenge of sharing in a larger context. Inspiration I feel the MATC program opened my mind to different teaching perspectives, enabling me to continue researching, learning, and sharing. This program has given me the skills needed to continue on the path of becoming a master teacher and has inspired me to do more. Systematic Investigation A new passion of mine is to continue doing action research so I can further my knowledge of teaching and help tackle problems in my classroom. While I have completed research in my undergraduate classes before, it wasnt at the same level as the MATC classes. I also didnt have the real-life experience to apply to my undergraduate work that I have now. I want to take what I started doing in TE808 (Artifact 2) to find more ways to involve parents in education. I like that action research is a continuous method for improving practice based on observations, data, and critical reflection (Goal 1). I am still learning how to successfully carry out research with consistency and have been learning from my mistakes. Im inspired to do more so I can improve my pedagogy, and eventually share my findings with other educators through publication (Goals 1 &2).

Alexis, L. 10 Technology: Contraptions of the Present Another area and passion that I want to continue to develop is integrating technology to improve teaching and impact student learning (Artifacts 3 & 6). It has been exciting to research new technology tools that could be repurposed for classroom use and extend the classroom experience. I especially enjoyed taking the different theories of teaching with technology and applying them to the classroom (Goal 2). In addition to submitting a proposal for the NCTE conference, I plan on taking another technology course next semester. I want to continue to find the best approaches to integrate technology in new ways that give students opportunities to learn beyond the classroom and expand their thinking (Standard 2). 21st Century Learners The last passion I want to highlight is creating a 21st century classroom that engages students by teaching to their interests and capabilities. In multiple classes, I was introduced to scenarios of teachers helping students develop 21st century skills, such as creativity and collaboration, and applying them to authentic experiences. For example, in TE870, I read an article by Darche and Stam (2012), sharing Marias experience in a real-world service-learning project based on her career interests. In TE831, I read Cathy Davidsons book (2012), Now You See it, where she notes the benefits of creating authentic and relatable learning experiences. In TE842, my group and I read Inquiry Circles in Action by Harvey and Daniels (2009). This book helps teachers create opportunities for students to research and investigate topics they are interested in. Afterwards, they use their learning to take action and make change. These examples incorporate the vision I want for my students, and inspire me to be creative and improve my practice (Goal 2, Standard 2).

Alexis, L. 11 Conclusion Looking back and reflecting on who I was as a teacher before the MATC program and after, I am proud of my accomplishments. I still have much more to learn and accomplish, but I feel better prepared to meet my goals. I see direct links to what I have learned and how that applies to me as an educator. This has helped me see a clearer picture of what direction I want to take. By using what I have learned in my classes, reflecting on my strengths and weaknesses, and applying it to my profession, I know that I have improved throughout the program. As a result, I am a better and more confident educator.

Alexis, L. 12 References Almasi, J., & Hart, J.-Y. (2011). Best Practices in Comprehension Instruction. In L. M. Morrow & L. B. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 250275). New York: Guilford Press. Brighouse, H. and Swift, A. (2006). Parents Rights and the Value of the Family. Ethics 117: 80108. Darche, S., & Stam, B. (2012). College and Career Readiness: What Do We Mean? Techniques: Connecting Education & Careers, 87(3), 2025. Davidson, C. N. (2012). Now you see it: how technology and brain science will transform schools and business for the 21st century. New York: Penguin Books. Gutmann, A. (2005). The Authority and Responsibility to Educate. Randall Curren (ed.) Gutmann, A. (1987). Dimensions of Democratic Participation. Democratic Education (Princeton University Press). Harvey, S., & Daniels, H. (2009). Comprehension & collaboration: inquiry circles in action. Portsmouth, NH: Heinemann. Rodriguez, R. (1982). Hunger of memory: the education of Richard Rodriguez: an autobiography. Toronto; New York: Bantam Books.