Work Showcase
This showcase highlights selected artifacts from my Master of Arts in Educational Technology (MAED) program at Michigan State University. Each artifact represents not only a completed assignment, but a meaningful step in my development as an educator committed to thoughtful design, student-centered learning, and purposeful teaching.
​I have organized this showcase into three thematic categories: Instructional Innovation & Creative Design, Technology Integration & Digital Pedagogy, and Reflective, Inquiry-Driven Practice. These categories reflect the core areas in which I have grown throughout my graduate studies and demonstrate how I design meaningful learning experiences, integrate technology with purpose, and continuously refine my instruction through research and reflection. Together, they represent how I apply research-based strategies to authentic classroom contexts in ways that support engagement, equity, and student growth.
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Together, these artifacts illustrate how I put my studies into practice to create engaging learning experiences for students. To view more for each artifact, click the image.
Instructional Innovation & Creative Design
01
PD - Creative Thinking Routines That Spark Rich Student Talk
This artifact is a mini professional development session designed to help educators implement creative thinking routines that promote meaningful student talk. In this presentation, I argue that student talk is the engine of learning, leading to deeper comprehension, stronger perspective-taking, increased engagement, and greater retention of ideas. I emphasize that talk is not merely participation; it requires intentional scaffolding. The session includes a talking-based warm-up and a micro-lesson.
In this artifact, I demonstrate my ability to connect research to instructional practice, design professional learning experiences, and create cognitive structures that support equitable participation.
02
Teacher Toolbox – AP Lit & Comp
This artifact is a multi-page instructional “toolbox” designed to offer creative approaches to teaching poetic analysis through three transdisciplinary thinking tools: Observe, Play, and Embodied Thinking. Each tool reframes traditional literary analysis as an experiential process. Together, these tools position poetry as something students experience, construct, and experiment with, not just decode.
In this artifact, I demonstrate my ability to design structured yet creative instructional frameworks, align pedagogical goals with concrete classroom strategies, and translate abstract theory about creativity into practical application. This project highlights my skill in scaffolding rigorous analysis through multimodal engagement, fostering interpretive empathy, and encouraging creative risk-taking while maintaining academic depth. It reflects my belief that strong literary analysis develops not from memorizing terminology, but from intentionally designed experiences that allow students to think critically, emotionally, and imaginatively.
03
Creativity Interview
This artifact is a visual poster project centered on an interview I conducted with a fellow educator who intentionally integrates creativity into his classroom practice. Through a series of reflective questions about how he defines creativity, balances originality with usefulness, and develops his creative process, I explored how creativity functions not just as inspiration, but as a deliberate instructional choice. The project challenged me to synthesize qualitative insights into a visually engaging format while also reflecting on my own beliefs about creativity in teaching.
In this artifact, I demonstrate my ability to conduct professional inquiry, translate dialogue into thematic analysis, and design visually compelling instructional materials that communicate complex ideas clearly. This experience expanded my understanding of creativity as both a teachable skill and a pedagogical mindset, influencing how I now approach lesson design and student engagement in my own classroom.
04
How Do I Love Thee? (Creativity Reflection Poster)
This poster explores my evolving definition of creativity through sensory language, metaphor, and poetic structure. In Part One, I define creativity as “the dynamic process of blending imagination, emotion, memory, and knowledge to form something new, meaningful, and human” and expand that definition through imagery describing what creativity looks, sounds, smells, feels, and tastes like. In Part Two, I reflect on how my understanding deepened, recognizing that creativity is not an added feature of instruction, but something cultivated intentionally within both teacher and learner.
The format itself mirrors the content: structured yet expressive, analytical yet imaginative.
In this artifact, I demonstrate my ability to synthesize theory into creative expression, communicate complex pedagogical ideas through multimodal design, and use visual rhetoric to enhance meaning. This project strengthened my understanding that creative teaching is not decorative, but structural. The insights gained from this reflection continue to influence how I design lessons that encourage risk-taking, interdisciplinary thinking, and student agency.
Technology Integration & Digital Pedagogy
01
From Innovation to Inequity: Reevaluating Digital Education in the Classroom
This reflective essay examines both the transformative potential and the equity challenges inherent in digital education. Drawing on experiences as a hybrid teacher and research around digital learning environments, the piece analyzes how rapid shifts to online platforms (especially during the pandemic) expanded access while also exposing systemic barriers that disproportionately affect learners without stable workspaces, reliable connectivity, or culturally responsive tools.
In this artifact, I demonstrate my ability to critically evaluate educational technology beyond surface-level enthusiasm, connecting theory to lived classroom experience and educational equity. I highlight my capacity to examine digital tools through ethical, access-focused lenses while articulating strategies that support inclusion and engagement for diverse learners.
02
“The Social Network” and the Implications of Technology in Education
This analytical essay uses the film The Social Network as a lens to explore broader educational implications of technology adoption. By unpacking themes from the film alongside research on digital culture and pedagogical priorities, the piece challenges educators to consider how technology shapes not only learning environments but also beliefs about what counts as meaningful education.
In this artifact, I demonstrate my ability to synthesize cultural critique and pedagogical research to provoke reflection on technology’s role in the classroom. It also reflects my commitment to framing technology not as a goal in itself but as a tool that must be aligned thoughtfully with the deeper purposes of education.
03
Wheeler and William
My website Wheeler & William serves as a digital platform to document and advance my work reintroducing Shakespeare into my school’s curriculum. Created to centralize lesson materials, curriculum design, and student work, the site functions both as a professional portfolio and as a living archive of my instructional practice. By building the platform myself, I intentionally developed my technical skills in website design while ensuring that the structure and content aligned with my pedagogical goals. The site reflects an effort to make curriculum development transparent, accessible, and adaptable for colleagues and students alike.
In this artifact, I demonstrate my ability to design and sustain a digital space that supports instructional vision and curricular reform.
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04
How to Use AI to Support Creativity (while remaining ethical)
This educational poster outlines practical and ethical strategies for integrating AI into classroom instruction without compromising student authorship or academic integrity. The project emphasizes transparency, human oversight, and critical evaluation, highlighting that AI should support the creative process rather than replace it.
In this artifact, I demonstrate my ability to critically evaluate educational technology, translate research into actionable classroom strategies, and design resources that balance innovation with integrity. This work reflects my commitment to integrating digital tools thoughtfully and transparently, positioning AI as a scaffold for deeper thinking rather than a shortcut to final products.
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Inquiry, Assessment, & Student-Centered Practice
01
Rethinking Poetry in the Classroom
This artifact reflects my engagement with Let’s Poem by Mark Dressman and my evolving philosophy of poetry instruction. In this reflection, I explore five major takeaways about teaching poetry as an interactive, student-centered, and culturally responsive practice. The piece highlights my commitment to balancing analytical rigor with creative exploration, emphasizing student choice, performance, imitation, and cultural inclusion as vehicles for deeper comprehension. I also included an original poem, modeling the type of authentic creative engagement I hope to foster in students.
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02
LLAP
This Literary Learner Analysis Project represents an in-depth case study examining one student’s literacy development through diagnostic assessment, targeted intervention, and reflective analysis. Using pre- and post-assessments in reading motivation, comprehension, writing endurance, and spelling, I designed differentiated lessons tailored to the student’s strengths and areas for growth. The project integrates research-based strategies, formative assessment cycles, and instructional adjustments grounded in data.
This artifact demonstrates my commitment to differentiation not only across class types (honors, general education, co-taught, and AP) but also on an individual student level. It reflects my ability to analyze assessment data, apply theory to practice, and refine instruction in response to measurable outcomes. The cyclical structure of assessment, instruction, and reflection shows my growth as a reflective practitioner and aligns directly with my professional goals of strengthening individualized literacy instruction
03
Using Shakespeare to Create Strong Writers
This project documents the design and implementation of a writing-centered unit built around Much Ado About Nothing in my 10th grade Honors English classroom. The work explores how scaffolded, research-based instruction can make Shakespeare accessible while strengthening students’ analytical, creative, and reflective writing skills. Through assignments such as sonnet rewrites, personal narratives, lightning thesis practice, and character diary entries, the unit positions students as active interpreters and creators rather than passive readers. Grounded in composition research and responsive pedagogy, the project highlights how literary rigor and student voice can coexist in meaningful ways.
In this artifact, I demonstrate my ability to design standards-aligned curriculum, apply writing pedagogy research to classroom practice, and assess student growth across multiple genres. The project reflects my commitment to increasing writing stamina, supporting diverse learners, and using canonical texts as platforms for authentic expression. By documenting instructional decisions, student work samples, and reflective analysis, this serves both as a professional portfolio piece and as a practical resource for educators seeking to revitalize Shakespeare instruction through purposeful writing.
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04
Unit Plan
This artifact is a comprehensive unit plan centered on Much Ado About Nothing, designed to build students’ analytical skills through performance, close reading, and collaborative discussion. The unit intentionally aligns learning objectives with standards, formative assessments, and summative tasks to ensure coherence and instructional clarity. It incorporates scaffolds to support diverse learners while maintaining high academic expectations.
In this artifact, I demonstrate my ability to design standards-aligned curriculum, sequence instruction intentionally, and integrate multiple modes of engagement (discussion, writing, performance, and analysis). I also demonstrate my capacity to create lessons that connect literary analysis to transferable skills such as argumentation, textual evidence, and collaboration.
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