Masters Program Reflection

 

 

Curriculum and Instruction: A Program Reflection

 

Louis Stevens III

Department of Curriculum and Teaching, University of Kansas

C&T 898: Masters Project

Dr. Steven White

July 18^th, 2022

 

Abstract

The purpose of this reflection is to address the most important and transcendent knowledge I have gained throughout my experiences in the University of Kansas Department of Curriculum and how these experiences have improved my current practice and potential future practice. Within this submission I will also highlight the concepts and specifics that have made the greatest impact on my approach and teaching philosophy.

Core Concepts and Highlights

            I believe the most memorable and influential materials I have learned through this graduate program (emphasis in reading) have been focused on multicultural education, research synthesis, and spelling and writing assessment. While a strong departure from other courses I have taken, ESPY 715 was a very memorable class because it exposed me to almost entirely new ideas like research perspective and paradigm. For this reason, I am a stronger researcher, evaluator, and writer. Perhaps this is recency bias speaking, but C&T 842 was a course I hope to keep with me forever because of the confidence it gave me in assessing reading and designing a reading program, along with the excellent guidance of Dr. Jorgensen.

C&T 840 was the most enjoyable class I took in graduate school because of the creative writing elements attached it to it. The eBook project was a clear highlight of the program for me. I had a small class so I formed bonds with my two classmates and Dr. Bradley. Lastly, I found C&T 740 to be the perfect introduction to the program because of its strong focus on the foundations and history of curriculum theory. I also felt that C&T 741’s real-life scenario prompts were a strong point of the program because they forced me to have faith in my convictions and support my own ideas.

Applications and Implications

            The classes that had the clearest impact on my practice are the courses that required me to log and track the data of my students. There were tutoring and case study elements to C&T 840 and C&T 745 which afforded me the opportunity to implement aspects of coursework into my daily life in real time and I am grateful to have received feedback in that area and add knowledge to my teaching arsenal. The strongest area of growth that I have noticed in my personal practice is the ability to differentiate and target areas of focus based on observations and artifacts in my classroom. For example, I am now able to tailor small group sessions more specifically by standards-based curriculum. The program has provided me with specific strategies to combat each possible scenario I may encounter. Through the completion of these courses, it has become clear what teaching tools will be needed based on the results of assessment – including phonics, phonemic awareness, comprehension, or retelling. An overlooked aspect of the program is the skill I gained in teaching writing and spelling development. I can select better reading materials for my students based on their areas of development and interests. This also includes recognizing dyslexia and other reading disabilities.

            My expectation is that the application of many of these concepts will be revealed over time. I am currently transitioning into a role as a title teacher and language arts tutor at my school. Many of the strategies I gained from KU coursework will be implemented more strongly in this context than as a general education classroom teacher. For example, inventories and diagnostics and formative assessments will be materials used more closely on a micro-scale than ever before in my practice. My school will trust me to be an expert in this subject area and KU has provided me the opportunity to become one.

Myself in the Portfolio

            The portfolio will be representative of myself as a rounded graduate candidate and product of the program. The portfolio will demonstrate my credibility as a researcher because my attached artifacts, particularly those related to multicultural education and writing development, are organized, referenced appropriately, and derived from integral resources like JSTOR, NCER, ERIC, and the KU eLibrary. In addition, the information included is aesthetic, properly formatted, and heavily revised under the guidance of my peers and professor. The portfolio will visualize the extensive knowledge that I gained as a student of ESPY 715, which provides an invaluable lesson in educational analysis.

            The portfolio will support my work as a professional educator because I have chosen artifacts that highlight my secondary masters focus – reading education. A goal of my advancement in this program is to gain confidence in my school’s role as a reading expert. The program has given me the framework to succeed as one, as referenced in my artifacts. These artifacts include varied materials I have designed that prove my use of pedagogy and implementation – lesson plans, reading resources and diagnostics, assessments, and pacing guides.

            The portfolio will represent my ability as a learner because it is reflective and demonstrative of revision. The program has taught me how to self-evaluate my progress and use metacognition as a major tool for academic improvement. Without sounding vain, I take a great deal of pride in my schoolwork and have yet to receive a course mark below that of an A because I dedicate myself fully to the task of learning. I truly believe that I am beyond privileged to receive the education that I have at the University of Kansas. I believe the quality of my artifacts and the digital portfolio itself will prove to be a testament to this assertion.

 Conclusion

In retrospect, I believe my experiences here in the graduate program at the University of Kansas have improved my practice exponentially through its depth of knowledge related to my interests and goals, its online and hybrid delivery, and its care for instilling the Jayhawk mentality into my character. Each course was memorable in some way for either its content or connectivity with my classmates and professors. Most importantly, the University of Kansas has made a difference in the lives of my middle school students by providing me with support in continuing my education and ceaseless professional development.