This August, the fall 2016 cohort in the Master’s in Teaching program presented their Master’s Capstone Projects, culminating four quarters of research and synthesis of theory and practice. Students elected to share selected topics from their capstone projects, including Vygotsky’s Zone of Proximal Development, Dewey’s notions of progressivism, social and emotional learning, and learning styles within the domain of differentiation. Teacher candidates reflected on their experiences in the classroom and their commitments to the fields they researched, followed by a Q & A with the audience.
The School of Education’s Master’s Capstone Project follows three field work experiences with students in grades K-8 and precedes a fifth quarter of student teaching. In it, students strive to represent their deeply felt and ever-evolving responses to the question, “What drives my pedagogy?” Projects are amply researched, carefully crafted documents that contain theoretical frameworks, evidence of theory in practice, and professional growth plans for future teaching. Students make substantial contributions to their own and each other’s growth as educators through the writing and sharing of their work.
