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Events by Quarter

 

My experience as a teacher turned me into a metacognitive student. I noticed this upon arrival to Stanford in 2013 during my Summer Graduate Student Institute (SGSI) course Designing the Professional and immediately knew that school would be much more rewarding this time around. I crafted personal goals for each course and implemented a strategy to achieve them. Pertinent reflections from each quarter are included below each course list.

 

My Goals for LDT

 

1) Develop relationships and discover opportunities

2) Design games/tools to support learning

3) Infuse my teaching experience into learning designs

4) Answer the question: How do you measure learning?

Fall Quarter 2013

COURSE LIST

 

CS 106A | PROGRAMMING METHODOLOGY

EDUC 200B | QUALITATIVE METHODS

EDUC 229A | LEARNING DESIGN AND TECHNOLOGY SEMINAR

EDUC 281X | TECHNOLOGY FOR LEARNERS

URBANST 131 | VIP: VERY IMPACTFUL PEOPLE

DANCE 43 | LIQUID FLOW

 

EXTRACURRICULAR

 

D.SCHOOL POPUP: CHOCOLATE HEADS-SPACE

VLAB VOLUNTEER

LDT ENERGIZER VOLUNTEER

EDCAREERS LIASON

 

REFLECTION

 

In my Fall LDT seminar reflection I stated my goals for seminar as “a positive attitude, a critical mind, emotional support, and creative ideas… to create something new and interesting.”  This chart I made at the time illustrates my mindset:

Winter Quarter 2013

COURSE LIST

 

EDUC 229B | LEARNING DESIGN AND TECHNOLOGY SEMINAR

EDUC 333A | UNDERSTANDING LEARNING ENVIRONMENTS

EDUC 215x | LDT INTERNSHIP WORKSHOP

EDUC 328X | LDT: CORE MECHANICS FOR LEARNING

CS 106B | PROGRAMMING ABSTRACTIONS

EDUC 180S | ALTERNATIVE SPRING BREAK SEMINAR

DANCE 43 | LIQUID FLOW

 

 

EXTRACURRICULAR

 

D.SCHOOL POPUP: DESIGN THINKING FOR SCHOOLS

CHOCOLATE HEADS MOVEMENT BAND

GLOBAL GAME JAM 2014

MOTION MATH WINTER INTERNSHIP

 

 

REFLECTION

 

In my Winter LDT reflection I stated my goals as “building relationships, strengthening connections with those already formed, and building real products to be used by real people.” My mindset can best be described by this passage from the same document, “do your own shit, believe in what you do, and share widely... I urge classmates to pursue their beliefs and to question their assumptions. I encourage mistakes and value different perspectives. I came here to learn, and don’t equate that with grades. I came here to build, and remind others that they came here for that reason too.”

Spring Quarter 2014

COURSE LIST

 

EDUC 229C | LEARNING DESIGN AND TECHNOLOGY SEMINAR

EDUC 239X | EDUCATING YOUNG STEM THINKERS

EDUC 269X | THE ETHICS IN TEACHING

EDUC 180 | DIRECTING READING: DAN SCHWARTZ

CS 142 | WEB APPLICATIONS

EDUC 215X | LDT INTERNSHIP WORKSHOP

 

EXTRACURRICULAR

 

ALTERNATIVE SPRING BREAK

CHOCOLATE HEADS MOVEMENT BAND

SF STARTUPEDU: NEW SCHOOL MODELS

MOTION MATH SPRING INTERNSHIP

 

REFLECTION

 

My Spring LDT reflection discussed how I split my time during the quarter and highlights the goal of each focus:

   “Educating young STEM thinkers... Qualitative research

     CS 142…………………………………......... Web development

     Chocolate heads………………….……. Dance

     Motion Math…………………………….. Formative assessment with games

     Master’s project………………………… Teachers and CCSS-M

     Schwartz sessions…………………….. Core mechanics of learning

My mindset hadn’t changed, but this passage from that document highlights what I was thinking about at the time, “I was overextended and often gave less effort than I would like in order to balance my commitments… CS142 was an experience in self-directed learning, teaming with Kerri has been an experience in constructive collaboration, and our weekly group meetings in seminar were a reminder that teachers are good leaders.”

Summer Quarter 2014

COURSE LIST

 

EDUC 229D | LEARNING DESIGN AND TECHNOLOGY SEMINAR

EDUC 190 | DIRECTED RESEARCH: SHELLEY GOLDMAN

 

 

EXTRACURRICULAR

 

MASTER'S PROJECT

 

 

 

REFLECTION

 

My final LDT reflection highlights how my goals changed during my time at Stanford. I substantially increased my network, learned a user-centered design process, successfully built a web application, incorporated my previous learning as an educator in supplemental materials for Motion Math, and gained insight around the limitations for various measures of learning.

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