My final course product was a REFLECTIVE PAPER and a PRESENTATION of learning recounting my learning in the course. The paper focuses on important moments of learning and includes artifacts drawn from my inquiry journal (observations, reflections, and reading notes) and from my interviews. It includes explicit connections to my course activities and readings. It also includes my personal reflections on inquiry, equity, design, and leadership.
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This was my first course and it included a survey of the foundations of the education field and the core values of the M.Ed. program. The aim was to introduce me and the other students to seminal topics, foundational texts, and scholarly routines as we began to build a community together. I engaged in reading, discussion, observation, journaling, interviews, critical analysis, and this digital portfolio construction as I recorded and tracked emerging questions of theory and practice. As in all GSE courses, I applied a critical, self-reflective social justice lens to the work, with careful attention to multiple perspectives as I addressed the GSE program learning outcomes regarding inquiry and reflection, design, and leadership.
The concrete context for this course was the High Tech High New Teacher Odyssey, a seven-day orientation for all teachers new to High Tech High. I was a participant observer in selected Odyssey activities, documented my observations, conversations and reflections in an Inquiry Journal. I prepared and delivered a Presentation of Learning (POL), including selected observations and analysis of the Odyssey experience, connections to the course readings, and a preliminary PERSONAL LEARNING PLAN (PLP). |