Featured

Touro TESOL/Bilingual teacher candidate Elias Y. Taveras reflects on Affirming Diversity

A reflective learning journal is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights candidates experience during during their Touro TESOL/Bilingual journey. Reflective journal writing requires candidates to think more deeply, confront their values and beliefs, and encourages them to pose questions.

What is a Reflective Learning Journal?

A reflective learning journal is a means of recording ideas, personal thoughts and experiences, as well as reflections and insights candidates experience during during their Touro TESOL/Bilingual journey. Reflective journal writing requires candidates to think more deeply, confront their values and beliefs, and encourages them to pose questions.

Assignment:

In your reflective journal, you will be required to critically analyze and synthesize the information you are learning into your personal thoughts and philosophy, integrate what the learning may mean to you as a teacher, and to guide you to identify your future professional development needs.

The reflective learning journal also provides faculty with insights regarding your learning so that they may respond to questions and explore topics that need further clarification. Lastly, the journal provides you take charge of your own learning and to develop the habits of a reflective, lifelong educator (adapted from Assessment Resources, HUK, 2012).

Touro TESOL/Bilingual teacher candidate Elias Y. Taveras submitted a deeply thoughtful reflection. It is a priviledge and honor to read such submissions as they help me grow both professionally and personally.

Mr. Taveras embodies : “Teachers have three loves: love of learning, love of learners, and the love of bringing the first two loves together.” ― Scott Hayden

Mr. Taveras currently serves as a teacher in the Bronx, NY. He migrated from the Dominican Republic when he was in middle school and grew up in the city ever since. Mr. Taveras received a Bachelor of Art in Journalism from SUNY Buffalo State and later completed his master’s in Bilingual Education at The City College of New York. Mr. Taveras wrote that “…above everything else, I am a single father and a teacher of kindness.”

Mr. Taveras’ Reflective Journal on Affirming Diversity

  1. Description of Highlight(s) – chapter, article or event that pertains to ___________course. (20 pts.)
    For this reflection, I have chosen to write about chapter two of Affirming Diversity. The Sociopolitical Context of Multicultural Education by Sonia Nieto. Chapter two is titled Defining Multicultural Education for School Reform. The chapter begins with Sonia Nieto explaining that for many years she has heard through conversation with educators that multicultural education is a “done deal” that is not needed. Such a statement reflects on how misunderstood diversity is in our country. Furthermore, when people begin to have conversations about diversity it is usually about sensitivity training, units about ethnic holidays, food festivals. When schools take this approach to multicultural education the potential for lasting change is decimated. The chapter breaks down the definition of multicultural education as an essential tool for school reform by analyzing seven primary characteristics. The definition highlights the lack of achievement on students of diverse backgrounds and promotes the content and process of education. It is also mentioned that multicultural education will not serve as the solution for the achievement gap, put an end to boring curriculums, or stop vandalism in the communities. Nonetheless, multicultural education can provide change and reform to the educational system. The chapter breaks the definition of multicultural education into seven characteristics meant to detain us from developing one way of understanding multicultural education. Instead, they are meant to entice us into thinking about the interplay between societal and school structure and context and how those factors affect learning. Sonia Nieto defines multicultural education on a social-political basis: “Multicultural education is a process of comprehensive school reform and basic education for all students. It challenges and rejects racism and other forms of discrimination in society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, gender, and sexual orientation, amongst others) that students, their communities, and teachers reflect. Multicultural education permeates the school’s curriculum and intuitional strategies as well as the interactions amongst teachers, students, and families and the very way that schools conceptualized the nature of teaching and learning,” (p. 32). The chapter continues to die peeper into multicultural education.
  2. Initial Emotional Response (surprised, embarrassed, sad, inspired, excited, puzzled, etc.) (5 pts.)
    Reading about the highlighted brought a mix of emotions and it forced me to reflect on my past experiences as an educator and professional. Specially because some of the examples in the chapter had to do with topics and lessons that I had already thought about in the past. Moreover, if I could select an emotion that overwhelmed all the others after reading about the topic it would have to be an embarrassment. I felt embarrassed at different levels because there were numerous aspects of multicultural education that I had no idea about and there were many realizations about my behavior and that of my colleagues that were indeed embarrassing. Reading the chapter I first felt embarrassed when Sonia Nieto mentions: “unfortunately when multicultural education is mentioned, many people think of lessons in human relations and sensitivity training, units about ethnic holidays, education in inner-city schools, or food festivals. If multicultural education is limited to these issues, the potential of substantive change in school is severally diminished,” (p. 32). This let me feeling embarrassed because at my school and specifically in my classroom we have celebrated many events about a different culture. For black history month, we would briefly go over historical figures and their impact on history. For Ramadan, we would read a book about Islam and have the kids discuss it. However, the worst of the worst was when Cinco de Mayo would roll around, and all across the school, we would be celebrating Mexican culture with a holiday that real Mexicans do not even celebrate. After doing these food/cultural events we would feel proud and we would check the box for multicultural education in our heads.
    Learning Process
  3. Prior Assumptions or Opinions about the described highlight (10 pts.)
    One major assumption I had before reading chapter two of Affirming Diversity was about the way I was teaching history and historical figures of the black community was a sufficient method of teaching using multicultural education. One major example of my pedagogy that was also reflected in this reading was the teaching of Dr. Martin Luther King Jr. Whenever the time of the year came for this holiday we simply rolled out the tapes and recording of I had a dream. I would make the students watch the speech and discussing the importance of the events that led to the speech. I would later introduce the language objective in which students had to think of ways they could make the world better through their dreams. This was achieved using the infamous and famous starter words of I had a dream. Students would first think of ways the world needed to be changed and then they would use the sentence starter to initiate their solution or their ideal world. I was assuming that it was relevant for me to stop there and move on from teaching them anything more about Martin Luther King Jr.
  4. Source of Assumption or Opinion What made you have such an assumption? (5 pts.)
    The source of my assumption that sanitizing historical figures was a way to teach multicultural learning is unknown to me. There could be many different reasons why I had this assumption. On the other hand, the best answer to this question could be the ignorance. Before reading this chapter I was not aware of the term sanitizing the curriculum. Moreover, I grew up in the Bronx in the mix of a dance Black and Latino population. There were no white students ever around me until I got to university. The teachers that gave me my education in middle school and high school were mostly white but even the few teachers of color that I had all taught these topics the same way or similar to me. It is possible that because I grew up watching the educators of color teach about prominent historical figures by only touching the surface of the topic. There was no deeper connection to us or our experience as individuals of color in the United States. We were also never though the negative actions of these figures so part of my assumption could have been a result of always merely scratching the surface.
  5. Assumption/Opinion Check – Validation/Invalidation (20 pts.)
    Reading this chapter was shocking, embarrassing, and eye-opening at the same time. This was because it allowed me to humble myself and learn about a practice or assumption that I had in the past. My assumption that teaching about rich colorful and deep historical characters by merely mentioning them or scratching the surface of what they are known for was invalidated. Often time I avoided talking about racism and speaking openly about the problem with many historical figures and events. This was invalidated when Sonia Nieto said: “Too many schools avoid confronting, honestly and directly, the negative effects of history, the arts, and sciences. Michael Fine has called this the “fear of Learning,” and it is part of the system of silencing public schools,” (p. 33). At this instant, my previous opinion was checked. Avoiding diving deeper into history and inclosing the negative sides of what happened to us was wrong. Avoiding to speak to my students about the racism that their ancestors faced was not doing them any favors or improving the deep of conversation they could have with each other. In order to protect their feelings I rejected talking about people and experiences that were crucial and similar to theirs. Maybe I did not want to remind them of something that they experience every day but it was the wrong choice because instead I sanitized or clean up the topics my students could embark on.
  6. Realization/Aha Moment or Epiphany (20 pts.)
    Chapter two provided me with many realizations or aha moments. The most significant one that I can think of because I teach it every year to my students was when Sonia Nieto used Dr. Martin Luther King Jr as an example of sanitizing characters. It was a perfect example of what it is like to only scratch the surface with a topic to fulfill a requirement in the curriculum. Sonia Nieto states: “The only thing children know about him is that he kept “having a dream.” School bulletin boards are full of ethereal pictures of Dr. King surrounded by clouds. If children get to hear or read any of his speeches at all, it is his “I Have a Dream” speech. As inspirational as this speech is, it is only one piece of his notable accomplishments. (p.33). Nieto continues to explain that educators barely explore more of the life of Dr. King: “Rare indeed are allusions to his early and consistent oppositions to the Vietnam War; his strong criticism of unbridled capitalism; and the connection he made near the end of his life among racism, capitalism, and war. This sanitation of Martin Luther King, a man full of passion and life, renders him an oversimplified, lifeless figure, in the process making him a “safe hero,” (p.33). reading this hit home because I am certain that if I ask any of my students from this past year about Dr. King all they would say is I have a dream. They would not even possess the knowledge or the academic language to further explains the accomplishments of such an important person in our history. Furthermore, that is why I am extremely thankful to have gotten the opportunity to read Affirming Diversity. I would not have thought about how my students are affected by the lack of real colorful and truthful teaching. I now understand that it is extremely important to push past discomfort to have conversations that are uncomfortable but challenging to students. Without this kind of work, students will walk out of my class without the ability to properly discuss the world around them.
  7. Implications for future teaching practice (20 pts.)
    Due to the realization that my prior assumption was invalidated, I have now realized that there can be many changes made in my teaching. I have to begin to plan out units to identify the topics that are going to be impactful for them. I want to allow students to have an impact on some of the material that we study in class. I want to allow students to be surveyed and to share their opinions as to what they should learn. Subsequently, also allowing them to bring in their own experiences through inquiry questions. I plan to have questioners at the beginning and end of every unit. In this way, I could use their prior knowledge to guide the direction of the unit. I can also use these questions to find out if any of the students have possible real-life connections to the topic. For instance, if we are learning about ending slavery and Abraham Lincoln and through inquiry I find out that one of the students has a relative that has a connection or history with slavery or the ending of. It could be possible to contact that person to come in to speak to the students. To have the students prepare questions and make their experiences and the ones of their family members validated and appreciated by all. Another major step I must take after my realization is planning how I am going to teach my third graders stronger academic language that will help them understand the complexities of history and politics. If we plan to research Dr. King beyond “I Have a Dream,” my students need to understand ideas like communism and capitalism. In the end, there is much work to be done that will be active and heavily involving of the student’s opinions, experiences, and expectations. The reason why it will be difficult but rewarding is that antiracism education is not done inactively. As Sonia Nieto stated in chapter two: “To be anti-racist is not a passive act; it proposes working actively to combat racism…it means making anti-discrimination explicit parts of the curriculum and teaching young people skills in confronting racism.” (p. 33).
    Bibliography

  8. Nieto, Sonia & Bode, Patty (2018). Affirming Diversity. The Sociopolitical Context of Multicultural Education. Seventh Edition, Pearson, New York
Featured

New York State Teachers of English to Speakers of Other Languages 2021 Conference Registration is Open! Looking Forward: Educational Empowerment & Transformative Education

NYS TESOL is thrilled to announce that the 51st Annual Conference will be hybrid, with virtual and in-person options. We currently have a LIMITED NUMBER of seats available!

NYS TESOL advocates, advances, and enriches TESOL education and professionalism statewide. NYS TESOL is an association of professionals concerned with the education of English language learners at all levels of public and private education in New York State. Our interests include classroom practices, research, program and curriculum development, employment, funding, and legislation.

NYS TESOL is thrilled to announce that the 51st Annual Conference will be hybrid, with virtual and in-person options. We currently have a LIMITED NUMBER of seats available! You may register for:


Virtual Day (Thursday, November 4) – Participate from the comfort of your own home via zoom.
Virtual Day (Thursday, November 4) plus ONE in-person day (either Friday, November 5 or Saturday, November 6) at the Sonesta Hotel in White Plains, NY.
Virtual Day (Thursday, November 4) plus TWO in-person days (Friday, November 5 AND Saturday, November 6) at the Sonesta Hotel in White Plains, NY.
ALL Conference Registrations include 2022 NYS TESOL membership.
If you are a current NYS TESOL member, please log-in before registering in order to ensure you receive a discounted rate.
There will be NO on-site registration this year.
*Registration rates will increase by $30 on October 1st.
Event Date: 11/4/2021 – 11/6/2021
Event Time: 8:30 AM – 5:00 PM Eastern

Register here: https://mms.nystesol.org/Calendar/moreinfo.php?eventid=64899

We are offering three full days of workshops, plenary speakers, and practical sessions. This year we will also have virtual, international site visits, an administrator ENL boot camp (focus on ENL regulations and best practices), and speed networking sessions. Plus, be sure to join us for our dinner and dance party on Friday night! We currently have a LIMITED NUMBER of seats available so don’t delay! We encourage all teachers, teacher educators, support staff, and administrators to attend the conference. Whether you are an ENL/Bilingual teacher, an elementary teacher, a high school math teacher, an adult educator, or a college professor, we will have sessions geared toward you. Our complete conference line-up is coming soon! You have the opportunity to earn up to 6 CTLE credits per day of attendance. 2022 NYS TESOL membership is included with ALL conference registrations. Please share this conference information with anyone in your network who may be interested in attending! If you have any questions, please email pres@nystesol.org. Register here. If you are a current NYS TESOL member, be sure to use the email address associated with your account in order to receive a discounted rate. You can also book your Sonesta Hotel room for a reduced rate using the code here.

We would also like to announce the winners of our Student Logo Contest! Congratulations to Elio (4th grade) and Roxana (6th grade), two multilingual students from Taconic Hills Central School District in the Capital Region!! We love collaborations, and this year we were so impressed by all of our logo contest submissions that it was difficult to choose just one winner – so we chose two!

We have combined Elio and Roxana’s logo submissions to create our NYS TESOL 51st Annual Conference Logo! Their logo will appear in all promotional materials for our upcoming conference. A special thank you to their teacher, Martine Van Ness, for submitting their designs. And thank you to everyone who entered and to all of the teachers who encouraged their students to participate! Check out the logo at nystesol.org.

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Touro TESOL Candidate Michelle Velez on Program Options for English Language Learners/Multilingual Learners with Personal Teaching Illustrations

EDPN 673 Methods and Materials for Teaching English as a Second Language provides a historical overview of second language acquisition theories and teaching methods. Students learn how to apply current approaches, methods and techniques, with attention to the effective use of materials, in teaching English as a second language. Students will engage in the planning and implementation of standards-based ESL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. Ms. Velez submitted an outstanding Discussion Board Contribution.

Michelle Velez is a 1st grade teacher in the South Bronx. She has worked in the education field since 2015, holding various titles. Ms. Velez feels that “obtaining an advanced certificate in TESOL is my goal in order to better assist my students on their language acquisition journey.”

What are the basic tools and techniques for effective second language/foreign language teaching?

There are three main parts to effective second language/foreign language teaching, which are approach, design, and procedure. The grouping of students plays a large role in an ENL classroom for the students. One type of grouping depends on the L2 language of one of the students. If a student acquiring the L2 is paired with another who has some grasp on the L2 it is helpful. The student is able to work with another in the target language that is accessible to them, and not going to frustrate them because they are able to understand each other. It is more valuable to ELL students to work in pairs or groups than individually because they are able to have valuable conversation in the L2 with their peers, which fosters growth. From personal experience I found that ELL students prefer and become excited when paired with peers because it is a greater benefit in learning the L2 and fosters growth over time. A student’s classmate can help in ways us educators cannot sometimes because they have their own way of communicating and understanding each other. Another important part of the classroom is the different types of talk the teacher has with the students. Whether it’s small talk about the weather or the past weekend, pre-lesson talks about the upcoming lesson or the previous one. Another important aspect in the classroom is providing feedback when needed. Wait time when asking a question to ELL students is very important and much needed. ELL students need a longer wait time in order to process the questions being asked. Asking multiple questions in a short amount of time can potentially overwhelm and cause a student to shut down. I have seen this first hand while I was student teaching years ago. The student put his head down and refused to talk because it was too much information coming at him at once.

Give specific illustrative example examples of YOUR PERSONAL teacher classroom discourse IN YOUR CLASSES

In a third grade classroom we started our mystery unit by drawing the student in. We had a class plant that was watered by the students when needed. To get the students hooked we hid the plant in the closet with dirt left behind. The students noticed the plant was gone and we asked if anything they have has went missing before and what were the steps they used to try and find it. We talked a little about this to make a relatable connection to their lives. As this question was opened to the class, we had a short turn and talk with their assigned partners. Our ELL students were paired with two others, one ELL and non-ELL student to foster and encourage conversations. Later in this unit we read a mystery book (3rd Grade Detective Series) and students were asked to answer comprehension questions based on what was read following in each chapter. As a class we would start the discussion about the chapters then students were asked to go back and answer a few on their own or in pairs. While the students are working we did provide visual supports or modified questions when needed. Most common visual supports are sentence starters.

PRETEND THAT YOU OBSERVE YOUR OWN CLASS – use the sample classroom observation feedback form p. 361 in your textbook and reflect on what you learned about your planning, teaching and assessment.

Lesson Quality: The lesson achieved its initial objectives to introduce the next unit of study, mystery. Michelle was able to pace the lesson appropriately for all of the students, taking her time and not rushing through any questions students may have about the topic. Students were engaged and able to be apart of the opening of the lesson, which helped draw student’s interest.

Teacher Presentation: All aspects of the presentation were clear for students to understand. Students were engaged and focused on the lesson presentation and class conversations. Students were grouped not based on academic levels, but students were grouped based on abilities to bring out the best in their peers, especially with ELL students.

Student Participation: Students showed a high interest level in the lesson, especially the pre-lesson introduction with the missing class plant. While reading the book students also showed a high interest in class discussions sharing their thoughts about the mystery present in the book.

Looking back on this particular lesson I think engaging the students in the pre-lesson “the missing class plant” was very effective in getting the students excited about mysteries. They were able to somehow connect it to their own lives, which is important for all students, even more so for ELL students. Students were also given ample opportunity to converse and work on their verbal language with peers. Students worked in several grouping opportunities, whole class, pair, and small groups. Students were also provided with visual supports and modified questions.

If I had to change anything for this lesson I would break down the chapters a little more instead of asking comprehension questions about the entire chapter. Some of the chapters were long, making some students frustrated when trying to find answers and evidence to support those answers.

On p 389 in your textbook -391 you will find textbook evaluation checklists.  Take one book YOU USE CURRENTLY in YOUR classroom and analyze it with those checklists. Reflect on what you learned in your answer in the DB with specific, descriptive examples.

The book I picked is the enVision Math book we use in first grade. In the first section of the checklist, curriculum this book covers the topics needed for my first grade students, however the time frame for each section feels rushed. Students do not get enough time to work on their skills for each topic instead each topic is rushed. Often I find myself spending more than one day on topics rather than rushing just to get through the topics we need to be covered in the school year. One example of this can be found in topic 3, where we cover addition facts to 20 by using various strategies. Each lesson adds upon the last, for example, the first lesson’s focus is counting on to add followed by counting on to add using an open number line. It is a positive that each concept builds upon the previous, but there is not a sufficient number of examples for the students to refer to if needed support. In the lesson using a number line, there is one example given for the students to refer back to. Another issue students can face is the students need to then create their own number lines in order to solve 9 questions. If the students were not exposed to number lines prior to this lesson it may be a lot to assume students will understand the concept of using a number line so quickly. One part of the checklist that stood out and is often not represented well in the textbooks we use in schools is the cultural & age group sensitivities. For example, one of the word problems in this topic mentions the zoo, pounds, and tortoises. Some of my students have no prior experience with going to zoos or they have no idea what tortoises are. This word problem is supposed to be completed independently. If they are not able to read the words how are they supposed to be able to solve the problem. Often I notice the students either completely skip the word problems provided in this textbook or they get stuck on the words and concepts not familiar to them. This textbook has its positive aspects but also many negatives that make it difficult for my students to grasp concepts.

Gather some information on student assessment from your school district. What kinds of student assessments are regularly administered, and in what language? If the district includes non-native speakers of English, are testing and assessment requirements modified or altered in any way to accommodate them? If so, how?

Prior to the pandemic one assessment administered was the MOSOL, which is supposed to measure student learning in the beginning of the year and at the end of the year. The MOSOL is given to students in English. If students need translation of the questions we try to provide that if we can. In some cases we do not have an adult that speaks a certain language and able to translate for the student. Often we encourage the students to try their best, sometimes we do have the ENL teacher to take her group of students to administer the MOSOL assessment. She will read each question and answers in the student’s L1. Another assessment given to students is the NYSESLAT at the end of each school year. This assessment measures an ELL student’s English proficiency. This assessment is given to students in English, as it’s purpose to measure student’s ability in English.

In NYS, what are the Program Options for English Language Learners/Multilingual Learners?

Students can be in a Transitional Bilingual Education Program (TBE). Students in this program learn to read, write, speak, and understand in English. Simultaneously, students are learning content in their L1. It is the goal of these students to eventually learning in only English. Dual language programs give students the opportunity to become multilingual. One-way dual programs instruction is given in the student’s L1 and in English. In two-way dual programs is for native English speakers and ELL students. Instruction is in both English and the new language. ENL programs focuses on acquiring English. Some students receive push-in instruction and other received pullout instruction in the core content.

What is the purpose of Commissioner’s Regulations – Sections 117

The purpose of Sections 117 is to screen new students in a school to see if they are gifted, having a disability, and or an ELL student.

How do the BLUEPRINT FOR ENGLISH LANGUAGE LEARNER/MULTILINGUAL LEARNER (ELL/MLL) SUCCESS and CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements connect with each other? 

These three connect with each other because they focus on the success of the ELL students. All of these outline ways to help better assist ENL students on their way through the journey of language acquisition. Depending on the level of the ELL student determines how often the ENL teacher will meet with them per week.

Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Heinle & Heinle.

Commissioner’s Regulations – Sections 117.1-3. NYSED. (n.d.). http://www.p12.nysed.gov/sss/lawsregs/117-1-3.html.

Program Options for ELLs and MLs. New York State Education Department. (n.d.). http://www.nysed.gov/bilingual-ed/program-options-english-language-learnersmultilingual-learners.

Featured

Dr. Jasmin (Bey) Cowin on Education and Globalization: Artificial Intelligence, Augmented Reality Digital Technologies, and Distributed Ledger Technology Networks – Proceedings of the 15th International Multi-Conference on Society Cybernetics and Informatics: IMSCI 2021©

The convergence of data, computation, and globalization in education has far-reaching consequences for educational stakeholders, institutions, and learners. Terms such as the Fourth Industrial Revolution, artificial intelligence (AI), exponential technology, deep learning, personalized competency-based learning, and distributed ledger technology networks (DLTNs) are indicators of the changing dialogue between education stakeholders, businesses, and government aspirations on a global scale. Location-independent virtual environments promise an exponential expansion that goes beyond brick-and mortar schools, colleges, and universities.

It is my pleasure to share the publication of my most recent article:

Cowin, J. (2021). Education and Globalization: Artificial Intelligence, Augmented Reality Digital Technologies, and Distributed Ledger Technology Networks. Proceedings of the 15th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2021, 56–61.

About the Social and Organizational Informatics and Cybernetics: SOIC 2021©
in the context of The 15th International Multi-Conference on Society, Cybernetics and Informatics: IMSCI 2021©

July 18 – 21, 2021 ~ Virtual Conference

Many social, societal and organizational problems, in the information age, are interrelated and need to be solved jointly by means of multidisciplinary projects, interdisciplinary communications and/or trans-disciplinary concepts and methodologies.

Informatics, Cybernetics and Cyber-Technologies (ICCT) are, by definition and by nature, transversal to many disciplines and, as such, are special means for the multi-, inter-, and trans-disciplinary approaches required.

ICCT are helping in the solutions of an increasing social, societal and organizational problems, but they are also generating new kind of problems and raising unfamiliar questions. The processes of answering these questions and finding possible solutions to these kinds of problems require as much as of scientific/engineering approaches, as of conceptual/reflexive studies.

Both, analogical and logical thinking are also required, in different complementary studies, as well as combined in the same one. In this context logical thinking without the analogical one would be sterile, and analogical thinking without the logical one would be dangerous for being prone to hidden errors and mistakes.

In the context of this framework, the basic purpose of the Organizing Committee of SOIC 2021 is to a provide a forum for disciplinary and interdisciplinary communications, where researchers (in Social and Natural Sciences, as well as in Engineering), intellectuals, policy/decision makers and Consultants would share the results of their research, studies and thoughts, with regards to societies and private/public organizations in the context of the Information Age.

http://www.iiis2021.org/imsci/website/default.asp?vc=11

ABSTRACT (1)

Jasmin (Bey) Cowin, Ed.D.


The convergence of data, computation, and globalization in education has far-reaching consequences for educational stakeholders, institutions, and learners. Terms such as the Fourth Industrial Revolution, artificial intelligence (AI), exponential technology, deep learning, personalized competency-based learning, and distributed ledger technology networks (DLTNs) are indicators of the changing dialogue between education stakeholders, businesses, and government aspirations on a global scale. Location-independent virtual environments promise an exponential expansion that goes beyond brick-and mortar schools, colleges, and universities.

AI and intelligent systems are poised to become global change agents in education, ushering in profound changes in administrative functions, strategic planning, data aggregation, student acquisition and retention, and alternative currencies, as well as curriculum design, assessment, personal learning networks, and global competitiveness generally of both institutions and their graduates. The quality of the education a nation’s schools, educational institutions, and teachers provide, along with investments in science, technology engineering, and mathematics education, directly impact economic prosperity and global competitiveness.

This paper explores some of the interdependencies that arise from supercharged technological advances such as AI augmented reality digital technologies (ARDTs) and DLTNs and their possible impact on education, educators, learners, and society. In addition, it unbundles the meaning and use cases of AI, ARDTs, and DLTNs in education.


1 The author gratefully acknowledges Prof. Ching-Ching Lin, Ed.D., Touro College, GSE for her insightful peer review of this paper.

Keywords:
Fourth Industrial Revolution, Artificial Intelligence, Exponential Technology, Deep Learning, Personalized Competency-based Learning, Natural Language Processing and Distributed Ledger Technology Networks

Featured

Zoom Seminar – Yemeni TESOL Teaching for the Future: Exploring Open Educational Resources (OERs) and Virtual Spaces 

Future Horizons Foundation for Translation, Training and Development together with President Prof. Abdullah Al Ghurbani and Prof. Jasmin Bey Cowin proudly present a free seminar on July 27th, 2021 from 1 pm to 2:30 pm aimed at continued professional TESOL development for all its alumni and graduates. This free seminar and workshop and attendance is limited to the Foundation’s Alumni. 

Future Horizons Foundation for Translation, Training and Development together with President Prof. Abdullah Al Ghurbani and Prof. Jasmin Bey Cowin proudly present a free seminar on July 27th, 2021 from 1 pm to 2:30 pm aimed at continued professional TESOL development for all its alumni and graduates. This free seminar and workshop and attendance is limited to the Foundation’s Alumni. 

Please click this link https://forms.gle/BudCNdevNb5HLAnk9 to sign up.
Yemeni TESOL Teaching for the Future: Exploring Open Educational Resources (OERs) and Virtual Spaces 


This Zoom seminar will focus on educational resources for TESOL teaching such as public digital libraries, open educational resources, and virtual rooms in hubs. The aim is to create access and equity for Yemini TESOL teachers to free materials, resources, and contemporary technology. 
If you are a confirmed Future Horizons Foundation for Translation, Training and Development Alumni you will receive a link via the provided email from the form.

Presenter Bio: Dr. Jasmin Bey Cowin
Assistant Professor and TESOL Practicum Coordinator,
Touro College, GSE, NY


Dr. Cowin’s pro-bono work is seated in a deep professional and personal commitment to transcending boundaries and bringing universal access to high-quality teacher education and professional teacher development. As a Fulbright Scholar; Assistant Professor and TESOL Practicum Coordinator at Touro College, GSE; Chair of the 51st New York State TESOL fall 2021,  she brings over twenty-five years of experience as an educator and institutional leader. 

As an Education Policy Fellow at the EPFP™ Institute, Columbia University/Teachers College, she became part of a select group of strategic leaders analyzing trends regarding effective educational policy and leadership. Her EPFP™ focus was on three pillars: The Fourth Industrial Revolution, Leadership, and Educational Policy furthering her understanding of the challenges that lie at the heart of education inequity. 

Dr. Cowin’s extensive background in education, administration, not-for-profit leadership, entrepreneurial spirit, commitment to the idea of education as a basic human right, technology innovation, and demonstrated sensitivity to cultural communication differences; provide her with unique skills and vertical networks locally and globally.
https://drcowinj-locationindependentteach.com/about/ 

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Touro College GSE TESOL Candidate Jason Madrick on Sociopolitical Contexts of Multicultural Education in Public Education for Course EDPN-671

In synchronous online courses discussion boards are in integral part of student analysis and peer cross-pollination. Touro TESOL Candidate Jason Madrick submitted a thoughtful, reflective, exemplary discussion board contribution for the course Theory and Practice of Bilingual and Multicultural Education EDPN-671.

In synchronous online courses discussion boards are an integral part of student analysis and peer cross-pollination. Touro TESOL Candidate Jason Madrick submitted a thoughtful, reflective, exemplary discussion board contribution for the course Theory and Practice of Bilingual and Multicultural Education EDPN-671. This course reviews the impact of historical, legal, sociological, and political issues in relationship to the education of culturally and linguistically diverse students. It is designed to prepare bilingual and ESOL teachers to work successfully with language minority students, in the context of bilingual ESL programs. It includes the study of the historical, psychological, social, cultural, political, theoretical and legal foundations of bilingual education programs in the United States. Students will examine and analyze different bilingual program models so that they may apply such knowledge to the implementation of pedagogically effective practices for second language learners using both the L1 and the L2 in curriculum implementation. Communication with parents and families concerning students’ academic and social outcomes will be highlighted. The course supports Touro College’s commitment to preparing educational professionals to work in diverse urban and suburban settings. Students explore the evolution of attitudes regarding bilingualism and multiculturalism in the United States. Emphasis is placed on developing multicultural competence as educators, with areas of focus including cross-cultural communication in the classroom and with parents; how the language and culture of the home and the community impact student learning; cultural factors in the relationships between the school and the community. Models of multicultural and bilingual education will be presented and analyzed. Includes 10 hours of fieldwork.

Jason Madrick was born and raised in Queens, NY. He has been an illustrator, musician, and overall creative person. Mr. Madrick is graduate of Syracuse University with BA degrees in Biology and Anthropology and minors in Sociology and Education. He has taught as a substitute teacher in public elementary schools in Queens, and then in the UPK program for more than a decade combined. Jason Madrick wrote: “I look forward to embarking on the next stage of my career in education being employed by the NYC DOE this coming fall and using my artistic and musical talents, love of reading, nature, science and more to convey and hopefully instill a love of learning in my future students.”

The Discussion Board prompts are in Italic

In your own words, provide a brief summary (4-6 sentences) of one of the major concepts presented in Chapter 1: Affirming Diversity, The Sociopolitical Context of Multicultural Education. Seventh Edition, Pearson, New York (Nieto, Sonia & Bode, Patty,2018). You may select any concept within the chapter. Choose one that you find unique, interesting, and/or worthy of intellectual discussion.

Jason Madrick : In the last section of Chapter One of our text “Affirming Diversity: The Sociopolitical Context of Multicultural Education” by Sonia Nieto and Paddy Bode, one of the concepts that caught my attention was the influence of private industry in public schools, and the heavy focus on high stakes standardized testing. These testing practices had grown out of the policies and curriculum changes that can be linked back to the publication of the “A Nation at Risk” in 1983. (Nieto & Bode, 2018). From there, the No Child Left Behind Act or NCLB continued this trend of focusing on high stakes testing, and the links between private industries and charter schools in particular is alarming in the enormous influence they have on our public education system in the United States. The “testing industrial complex” (Nieto & Bode, 2018) is a term I had not heard before reading this chapter, but it seems incredibly accurate to me based on my own observations and experiences with the company who has published every text book I have used so far in graduate school, Pearson. Pearson is also the same company I had to gather and input data for during my recent teaching experiences in the UPK program. Described in this chapter as a “monstrous carnivore” that devours public school funding, (Nieto & Bode, 2018) Pearson, I think is just one example of the many private companies whose quest for profits is in direct conflict with the noble goals of public education.

Provide a brief discussion/introduction/explanation of the sociopolitical context of your school environment. If you don’t currently work in a school, you may choose to discuss your workplace or school that you attended. Provide some background information so that others can build an understanding of your specific environment.

Jason Madrick: I am currently not teaching during this school year, but I would like to discuss the sociopolitical context of the two schools I worked at through the UPK program. The first of these schools was located in Whitestone, Queens, and the second location was in Jamaica, Queens. I think my familiarity with those schools is more up to date than my own elementary school experiences, though the memories and details of those years are still very much intact. The first school where I taught in the UPK program was located in Whitestone, Queens in what I would classify as a middle class to upper middle class, to wealthy in terms of economic resources for the area and families of students who attended this school. There was even a golf course and country club located within walking distance of the school. The population of the school included students from several different cultural backgrounds including White, African-America, Latino, and Asian students. Religious faiths represented among the student and family populations included Christianity, Judaism, Muslim, and Athiest/Agnostics. The languages spoken by students included English, Spanish, Chinese, Korean, and Japanese. The majority of the teaching and administrative staff at this school was predominantly White and from a middle to upper middle class background. There were four general education UPK classrooms at this school.

The second school location that I was teaching in UPK was located in Jamaica, Queens. This school was predominantly a 4410 program, with a dozen special education classrooms, but had created four to five integrated UPK classrooms in their basement. These integrated classes were meant to be populated by half general education students, and half special education students. The cultural and religious backgrounds of the students and families at this school was predominantly Latino, Southeast Asian, and African-Americans. There were also White and Asian students present in the program as well. The economic background of many of the families based on my limited observations as well as limits of communication due to language differences at this school I think definitely represented a larger proportion of lower income families, including those who were on public assistance and/or homeless. Religious faiths at this school included Christians, Jews, Muslims, Hindu, and Atheist/Agnostics. There were multiple languages spoken by students at home including English, Spanish, Chinese, Bangali, Punjabi, and Urdu. Among the staff including lead teacher and teaching assistants there are a number of languages spoken besides English including Spanish, Arabic, Bangali, Punjabi, Urdo, Chinese, and Russian. One observation and big difference I noticed between these two schools I taught at was the huge increase in absences and habitual lateness of students at this second location compared to the school in Whitestone. I had some students from the two classes I taught at this school that had missed more than a third of the total scheduled days of class.

Comment on one of the videos presented in this week’s readings. This is slightly flexible, but have fun with it. Choose something within the video to discuss here in this board. It could be something you enjoyed learning, something you disagree with, or something that sparked curiosity.

Jason Madrick: I enjoyed watching the Ted Talk video featuring Elijah Jones on Diverse Education for a student in the Education System, TEDxYouth@Wilmington. Elijah is a student at a private school and spends much of his talk discussing how socioeconomic matters have a significant impact on the resources, both materials and instructional talent that are available to students depending on where the live and their economic means. Ultimately he speaks about how our public school system has become increasingly segregated along racial and socioeconomic lines. At one point he mentions that at his private school, there weren’t any “teachers of color” and that he felt like he was “definitely not in Kansas anymore”. His private school had given him access to top level resources, teachers and extracurricular activities. He laments that what it does not provide him with is a substantial level of diversity among his peers, and that this is not going to be helpful for his future. This future he discusses is the one in which the population of students in the USA is rapidly changing both along cultural and ethnic lines, but also along economic ones. He states at one point that recently, and for the first time, more than half of all school age children are from low income families. Elijah continues to speak towards the ideal that to live in an increasingly multicultural society, he, and other students need and should be exposed to a diverse student population, as well as being able to have access to proper learning resources and instructors. He also says that for race relations and divisions among the people of this country to improve, that discussions and opportunities to talk about these relations and problems need to continue.

References

Nieto, Sonia & Bode, Patty (2018). Affirming Diversity. The Sociopolitical Context of Multicultural Education. Seventh Edition, Pearson, New York

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The 11th International Breakfast meeting in the 111th year of the Rotary Club of New York with Irena Zubcevic, Chief of Intergovernmental Policy and Review Branch at the UN and Elira Karaja, Ph.D,an economist and Fellow at Columbia University and Sustainability Specialist

Today, May 19th, 2021 we had an extraordinary presentation by Irena Zubcevic, Chief of Intergovernmental Policy and Review Branch at the United Nations Department of Economic and Social Affairs on the history and outlook on the Sustainable Development Goals 2030. RCNY member Elira Karaja, Ph.D. an economist and Fellow at Columbia University and Sustainability Specialist within the United Nations System.

Irena Zubcevic


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Consul General of the Republic of Kazakhstan in New York – Almat Aidarbekov to speak at Rotary Club of New York United Nations International Breakfast Meeting June 16th, 2021

Consul General of the Republic of Kazakhstan in New York – Almat Aidarbekov to speak at Rotary Club of New York United Nations International Breakfast Meeting

As the Chair of the Rotary Club of New York’s United Nations International Breakfast Meeting is is my great honor to announce the speaking engagement of the Consul General of the Republic of Kazakhstan in New York Almat Aidarbekov.

This will be a very special meeting as it not only celebrates Kazakhstan’s 30th year of independence but also my retirement as Chair of the Rotary Club of NEw York International Breakfast meetings. It was an honor to arrange for the meetings in service to RCNY and host such notable diplomats.

Kazakhstan is the world’s largest landlocked country, and the ninth-largest country in the world. It has a population of 18.8 million residents, and has one of the lowest population densities in the world, at fewer than 6 people per square kilometre (15 people per sq mi). Since 1997, the capital is Nur-Sultan, formerly known as Astana. It was moved from Almaty, the country’s largest city. 2021 marks the 30th year of Independence Day. Kazakhstan became a sovereign state after the Supreme Council adopted a law on the state independence of Kazakhstan on Dec. 16, 1991. I had the great joy to visit Kazakhstan for it’s fantastic World Expo in 2017.

Kazakhstan World Tech Fair 2017

Established on July 27, 2009 Consulate General of the Republic of Kazakhstan in New York within its consular district provides consular and legal assistance to citizens of the Republic of Kazakhstan and provides state and consular services to Kazakhstan citizens and residents of the United States. Our Consulate offers mutually beneficial cooperation between Kazakhstan and the states of the consular district in economic, cultural and humanitarian fields.
Consular district of the Consulate General of Kazakhstan in New York includes the following states:
Connecticut, Minnesota, Vermont, Illinois, New Jersey, Wisconsin, Iowa, New Hampshire, Indiana, Maine, New York, Ohio, Massachusetts, Pennsylvania, Michigan and Rhode Island.


General information about Consul General Aidarbekov
Education
Undergraduate degree in International Relations at Ankara University
Master’s degree in Public Management from Carnegie Mellon University
Career
Almat Aidarbekov started his career at the Ministry of Foreign Affairs of the Republic of Kazakhstan in 1998 as a desk officer at the Asia, Middle East and Africa Division of the Fourth Department.
In 1999-2000 held position of Attaché at the Department for Bilateral Cooperation.
In 2000 worked at the Attaché at the Embassy of the Republic of Kazakhstan in the Republic of Turkey.
In March, 2003 returned to the Foreign Ministry and held consecutive positions of Second and First Secretary at the Department of Europe and America. From 2004 to 2007, Mr. Aidarbekov was in Head of Consular Section position at the Embassy of Kazakhstan in United Kingdom and Northern Ireland.
In 2007-2014 served as Second, First Secretary and later as Counselor of the Embassy of Kazakhstan in the United States.
In 2014-2019 held several positions at the Foreign Policy Division of the Presidential Administration of Kazakhstan.
Since November 1, 2019 Mr. Aidarbekov serves as Consul General of the Republic of Kazakhstan in New York.
Speaks English, Russian and Turkish. Holds the diplomatic rank of Counselor of First Class. Married, has three children

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Jasmin Bey Cowin, Ed.D. to speak at the virtual 26th Annual NATE Conference Digital Change in the ELT Community in Moscow, Russia

The 2021 NATE Conference is dedicated to Digital Change in the ELT Community. Never has the world faced such fast-paced change and vast digitalization and, as a result, required such spur-of-the-moment creativity and agility from educational professionals. We are in this process together and have a lot of personal and professional experience to share.

Dr. Bey Cowin’s conference topic will be: Innovation, Collaboration, Transformation: Education for a Connected World. The conference host is the National University of Science and Technology.

Globally, the way we educate and are educated is changing at a rapid pace. New technologies and ways of interpreting the world are reshaping educational philosophies and their underpinning pedagogies while transforming modes of delivery in educational institutions worldwide. This presentation explores the necessity of rethinking education for a successful integration in the artificial intelligence (AI) age.

The need to adapt by educational institutions, corporations, teachers, and learners is great. However, what kind of frameworks are necessary for education in the digital age? What resources will be necessary to bring education into digital classrooms from early childhood through tertiary and technical education? What trends and possibilities are on the horizon to educate and train entire generations of educators to stay relevant in the 21st Century and beyond? Five emerging trends for 21st-century education will be explored.

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The International Research and Review Journal of Phi Beta Delta Honor Society for International Scholars publication of Dr. Jasmin Bey Cowin’s article “Digital Worlds and Transformative Learning: Google Expeditions, Google Arts and Culture, and the Merge Cube”

I am delighted to announce that the International Research and Review Journal of Phi Beta Delta, Honor Society for International Scholars, Volume 10, Number 1 Fall 2020, with Michael B. Smithee, Ed.D., Editor published my article Digital Worlds and Transformative Learning: Google Expeditions, Google Arts and Culture, and the Merge Cube

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NYS TESOL 51st Annual Conference Looking Forward: Educational Empowerment & Transformative Education

Please consider submitting a proposal for the hybrid NYS TESOL 51st Annual Conference on November 4, 5, & 6 2021.

The Call for Proposals for the NYS TESOL 51st Annual Conference (November 4-6) is live!  Our theme this year is Looking Forward: Educational Empowerment & Transformative Education.  We are tentatively planning a hybrid conference, with a virtual component and a live component. 

Please consider submitting a proposal for the hybrid NYS TESOL 51st Annual Conference on November 4, 5, & 6 2021.

Locations:Virtual Day
Online
Face-to-Face Location
Sonesta White Plains Downtown
66 Hale Avenue
White Plains, NY 10601

Proposal Deadline: March 28th, 2021
Notification of acceptance: by August 1st, 2021

The NYS TESOL 51st Annual Conference invites you to participate, present and collaborate along with the TESOL community across New York State and the globe.We invite any proposal that ties in with our theme to engage attendees in conversations around Looking Forward: Educational Empowerment & Transformative Education. This includes emerging trends, issues and solutions in TESOL education.   

Please consider presenting, sharing and discussing ideas related to the conference theme within the following categories:Adult Education
Applied Linguistics

  • Adult Education
  • Advocacy
  • Applied Linguistics
  • Bilingual Education
  • Elementary Education
  • Higher Education
  • Secondary Education
  • Special Education
  • Teacher Education
  • Teaching English Internationally
  • Technology Integration

Submit proposals herehttp://bit.ly/NYSTESOLProposals2021 
Virtual Day, November 4th, 2021 

  • Virtual Poster sessions: features successful lesson plans, projects and/or research studies.
  • Virtual Presentations: either a live or short pre-recorded presentation intended to feature successful lessons, projects, reports on work in progress, and/or research studies. Virtual Presentations will be accessible on the NYS TESOL website during the Annual 51st Conference.
  • Commercial: NYS TESOL accepts a limited number of Commercial Presentations, those given by publishers or sponsors of publisher’s materials. These require purchase of  a virtual exhibitor space and must be specifically marked as Commercial.

Face to Face at the Sonesta White Plains Downtown Conference Venue
November 5th & 6th, 2021

Session descriptions:

  • Poster Presentations: presentations that feature successful lesson plans, projects and research studies.
  • Paper Presentation: presentations that summarize research or studies in process in a particular field. It provides the audience with a rapid and intensive overview of research and allows for in-depth discussion among presenters and the audience.  (20 minutes)
  • Workshop/Demonstration: presentations that provide hands-on learning opportunities and specific takeaways that enable participants to gain more expertise in a particular area of interest, or interactive exercises designed to address a challenge. (50 minutes)
  • Panel: presentations that explore a specific issue from the diverse points of view expressed by the participants. (50 minutes)
  • 20 Minute Teaching Tip: short format presentations that allow presenters to share a quick strategy, game, or tool that facilitates instruction in the classroom. Teaching tips should be practical in focus and simple enough to be explained in a 20-minute format.
  • Commercial: presentations that are given by publishers or sponsors and showcase publisher’s materials. These require purchase of exhibitor space and must be specifically marked as Commercial.

NOTE: Paid registration to the conference will be necessary to present.
For more information, please contact:
Jasmin Cowin/Conference Chairperson: vpconference@nystesol.org
Carmen Diaz/Proposal Chair:  proposals@nystesol.org

While we are planning a hybrid conference with both virtual and face-to face events, the fluidity of the Covid situation continues to create uncertainty in the conference planning process. We will keep you informed as to any updates. 

NYS TESOL advocates, advances, and enriches TESOL education and professionalism statewide. NYS TESOL is an association of professionals concerned with the education of English language learners at all levels of public and private education in New York State. Our interests include classroom practices, research, program and curriculum development, employment, funding, and legislation.

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Teaching and Learning Theories Wheel by Jasmin Bey Cowin Ed.D.

As I continue working with infographics I have come to the conclusion that infographics are a two-part data analysis tool.

As I continue working with infographics I have come to the conclusion that infographics are a two-part data analysis tool: First, infographics offer the opportunity to parse information through visualization ideations. Second, the design process for creating an infographic can itself be a form of analysis with the creation of a new design becoming part of the designers meaning-making.

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Miklós GÓR-NAGY – Hungarian Trade Attaché to speak at the Rotary Club of New York United Nations International Breakfast Meeting Feb. 17, 2021

As Chair of the Rotary Club of New York United Nations International Breakfast Meeting it is my pleasure to announce our next guest speaker: Miklós GÓR-NAGY, Hungarian Trade Attaché

In addition to his career as a professional athlete, he graduated from International Business School with a degree in economics and marketing, and earned a law degree from the Károli Gáspár Reformed University. He also has an international water polo referee and coach degree. He has been working at the Ministry of Foreign Affairs and Trade since 2019. In 2020, he began his service at the Consulate General in New York as a trade attaché. He is married and has two young children, Gordon and Abigel.

From 1992 to 2019 he was a professional water polo player. He has played for BVSC, Eger, Honvéd, Budvanska Rivijera Budva, OSC, and Ferencváros. He played his first national team match in 2005, under the captaincy of Dénes Kemény. He has participated in five world championships, three European championships, played 435 first division water polo matches in the Hungarian championship, and 200 he has times caps in the Hungarian national team.

Results Selected: FINA World Champion – Barcelona (2013), FINA World Championship silver – Budapest (2017), European Championship silver – Belgrade 2006, Budapest (2014), European Championship bronze – Belgrade (2016), World League silver – 4x , World Cup silver – Almaty (2014), European Youth Champion (2001), Juniur World Championship and European Championship silver medals.

Results in club teams: 3x Hungarian champion, 3x Hungarian Cup winner, 3x Hungarian Super Cup winner, LEN Champions League winner (FTC – 2019), LEN Super Cup winner (FTC – 2019), Montenegrian Cup winner (Budva – 2008)

Wed, February 17, 2021 9:00 AM – 10:00 AM EST

Register: https://www.eventbrite.com/e/rotary-club-of-new-york-international-breakfast-virtual-2172021-tickets-140300144509

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Holo Sail Holdings, Inc, Global Supply Chain Logistics and SDG 8 by John P. Walker II and Dr. Jasmin Cowin

John P. Walker II, Holo Sail Holdings, Inc: President / Chairman and Dr. Jasmin Cowin, Holo Sail Holdings, Inc: Advisor to Executive Management are featured in a publication by The American Reporter. Read our vision on disruptive technologies, black swans, a possible job famine and integrating automation into the fabric of our shared humanity through resource efficiency in consumption and production as Holo Sail Holdings vision of a prosperous and promising future.

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Thomas Missong, President of the European Association of Credit Rating Agencies (EACRA) speaks at the United Nations Rotary Club of New York International Breakfast Meeting on January 20th, 2021

Thomas MissongPresident of the European Association of Credit Rating Agencies (EACRA)

TOPIC: “Credit Rating Agencies: stocktaking in times of crisis, Competition and international Framework“.

Date And Time
Wed, January 20, 2021 9:00 AM – 10:00 AM EST

Since 2010, Thomas Missong is the President of the European Association of Credit Rating Agencies (EACRA), registered in Paris, France, currently representing 9 credit rating agencies registered in the Euroepan Union and 3 in Switzerland, Turkey and Russia. Additionally, Thomas is a Managing Director at RATINGPLATFORM, a specialized website on ratings on a global level. He acted as independent Board Member of Russia’s leading agency Analytical Credit Rating Agency from its establishment in November 2015 to July 2020.

Prior to that Thomas was Executive Director of Triple A Corporate and Rating Advisory, a 100% subsidiary of UniCredit Bank Austria in Vienna, acting as communication channel between the bank, the bank clients and the international rating agencies.

In the past he worked as a project manager in Bank Austria Creditanstalt in the Energy and Utilities team in Vienna and as project Manager for Lyonnaise des Eaux, the leading global water utility, in Paris.

Thomas Missong has a Master’s degree in European Political Affairs from the College of Europe in Bruges and holds a Magister in Business Administration from Wirtschaftsuniversitat in Vienna (with focus on Capital Markets).

Register here:

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Touro TESOL Candidate Radhika Hira on Teaching According to the Stages of Literacy Development

Discussion Boards are invaluable for students to develop their analytic skills, reflect on their readings and interact with their peers. Here an outstanding DB by Touro TESOL Candidate Radhika Hira on Teaching According to the Stages of Literacy Development.

Radhika Hira, a preservice elementary school teacher and yoga teacher in New York will graduate with her MA in Dual Inclusive Elementary Education from Teachers College this fall, and is working on a TESOL extension from Touro as well.
Radhika states that “I’m kind of known for my positive attitude! I think it is my biggest strength in a classroom – it allows my students to have a growth mindset. Since they feel safe in making mistakes, it encourages risk taking as they learn to be learners. This is a tumultuous time in the world, and I am excited to be there for my students. They need us to be ‘present’ more than ever.”

This DB focuses on your reading of Teaching According to the Stages of Literacy Development

  1. How would YOU in YOUR professional teaching practice, track and assess reading levels ? Please be specific.

Over 60 years ago, Betts (1946) described a framework for levels dependent on difficulty in his book, Foundations of Reading Instruction: With Emphasis on Differentiated Guidance. This framework was based on research done over 70 years ago now, and with 41 children. The framework resulted in four levels of reading which are still applicable today. (1) the independent level, (2) the instructional level, (3) the frustration level and (4) the probable capacity level. The fourth level is based on material which is read to a student but the first three are based on the decoding and comprehending ability of the student when reading a text.

Today there are at least 7 systems that level children’s book based on this, and mathematical algorithms using word length and sentence length. (F&P, Lexile, Accelerated Reader, Reading Recover/Benchmark, DRA, DRP, & Fleish-Kincaid). I have personally used F&P running records and miscue analysis as tools to assess students reading levels. My experience leads me to see miscue analysis as a far more authentic tool to measure reading needs of students so that we can focus on improving proficiency as opposed to levels.

Educators, parents and administrators take levels seriously and while I agree that levels are an important and even elegant tool to create a framework for students in some respects, as an educator I primarily always keep in mind that they are a teacher’s tool and not a reader’s label. The following are the principles from Glasswell and Ford’s 2011 article, Let’s start Leveling about Leveling, that I plan to live by in my own professional practice:

• Leveling takes a complex idea and makes it too simple: Reading is a complex process. It involves the reader, the text, background information, culture, linguistic ability, preference and interest all in one. Boiling this down to a mathematical algorithm that assess the word length or number of words on a page in isolation makes levels simplistic and requires that a teacher weigh everything else in and employ professional judgement as well.

• Leveling takes a simple idea and makes it too complex: An example best illustrates this point. In the popular F&P system, “for level J texts, consideration is given to 10 key text characteristics (genre/forms, text structure, content, themes and ideas, language and literary features, sentence complexity, vocabulary, words, illustrations, and book and print features). Across those 10 characteristics, 66 specific criteria are further identified. In contrast, a K-level text is analyzed using the same ten characteristics with 71 specific criteria. J- and K-level texts share 21 identical criteria and many more criteria that vary only in degree. For example, sentence length in J books is 10+ words; in K books, it is 15+ words. Length ranges in J-level texts from 24–36 pages; K-level texts are 24–48 pages. In the end, a book like Henry and Mudge: The First Book is assigned to the J basket, while Frog and Toad Are Friends finds its way into the K basket.” (Glasswell, 2011,211) In addition to being inaccessible to teachers to replicate for a text that is not leveled, it is not clear if these decision are made based on empirical evidence or simply collective characteristics which are subjective. Additionally, research supporting these methods are not necessarily valid or reliable.

• Reading levels are not the same as reading needs: This might be the most critical principle to keep in mind when I implement reading levels. Readers within a level might differ drastically in their needs. Even if readers have the same number of miscues, self corrections and errors, the reasons behind these could be vastly different indicating a distinct skill that needs to be addressed for the reader.

• Progress does not equal proficiency: Readers progressing from one level to the next are not necessarily acquiring proficiency since the emphasis is more on the text and the level than the reader. Additionally this often creates competition & judgement in relation to reading which can create more aversion to reading for many.

• Readers have rights (as well as levels): This quote from the F&P blog really sums up the importance of ensuring levels are always kept in check and come after a reader’s right to read and consume knowledge as they desire.

“Fountas and Pinnell on Leveling: A Teacher’s Tool – Levels can be a resource for you and your colleagues to guide student choices for independent reading, but they should not be a limitation or a requirement. Leveled books are instructional tools for teachers who understand them—nothing more. Above all else, a level is a teacher’s tool, not a child’s label.” (F&P, 2016)

  1. Watching the webcast and looking at the Reading Rockets resources was there anything that you will be able to incorporate into your professional practice?

There were many moments in the webcast that resonated with me and reinforced ideas that I have about practice. Dr. Pressley stressed throughout the webcast how teachers need to consistently keep abreast of new developments and spend time deep diving into the resources they have, even if those are limited. This is important as an educator to keep in mind and always ensure we attend PDs, and keep abreast of what is happening in the field so we can make informed decisions for our students to support them.

Carol Ann Tomlinson talks about “The student leading the teacher.” (23.57) and I believe this is critical since we need to follow our student’s lead. This can only result in better motivation, engagement and a sense of enhanced learning for the classroom community. However, Tomlinson’s work has it’s foundations in gifted education and is not empirical but is based on the intersection of readiness, interest and the student’s learning profile so that content, process or product is modified. It is a responsive approach based on consistent observation of the student. While crucial to consistently assessing students, this approach also makes the teacher central in terms of creating modifications. It takes pre-set content and then tries to adapt it for different learners. This understanding makes me more convinced of the benefits of a UDL (Universal Design for Learning) instructional strategy more than ever. UDL is based in neuroscience and on the principles of the 8 multiple intelligences. While it has foundations and is connected to special education, it is a ‘lens to look through so we can remove barriers and center learners.’ It provides for multiple means of representation, action and expression as the three pillars of lessons and teaching to bring all students access to content in ways they learn best. It is a constructivist approach where in addition to readiness and interests, aspects of the whole student like family, culture, and community are also included. As Carol Ann Tomlinson says “as capturing their best ways of learning” (Tomlinson, 32.49) and “taking advantage of every skill opportunity”(Tomlinson, 9:58).

I believe a UDL approach as opposed to differentiation makes it less challenging for us as teachers because you don’t go into a lesson with set content that then needs to differentiated based on students. You approach the lesson and offer students different ways to access, learn and represent their learning right from the start. If your starting point is that, the process becomes far less intimidating and challenging. It is a resource that “gives you more flexibility rather than hamper it.” (Tomlinson, 41.00)

  1. List Challs stages of reading development aligned with age, 1 key teaching principles, and 1 key teaching practices for each stage.

‘0-6 Years

STAGE 0: By age 6, children can understand thousands of words they hear but can read/write few if any of them.

Principle: They should be exposed to rich experiential learning and shared reading so that they can develop a rich vocabulary. Practice: Their vocabulary and language is developing and are encouraged to draw and scribble. Games, play, word walls and verbal exchanges are instrumental. Purposeful writing is important.

6-7 years

At the end of STAGE 1, most children can understand up to 4000 or more words when heard but can read/write about 600.

Principle: Direct and systematic phonics instruction and Shared, guided and interactive reading and writing are a focus.

Practice: Vocabulary is still developing and in addition they can listen to and discuss stories and write recounts/retells of stories. Invented spelling is encouraged.

7-9 Years

At the end of STAGE 2, about 3000 words can be read, written and understood and about 9000 are known when heard. NB: children’s written language may be up to 3 years behind oral language.

Principle: Continued Phonics in conjunction with learning to express ideas and writing purposefully.

Practice: Exploring interesting though familiar, topics, collection data, word walls, guided reading.

9-13 years

At beginning of STAGE 3, listening comprehension of the same material is still more effective than comprehension and composition. By the end of Stage 3, literacy and listening are about equal for those who read very well.

Principle: Consolidation of constrained skills; speaking, listening and viewing for a range of purposes in diverse knowledge areas to focus on main idea and key strategies of evaluating and analyzing.

Practice: Literacy practice is replaced by reading and writing meaningfully for authentic purposes through complex activities like debates, and discussions.

  1. What did you learn for your own professional practice that was surprising after reading: Teaching According to the Stages of Literacy Development

While reading the article the one thing that stood out to me was the idea that inventive spelling should be encouraged in Stage 1. While I think I’ve instinctively seen this occur and I understood it, it was nice to see it as part of the stage of literacy development. It also makes perfect sense in combination with the idea that phonics are just about being introduced and the student’s understanding of phonemes and the sound letter connection is most important at this stage.

References:

Brace, E. (2017, April 10). Teaching According to the Stages of Literacy Development. Retrieved November 13, 2020, from https://www.theliteracybug.com/journal/2017/8/4/literacy-

teaching-in-accordance-with-the-stages-of-literacy-development?rq=Teaching+According+to+the+stages+of+literacy+development

Fountas&Pinnell. (2016, September 29). A Level is a Teacher’s Tool, NOT a Child’s Label. Retrieved November 18, 2020, from https://fpblog.fountasandpinnell.com/a-level-is-a-teacher-s-tool-not-a-child-s-label

Glasswell, K., & Ford, M. (2011). Let’s start Leveling ab

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Touro College TESOL candidate Eva Sipe’s SIOP lesson plan and presentation for EDDN 637

Context and Overview

The focus in the Touro TESOL course EDDN 637 Second Language Learners and the Content Areas is on practicing effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Teacher candidates are required to design a sheltered instruction lesson following the Sheltered Instruction Observation Protocol (SIOP) Model, a research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States.  Candidates need to explain how and why they’ve decided on the specific lesson content and language needs to be addressed.  Activities focus on assessing student needs before, during and upon lesson completion to enhance future instructional planning.  An outstanding SIOP lesson plan was submitted by Touro TESOL candidate Eva Sipe.

Eva Sipe, a 3rd Grade NYC Public School Teacher in Brooklyn, NY, has taught Special Education since 2005 and taught English Language Learners since 2016. She received her Undergraduate Diploma and Master’s Degrees in Comparative Religions and Philosophy at the Catholic University of Lublin in her native country, Poland. She received her Dual Master in General and Special Education from Touro College and her Advanced TESOL Certificate from Adelphi University. She is currently pursuing an Advanced Certificate in Bilingual Education at Touro College to better serve the bilingual population of students at her school.

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Rotary Club Of New York International UN event: Wolfram von Heynitz – Deputy Consul General of Germany in New York on December 16th, 2020 will speak on “The Future of Transatlantic Cooperation”

As Chair of the RCNY UN International meetings I am pleased to announce Wolfram von Heynitz – Deputy Consul General of Germany in New York will speak on “The Future of Transatlantic Cooperation” on Wednesday, December 16, 2020 7:00 PM – 8:00 PM EST. Please register at: https://www.eventbrite.com/e/wolfram-von-heynitz-deputy-consul-general-of-germany-in-new-york-tickets-131642370875

About Wolfram von Heynitz
Wolfram von Heynitz is currently the Deputy Consul General of Germany in New York.

Prior to this he was Head of the Cyber Policy Coordination Staff of the German Federal Foreign Office, a member of the Group of Governmental Experts on Advancing responsible State behavior in cyberspace convened in 2019 by UN Secretary-General Guterres and a member of the Ad hoc Committee on Artificial Intelligence of the Council of Europe. In this position, he was also responsible for the recently published “Recommendations for the Future of Digital cooperation” which Germany and the UAE undertook at the request of the UN.

Previous positions include a term as Research Commissioner of the German Federal Foreign Office and a member of its Policy Planning staff, specializing in Cyberpolicy, Cybersecurity, and, in the face of emerging challenges, the development of future directions and strategies for the Foreign Office. He has also served as Head of the Division for Foresight, in the Ministry’s EU Enlargement Division, as the Political Counsellor in the German Embassy in Tel Aviv dealing with the Middle East Peace Process and Israeli interior politics, in the private office of the Minister for European Affairs and in the Office of the Federal President of Germany. He was also posted as Deputy Head of Mission to Ireland and Azerbaijan.

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RCNY Virtual International Breakfast Meeting at the UN on November 18th, 2020 featuring Consul General of Italy Francesco Genuardi

As Chair of the RCNY Virtual International Breakfast meetings at the UN it is my pleasure to announce our guest speaker the Consul General of Italy Francesco Genuardi.

As Chair of the RCNY Virtual International Breakfast meetings at the UN it is my pleasure to announce our guest speaker the Consul General of Italy Francesco Genuardi.

Francesco Genuardi is an Italian diplomat with 23 years of experience in the field of International Relations. In March 2016 he has been appointed Consul General of Italy in New York, the most prominent consular position in the Italian diplomatic service, covering the States of New York, New Jersey, Connecticut, and Bermuda with a resident Italian Population of about 90,000 and more than 3 million Italian-Americans.

From November 2014 and prior to his appointment to New York, he was at the Cabinet of the Minister of Foreign Affairs, Hon. Gentiloni, dealing with parliamentary relations. Between 2005 and 2014 he served at the Cabinet of the Foreign Minister, working with the succeeding Ministers in office. From 2002 to 2005 he was appointed Counselor at the Permanent Mission of Italy to NATO, where he was responsible, among other issues, for the relationship with the Press in Brussels and with the NATO Parliamentary Assembly.

From 1998 to 2002 he served as Deputy Consul at the Consulate General in Buenos Aires, Argentina. He joined the diplomatic service in 1993, and between 1993 and 1998 he was at the General Directorate for Economic Affairs – where he dealt with international issues associated with environmental protection and safety – and at the Press and Media Office.

Born in Brussels on July 7, 1967, he graduated in Law at the University of Milan in 1991. He is married and has two daughters.

http://REGISTER AT: https://bit.ly/RCNYItalybkfst

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Touro TESOL Candidate Alessia Tartamella on Program Options and Teaching Models for English Language Learners/Multilingual Learners

Online Discussion boards ensure that course questions and answers are available to all participants, create a repository of shared information and create a permanent record of all postings. Yet, apart from these points, Online Discussion Boards throughout the semester showcase students in-depth analysis of the assigned materials and their scholarly trajectory. This week I am featuring Touro College, TESOL candidate Alessia Tartamella’s excellent contribution.

Alessia Tartamella, a 3rd Grade NYC Public School teacher in Brooklyn, New York, has taught English Language Learners since 2016. She received her Bachelors Degree of Business Administration at Brooklyn College and her Masters Degree in Teaching Children grades 1-6 at Brooklyn College. Currently, she attends Touro College to pursue an extension in Teaching English to Speakers of Other Languages. This will be her last semester at Touro College. “I hope to soon move on to become a certified TESOL teacher in the NYC Public School system.”

  1. In NYS,  what are the  Program Options for English Language Learners/Multilingual Learners?

The Program Options for English Language Learners and Multilingual Learners are Transitional Bilingual Education Program (TBE) , Dual Language (DL) , One Way Dual Language Program, Two Way Dual Language Program and English as a New Language (ENL). (Program Options for English Language Learners/Multilingual Learners, n.d.)

2. Name the five different models currently in use that integrate language and content instruction – refer to Celce-Murcia Unit III readings.

There are different models that teachers may use when lesson planning. According to Celce-Mucia in Unit III, these models were created by experts with different views and embedded theories. The first model is the Hunter model (Hunter, 2004). This model is also known as five-step, seven-step, or nine-step model. Another model is the presentation-practice-production model (PPP). This is used mainly in beginning-level classes of language learning.  The next model is the engage-study-activate (ESA) model. This is a more versatile model than the PPP model because it allows the instructor to adapt the lesson delivery in different ways. This can be taught in different time frames and with students’ engagement in mind.  Another teaching model is the Sheltered Immersion Observation Protocol or SIOP model. This is a model developed with the intention of teaching students learning English from grades K-12th grade.  With this model, the instructor’s intention is to teach language and content at the same time. This model first started as a rubric for teacher’s observations, and evolved into a lesson-planning model.  Finally, the last teaching model is encounter, clarify, remember, internalize, and fluently use (ECRIF). This is a common model used when teachers drill strategies or vocabulary to students. 

3. Name the model that you use most and why.

In my instruction, I mainly use the Sheltered Immersion Observation Protocol or SIOP model. It is very important for students to learn content while learning a new language. In my school, teachers are expected to teach a lot of content to students, even if they do not speak English yet. We are considered a content based school.  This method of teaching English could be challenging for a teacher because it incorporates many things into a lesson, however, for a student who is learning English it allows them to use what they know in their lives and apply it to what they are learning.  This model also allows the teacher to focus on language objectives to get students to the goal or goals of the lesson. Students and teachers can activate prior knowledge, teach vocabulary and apply the lesson to real world situations to motivate students.  Then, students go on and participate in language objectives, strategies and interactions. Finally, students will practice and apply.  This model is what I am required to use in my classroom and one that I enjoy using as a third grade TESOL teacher.

In addition to this model, my school uses the ECRIF model when teaching phonics and reading to students learning how to read. We use a program called Orton-Gillingham, where students participate in language drills that they apply to reading a writing.  This strategy works well for many special education students and some ELLs, but not all. Students are taught the rules of English grammar and spelling.  After they are taught the basic rules through drills and repetition, they use them in practice for reading and writing.

4. Gather some information on student assessment from your school district. What kinds of student assessments are regularly administered, and in what language? If the district includes non-native speakers of English, are testing and assessment requirements modified or altered in any way to accommodate them? If so, how?

There are different assessments given to students in different situations.  During a student’s registration process, they are assessed through an interview and questions to determine the child’s ability in English and if the child may need special education services. This interview process is done by a trained teacher, sometimes a TESOL one and the school psychologist, if necessary. 

For learning, my school district uses different forms of assessments, but they are not altered to accommodate non-native speakers of English.  In the beginning of the year, students are given reading, writing, and math assessments. All students take the same assessment and they are all given without the teacher reading the questions to them.  However, my school district uses an online program called iReady that is tailored to all student’s needs. While the student takes the assessment, the online program adapts itself to the child’s ability.  It alters questions in different subject domains and only asks the just-right amount of questions for a child.  When the student continuously does not know answers to questions, the assessment ends. If a student continuously gets questions correct, the assessment continues on, adding difficulty to the assessment. This is a good way to get accurate ability levels in all students and does not allow them to feel discouraged. This assessment also reads to students, includes videos and engaging characters to keep students interested and excited. 

5. What is the purpose of Commissioner’s Regulations – Sections 117 http://www.p12.nysed.gov/sss/lawsregs/117-1-3.html (Links to an external site.)

The purpose of the Commissioners Regulations Sections 117 is that students must be given a screening prior to entering a school to develop a plan for learning for each child.  The students should be given this assessment to ensure they are placed in the correct learning setting. This is to ensure students with special needs are given a fair placement.  Additionally, speakers of other languages should be given a choice of a placement in a Dual language class, or ENL class when registering, if the school has the option. 

6. How do the BLUEPRINT FOR ENGLISH LANGUAGE LEARNER/MULTILINGUAL LEARNER (ELL/MLL) SUCCESS http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf (Links to an external site.) and CR Part 154 Comprehensive ELL Education Plan (CEEP) and ENL staffing requirements connect with each other? http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep?   (Links to an external site.)http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf (Links to an external site.)

These three resources have many things in common, but the most common theme is the plan for fair instruction for English Language Learners.  These three resources highlight the importance of a structured program for the diverse levels of English Language Learners.  They all enforce inclusivity and structure.  The Blueprint for English Language Learners/MLL success highlights 8 different aspects to teaching English at the highest regard.  The mission of this blueprint is described as “The mission of the New York State Education Department’s (NYSED) Office of Bilingual Education and World Languages (OBEWL) is to ensure that all New York State (NYS) students, including English Language Learners/ Multilingual Learners (ELLs/MLLs), attain the highest level of academic success and language proficiency. ” (The Blueprint for English Language Learners/MLL success, n.d.).  

The Commissioner’s Regulations 154 states that all English Language Learners must experience learning as described in the education plan for ELLs. Principals and staff must submit a plan of action for these students.  By using the ENL staffing requirements, principals can align staffing and instruction to fit the needs of the students in the school. These three resources go hand in hand because they demonstrate the appropriate planning and instruction required for a school to fairly and legally education ELL students. 

7. List 3 surprising fact you learned about in Celce-Murcia Chapter 32: Approaches to School-Based Bilingual Education Mary McGroarty & Shannon Fitzsimmons-

  • “Bilingual education is not only for recent immigrants; there are also approaches aimed at monolingual students who speak only the majority language and wish to develop strong proficiency in another language” (Celce-Murcia, 503)
  • “In the United States, there is a great deal of interest in two-way immersion model designed to serve both language minority and language majority children who wish to learn through the medium of two languages and develop literacy skills in both languages. ” (Celce-Murcia, 506)
  • Although teachers are vital, they are not the only relevant personnel. The presence of school administrators who understand bilingual instruction, other bilingual instructional personnel such as classroom aides and librarians, and bilingual staff members such as shcool secretary increase the likelihood of consistent and effective bilingual instruction.

Citations

Blueprint for English Language Learner/ Multilingual Learner Success THE STATE EDUCATION DEPARTMENT / THE UNIVERS ITY OF THE STATE OF NEW YORK Office of Bilingual Education and World L anguages. (n.d.). http://www.nysed.gov/common/nysed/files/nys-blueprint-for-ell-success.pdf (Links to an external site.)

Celce-Murcia, M., Brinton, D., & Snow, M. A. (2014). Teaching English as a second or foreign language. Boston: National Geographic Learning

CR Part 154 Comprehensive ELL Education Plan (CEEP). (n.d.). New York State Education Department. Retrieved September 28, 2020, from http://www.nysed.gov/bilingual-ed/cr-part-154-comprehensive-ell-education-plan-ceep?

CR Part 154-2 (K-8) English as New Language (ENL) Units of Study and Staffing Requirements. (n.d.). Retrieved September 28, 2020, from http://www.nysed.gov/common/nysed/files/programs/bilingual-ed/enl-k-8-units-of-study-table-5-6-15.pdf

Program Options for ELLs/MLLs. (n.d.). New York State Education Department. Retrieved September 28, 2020, from http://www.nysed.gov/bilingual-ed/program-options-english-language-learnersmultilingual-learners

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The Honorable Adrian Kubicki, Consul General of Poland in New York City and Rotary Club of New York International Breakfast at the UN – Virtual

The Honorable Adrian Kubicki, Consul General of Poland in New York City and Rotary Club of New York International Breakfast at the UN – Virtual

As Chair of the Rotary Club of New York’s International Breakfast at the United Nations it is my pleasure to announce our next guest speaker: Adrian Kubicki Consul General of Poland in New York City. Join us virtually by registration https://www.eventbrite.com/e/rotary-club-of-new-york-international-breakfast-at-the-un-virtual-tickets-123754317495

DATE
Wed, Oct 21, 2020 9:00 AM – 10:00 AM EDT

Born in 1987 in Poland, Adrian Kubicki is a Diplomat, sociologist, expert in public relations and communication, former journalist and spokesperson of LOT Polish Airlines.

He graduated social sciences at University of Warsaw. For 7 years he worked as a journalist for one of the largest radio stations in Poland, reporting major news stories from Poland and many other countries across the globe. He contributed to major daily newspapers in Poland as well as the website dedicated to nongovernment organizations with a particular focus on humanitarian and development aid.

In 2014 he joined communications team at LOT Polish Airlines as international PR manager, building relations with media on airline’s key markets, including the U.S. In 2016 he became spokesperson and executive director responsible for building communication strategy for the ambitious plan of LOT’s global expansion. During that time he and his team organized more than 100 events and press conferences, launching new services to Tokyo, Seoul, Singapore, Newark, Los Angeles, Miami and many others, as well as introducing new Boeing aircraft to the service – 787 Dreamliner and 737 MAX. He represented LOT on many of these events, as well as at major international conferences and gatherings around the World.

In 2017, together with LOT’s CEO Rafał Milczarski, he initiated and run a successful public campaign educating Polish passport holders about U.S. visa application process, with an aim to reduce the refusal rate below 3%. Campaign guided Poland to being included into the Visa Waiver Program in 2019.

In August 2019 he joined Polish foreign service at the Ministry of Foreign Affairs, where he received a consular title and was appointed for four years term as a director of Polish Cultural Institute in New York – part of Polish diplomatic mission to the U.S. working in the field of public diplomacy.

In January 2020 he has received an official nomination to become a new Consul General of Poland in New York. In February 2020 he passed the hearing before the parliament commission, receiving green light to take over the post later this year.

Privately he is married to Anna and is a father of two years old daughter Laura. In his spare time he enjoys playing piano and organs.

JOIN VIA ZOM: https://us02web.zoom.us/j/83896620862

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Hon. Consul General of the Republic of Kazakhstan in New York, Mr. Almat Aidarbekov joins the Rotary Club of New York International Breakfast Meeting at the UN – Virtual

About this Event

Mr. Almat Aidarbekov started his career at the Ministry of Foreign Affairs of the Republic of Kazakhstan in 1998 as a desk officer at the Asia, Middle East and Africa Division of the Fourth Department.

In 1999-2000, he held position of Attaché at the Department for Bilateral Cooperation. In 2000, he was posted as Attaché at the Embassy of the Republic of Kazakhstan in the Republic of Turkey.

In March, 2003 he returned to the Foreign Ministry and held consecutive positions of Second and First Secretary at the Department of Europe and the Americas.

From 2004 to 2007, Mr. Aidarbekov was posted as Head of Consular Section at the Embassy of Kazakhstan to the United Kingdom of Great Britain and Northern Ireland.

In 2007-2014, he served as Second, Third Secretary and later as Counselor of the Embassy of Kazakhstan in the United States.

In 2014-2019, he held several high ranking positions at the Foreign Policy Division of the Presidential Administration of Kazakhstan.

Mr. Aidarbekov has served as Consul General of the Republic of Kazakhstan in New York since November 1, 2019.

He has a Master’s degree in Public Management from Carnegie Mellon University and undergraduate degree in International Relations from Ankara University.

He speaks English, Russian and Turkish, and holds the diplomatic rank of Counselor of First Class.

Almat Aidarbekov is married with three children.

Register here: https://www.eventbrite.com/e/rotary-club-of-new-york-international-breakfast-at-the-un-virtual-tickets-118974793811

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NYS TESOL Journal published Dr. Cowin’s “Simulation-Based Learning Environment: A Training Tool for TESOL Teacher Candidates”

simSchool screenshot of virtual classroom

simSchool: screenshot of virtual classroom environment training module.

I am pleased to announce the publication of my Materials Review:

Cowin, J. B. (2020). simSchool’s Simulation-Based Learning Environment: A Training Tool for TESOL Teacher Candidates. NYS TESOL Journal, 7(2), 44-46. Retrieved 2020, from http://journal.nystesol.org/currentissue.html

Many thanks to the helpful direction of the Editor-in-Chief Lubie Grujicic-Alatriste, New York City, College of Technology, City University of New York.

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Journal of Higher Education Theory and Practice Publication: Access and Equity: Computers for Schools Burundi by Dr. Jasmin Bey Cowin

Keywords: Higher Education, Practice, education, information and communication technology (ICT), access, equity, computers for schools Burundi, African

It is my pleasure to announce the publication of my article in the Journal of Higher Education Theory and Practice:
Cowin, J. B. (2020). Access and Equity: Computers for Schools Burundi. Journal of Higher Education Theory and Practice20(3). https://doi.org/10.33423/jhetp.v20i3.2970

Keywords: Higher Education, Practice, education, information and communication technology (ICT), access, equity, computers for schools Burundi, African

Abstract

Although information and communication technology (ICT) has been used in various parts of the world to improve access to and the quality of education, educational systems in many African nations still face challenges around access to, equity in, and accessibility of ICT. Such issues are widespread in public education throughout Burundi. To resolve these issues, all stakeholders, including nongovernmental organizations, not-for-profit organizations, schools, communities, and employers in the education sector, must recognize and facilitate educational liberation leading to the social transformation of Burundi’s educational system. It is especially important to include previously disadvantaged communities. This paper outlines and contextualizes the quest of Computers for Schools Burundi to improve access to and equity in ICT literacy skills for Burundian youth from kindergarten–Grade 12.

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Dr. Jasmin Bey Cowin Presents “Tips and Resources on Teaching Math Online to English Learners”, a NYS TESOL Webinar

NYS TESOL Webinars

All are welcome to participate in our webinars! 

  • All webinars are listed in Eastern time (NYC time zone)
  • Pre-registration is required, no later than 1 hour prior to the start of the session. 
  • 30 minutes before the session begins, you will receive an email with a join link.  Please do not share this link on any social media platforms to preserve the integrity of the sessions. 
  • Members will be prioritized when the session reaches capacity
  • Only members can apply for CTLE. Follow this link to apply for CTLE.  Join now for these benefits!
  • To register for any upcoming webinars, click here: https://bit.ly/nystesolwebinar.

Dr. Jasmin Bey Cowin presents “Tips and Resources on Teaching Math Online to English Learners” on 8/20/2020 at 2 pm

Explore different online tools such as Desmos Activities .

Key Math vocabulary for ELLs in Preproduction, Early Production, Speech Emergence, (Krashen & Terrell, 1983).
• Number words, including cardinal (three) and ordinal (third) form
• Words related to basic mathematical operations:
• Addition, add, sum, plus
• Subtraction, subtract, difference, minus
• Multiplication, multiply, product, times
• Division, divide, quotient
• Equals

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The Virtual NYS TESOL 50th Annual Conference Schedule featuring Diane Larsen-Freeman, Ofelia García, Stephen Krashen

The New York State Teachers of English to Speakers of Other Languages is delighted to announce its speaker schedule for The Virtual NYS TESOL 50th Annual Conference.

The dates: 11/13/2020 – 11/14/2020 from 9:00 AM – 4:00 PM.

The Virtual NYS TESOL 50th Annual Conference will be inclusive of all our members across New York State and around the world! 

We have intentionally designed a compassionate virtual conference – a place to connect, learn and above all share how much we care about our multilingual learners, their families, and each other. 

The two days will be filled with rich opportunities to learn, share, and interact with educators of multilingual learners at all levels. Conference activities include three types of concurrent sessions: 45-minute interactive workshops, 25-minute practice or research-focused presentations, quick 15-minute teaching tips as well as fun coffee breaks and lunches with incredible keynote speakers.

Registration & Fees
The conference fee includes the full two days of conference activities, access to recordings of all sessions, and NYS TESOL membership through 2021.
2020 Member $75
Click here to register

If you would like to make a donation to support NYS TESOL in honor of our 50th anniversary, click here!

Schedule at a Glance

Friday, November 13, 2020

9:00-9:10Opening Remarks by NYS TESOL President Laura Baecher
9:15-9:45Plenary 1: Okhee Lee
10:00-10:45 Concurrent Sessions
11:00-11:30 Coffee Klatsch with TESOL Great Diane Larsen-Freeman
11:45-12:15Plenary 2: Ofelia García
12:30-1:15TESOL Expert Brown-Bag Conversation with Luciana de Oliveira
1:30-2:30 Hands-on Workshops

More than Scaffolding Reading: Validating, Affirming, Honoring ELs Valentina Gonzalez
Teaching Immigration Through Film: A Workshop for Secondary Educators Tatyana Kleyn
Culturally Sustaining-Responsive Instructional Reading Approaches for Emergent Adolescent Readers Jody Polleck
Migrant Students and Trauma – Part 1 Michael O’Loughlin and Susanne Marcus
The Altruistic Shield: Moving Past Racial Discomfort and White Fragility Justin Gerald
Standing up for Our Community: an Upstander Workshop for Teachers Sarah Creider
Virtual Study Abroad Collaboration Devin Thornburg and Óscar Ceballos
2:45-3:15Afternoon Tea with TESOL expert Diane Staehr Fenner
3:30-4:00Plenary 3:  Deborah Short
4:15-5:00Award Ceremony Celebrate Students and Educators

Saturday, November 14, 2020

9:00-9:10Opening Remarks by NYS TESOL President Laura Baecher
9:15-9:45Plenary 1: Elisa Alvarez
10:00-10:45 Concurrent Sessions
11:00-11:30Coffee Klatsch with TESOL great Stephen Krashen 
11:45-12:15Plenary 2: Alicja Winnicki and Elsa Nuñes
12:30-1:15TESOL Expert Brown-Bag Conversation with Emily Francis
1:30-2:30 Hands-on Workshops Migrant Students and Trauma – Part 2 Michael O’Loughlin and Susanne Marcus
Advancing the Language & Literacy Needs of Adolescent Newcomers Rebecca Curinga and Ingrid Heidrick
The Synchronous Online Flipped Learning Approach – An 8-Step Cycle Helaine Marshall
Engaging All Students in Learning Science Through Functional Use of Language Emily Kang and Okhee Lee
Creating Breakout Rooms with Google Meet to Encourage Live Collaboration Tan Huynh
Addressing Perceptions and Stereotypes in Interracial Friendships and Teacher-Student Relationships within Diverse School Communities Ming-Hsuan Wu and Sonna Opstad
Determining Language Difference from Disability Jamie Scripps
Taller de Bitmoji Esther Park and Suzy Cáceres

Deepen Learning with PBL Virtual Field Trips Frederic Lim
Culturally-Responsive and Sustaining Practices Odette Clarke and Max Chang
Texts, Topic, Translanguaging: A Framework for Teaching Bilingual/ Multilingual Students Carla España and Luz Yadira Herrera
2:45-3:15NYS TESOL SIGs/ Regions Tea and Conversation
3:30-4:00Plenary 3: Andrea Honigsfeld and Maria Dove
4:15-5:00Toast the 50th!Honor 50 Past Presidents and Installation of New Board
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The Rotary Club of New York United Nations International Breakfast Meetings present: Ambassador Otgonbayar Yondon – Ambassador of the Mongolian Republic

The Rotary Club of New York United Nations International Breakfast Meetings present: Ambassador Otgonbayar Yondon – Ambassador of the Mongolian Republic

As Chair of the RCNY International Breakfast Meetings it is my pleasure to announce our guest for our next Zoom meeting: Ambassador Otgonbayar Yondon – Ambassador of the Mongolian Republic

https://www.eventbrite.com/e/rcny-international-breakfast-tickets-117026711043 Please register on Eventbrite for Wed, August 19, 20209:00 AM – 10:00 AM EDT

Yondon Otgonbayar, a long-time member of his country’s Ministry of Foreign Affairs, presented his credentials to President Donald Trump as Mongolia’s ambassador to the United States on March 28, 2018. He had nominated to the position on May 25, 2017.

Otgonbayar was born August 3, 1965. He attended School #52 in Ulaanbaator, Mongolia’s capital, before serving a hitch in the army as a member of the 282nd Infantry Regiment. In 1983, he left for the Moscow Institute of Foreign Relations, finishing in 1989. He returned to that school later, in 2005, and added a Ph.D. He also earned a post-graduate diploma at the School of Marketing and Management in New Delhi, India, in 1995.

Otgonbayar joined Mongolia’s Ministry of Foreign Affairs in 1989 as first secretary in the Department of Asia. In 1991, he was sent to India as second secretary in the embassy in New Delhi. Otgonbayar was then put in the Department of International Organizations and served in 1996-1997 in Mongolia’s mission to the United Nations.

In 1997, Otgonbayar left government to be the CEO and director of Bayangol Hotel. He returned to the Ministry of Foreign Affairs in 2000 as first secretary in the Department of Policy Planning and the following year was made foreign policy adviser to Prime Minister Nambaryn Enkhbayar.

Otgonbayar left the Foreign Ministry in 2004 to become secretary general of the Mongolian People’s Revolutionary Party (MPRP), now the Mongolian People’s Party. At the time, Mongolia was doing a lot of trading with China after years of being a client state of the Soviet Union. Otgonbayar worked to encourage trade with the United States, Japan, South Korea and the European Union as well. In 2006, Otgonbayar added leadership of the Ulaanbaator branch of the MPRP to his party duties.

Otgonbayar was made minister of education, culture and science in 2008. He was elected to parliament in 2012 from Bulgan, a province along the border with Russia. In 2016, Otgonbayar was named vice minister of education, culture, science and sports, a post he held until going to Washington.

Otgonbayar is married and has two children. He speaks English, Russian and Hindi. (Steve Straehley)

Featured

Prof. Jasmin Cowin at the 2020 NAFSA eConnection On-Demand Content Area!

The 2020 NAFSA eConnection On-Demand Content Area eConnection attendees had a unique opportunity to view virtual sessions and posters, and listen to audio presentations at their own pace throughout July.

eConnection attendees had a unique opportunity to view virtual sessions and posters, and listen to audio presentations at their own pace throughout July. The poster fair launched on Day 2 of eConnection (May 27, 2020), our Learning day. The sessions launched on Day 5 of eConnection (June 17, 2020), our Looking Into the Future.

Featured

Touro College TESOL Candidate Evelyn Ramos’ Materials Critique

Touro TESOL candidate Evelyn Ramos earned a dual bachelor’s degree in Adolescence Education Spanish (7-12) and Spanish Language, Hispanic Literature and Culture. She graduated in 2016 with Cum Laude honors. Her teaching career started 3 years ago in 2017 at Brentwood Union Free School district as a bilingual language teacher. She currently teaches Home Language Arts to 7th & 8th graders at East Middle school. “I choose to return back to Brentwood to give back to the community that gave so much to me. I started my graduate degree in 2017 and will graduate on June 16th, 2020 with a master’s degree in TESOL. I have accomplished all this being a mother to two beautiful girls, a wife, daughter, sister, and granddaughter.”

Touro TESOL candidate Evelyn Ramos earned a dual bachelor’s degree in Adolescence Education Spanish (7-12) and Spanish Language, Hispanic Literature and Culture. She graduated in 2016 with Cum Laude honors. Her teaching career started 3 years ago in 2017 at Brentwood Union Free School district as a bilingual language teacher. She currently teaches Home Language Arts to 7th & 8th graders at East Middle school. “I choose to return back to Brentwood to give back to the community that gave so much to me. I started my graduate degree in 2017 and will graduate on June 16th, 2020 with a master’s degree in TESOL. I have accomplished all this being a mother to two beautiful girls, a wife, daughter, sister, and granddaughter.”

Materials Critique Assignment

Evaluation and Selection

Choose 3 chapters/sections OR 3 books (either from a textbook series, library, or a set of supplemental texts to review). Prepare a written description minimum 2 pages per chapter/book/resource and critique of the material or resource, analyzing its effectiveness for ELL students.

You will need to answer to each

  • Level of content familiarity or background knowledge
  • Level of language
  • Level of textual support
  • Level of cultural fit
  • Redesign one section/activity of the original material so that it meets the need of ELLs.

Level of content familiarity or background knowledge

How close a fit is the text to the English learner’s content knowledge or background experiences?

  • What content and concepts are presented in the text? What is the content/conceptual load of the text? Basic and familiar? New but general? New and specialized?
  • Is this presentation an introduction to the content and concepts or is it continued conceptual development at a higher level?
  • What is the English learner’s level of content familiarity or background knowledge related to the content and concepts? Is the concept very familiar, familiar, unfamiliar, or not common?

Submission: Student Background

For this material critique, I observed three different teachers. I choose one book from the 6th-grade entering class, one book from the 7th grade emerging/transitioning course, and one both from the 8th grade emerging/transitioning class. The 8th-grade class is made up of five students. All students are in the 8th grade and are Spanish speaking students who are from Honduras, Ecuador, and El Salvador. The six students are classified as English language learners. They are classified at the emerging, transitioning, and expanding performance level; three students are transitioning, two students are emerging, and one student is expanding. Students a heterogeneously grouped by their language proficiency in the target language and academic knowledge in their home language. All of them have been in-country and in a U.S. school setting for less than 3 to 4 years. They have developed literacy skills in both their native and English language. However, all six students feel more comfortable in their native language than English. An exceptionality in the class is that the expanding student was in an integrated ELA class. Still, the ELA/ENL teacher recommends that the student be placed back into a stand-alone ENL/ELA class due to her language proficiency. Class is made up of 6 students in a stand-alone ENL/ELA setting. In this setting, there is one teacher dual certified in ELA & ENL. All instructions take place within the classroom during a block of two periods (45 minutes each). Students sit in tables of 2 or 3 and work in pairs. The co-operating teacher uses peer editing, pair-work, turn & talk, visual aids, and gallery walk to help students comprehend the target language. 

The 6th-grade class is made up of twelve students. All students are in the 6th grade and are Spanish speaking students who are from Honduras, Guatemala, and El Salvador. The twelve students are classified as English language learners. They are classified at the entering performance level. Students are heterogeneously grouped by their language proficiency in their target language and academic knowledge in the home language. All of them have been in-country and in a U.S. school setting for less than one year. Students can speak and read well in their native language. However, their writing skills are weak in their native language. Class is made up of 12 students in a stand-alone ENL/ELA setting. In this setting, there is one teacher dual certified in ELA & ENL. All instructions take place within the classroom during one period (45 minutes). Students sit in tables of 5 or 6 and work in pairs. Students feel more comfortable using the native language, and the co-operating teacher uses cognates, visual aids, and TPS to help the students understand the target language. 

The 7th-grade class is made up of sixteen students. All students are in the 7th grade and are Spanish speaking students, who are from Honduras, Guatemala, Dominican Republic, and El Salvador. The fifteen students are classified as English language learners. They are classified at the emerging and transitioning performance level; 10 students are transitioning, and six students are emerging. Students are heterogeneously grouped by their language proficiency in their target language and academic knowledge in the home language. All of them have been in-country and in a U.S. school setting for 1-3 years. Students can speak and read well in their native language. However, their writing skills are weak in their native language. Class is made up of 16 students in a stand-alone ENL/ELA setting. In this setting, there is one teacher dual certified in ELA & ENL. All instructions take place within the classroom during a block of two periods (45 minutes each). Students sit in groups of 3 to 5 and work in pairs. Students feel more comfortable using the native language, and the co-operating teacher uses cognates, visual aids, and TPS to help the students understand the target language. 

Students are in a Bilingual/ENL program. The school is part of the Brentwood School District- East Middle School on Long Island, 6th, 7th, and 8th grade ELA/ENL classes. The school is located in a suburban community in which the majority of the community members are Hispanic and from different Latin American countries.       

Escaping to Freedom by Daniel Schulman- 8th grade

The first text I choose to talk about for this assignment is the biography “Escaping Freedom” by Daniel Schulman. This text is a narrated biography on Josiah Henson, a runaway slave escaping to freedom. The biography narratives how Josiah left the plantation with his family in search of freedom. If he did not do so, he would have been sold away and separated from his family. The text describes how the family traveled to the “promised land” and became free. The biography shows cause and effect through the text and repeats the academic vocabulary numerous times. In addition, the biography illustrates how the slaves had to use the underground railroad and left their homes with nothing but a small bag. The biography is accompanied by many pictures and illiterates that allow the students to comprehended what they are reading.

Seeking freedom and escaping freedom is a topic that not only English language learners can relate to but also students who are native speakers of English. English language learners can also relate to their personal/family experiences. Previously, the students have learned how freedom is a privilege that many people fought for throughout history. They have been exposed to the academic vocabulary and the short story “Escaping Freedom.” The gallery walk will help students visualize what many people had to go through during the time of slavery in this country. Students will go on a gallery walk around the classroom and view pictures related to the story “Escaping Freedom” and slavery. Students will answer questions about the photos.

The unit on freedom will involve teaching students about freedom, who the important historical figures of seeking freedom are, and how freedom affects our everyday lives. Several students in this class can relate to the political issues that arise in today’s society. This unit will benefit students in the future because they can apply this knowledge to real-life situations. They will learn that discrimination continues to occur in today’s societies. Students need to realize the level of freedom in different areas of the world. Additionally, this unit benefits English language learners, as it helps them learn content-specific vocabulary that they will utilize in their everyday lives. Furthermore, our English language learners will thrive from this unit on freedom because, at the end of the unit, the students will celebrate their work by presenting their essay or PowerPoint on a historical individual who fought for civil rights. Each student or pair of students will share their projects with their peers.

           The students have previous knowledge of different historical people or figures in their own country who have fought for freedom. As well as background knowledge from their social studies class on slavery and the search to escape to freedom. Front-loading essential vocabulary: before the lesson student has been practicing the vocabulary. They created post-it note vocabulary using each word. They have the post-it notes in their interactive notebook. Key Words: Assist, Capture, Escape, Freedom, Reward, Right, Slave, and travel. On another day, students had a class discussion and used accountable talk to discuss freedom and rights using the academic vocabulary. Students used the vocabulary to express and answer questions regarding their experience with freedom and rights. Reading “Escaping to Freedom.” The class has read “Escaping to Freedom” and also listened to the story. On a separate day, students have a class discussion about the cause and effect that the story provided about the main character. The teacher also went over how the key vocabulary was used in context with the story. Students will have a class discussion about what life was like during that period in history, for example, plantation life and home life. They used the 3 new things I discovered, 2 interesting facts I learned, 1 question I still have… model to discuss the lifestyle during that period. The students will then complete a gallery walk on the story to further understand as to why people escaped to freedom during the slavery era. The gallery walk will help students visualize what many people had to go through during the time of slavery in this country. Students will go on a gallery walk around the classroom and view pictures related to the story “Escaping to Freedom” and slavery. Students will answer questions related to the picture and story. The gallery walk integrates all language skills. Students will have to listen to their peers’ ideas regarding the picture, share their opinion by stating it to their peers using the target and L1 language. Also, students will have to read each prompt/question and write down their answers on the worksheet. Accountable talk sentence frames have been provided to help students communicate in the target language and support in the native language. Students had access to their interactive notebook with reference to the key vocabulary. Students have prior experience using stations and gallery walks in their class. Students have expressed interest in working in groups and learning through gallery walks.  

Students are grouped in cooperative learning groups because they can work together and help each other. 

The students are grouped primarily by their target language proficiency level involving comprehension as well as their academic knowledge in their native language. Students will also have a do now, which consists of a quick write called Collins Writing. Collins writing is used across the curriculum. This type of writing allows the learner to understand and remember the content being introduced to them. 

NYS ELA Standards:

Reading Standards for Informational text 

RI. 6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

RI. 6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas. 

Writing Standards

W. 6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 

W. 6.10 Write routinely over extended time frames (times for research, reflection, and revision) and short time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening Standards

SL. 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

SL. 6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 

Language Standards 

L. 6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 

L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 

Applicable NYS ELL Standards: 

Standard 1 – Social and Instructional Language 

 English language learners communicate for social and instructional purposes within the school setting. 

Standard 2 – Language of Language Arts 

English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts. 

Standard 5 – Language of Social Studies 

 English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies. 

Objectives:

Content Objective: Students will be able to discover the risks people took to free themselves and to help others gain freedom.

Language Objective: Students will be able to respond to and interpret visuals on escaping to freedom using academic vocabulary.

Key Vocabulary:

  • Assist
  • Capture
  • Escape
  • Freedom
  • Reward
  • Right
  • Slave 
  • Travel

Lesson format for : Escaping to Freedom by Daniel Schulman:

Essential Question:What risks did salves take to escape slavery?
Focus Question:How did slaves escape to gain freedom?
Academic LanguageStudents will use the key vocabulary to discuss why and how slaves escaped to freedom.
Guided Questions/Prompts:Write down as many words as you can to describe this picture.What do you notice about the traveling family?What did enslaved people and those who helped them risk by using the underground railroad?What would you do if you came across a runaway slave like Harriet Tubman? Use academic vocabulary: assist, freedom, slave, capture
Task:Warm Up –The class will complete the Do Now- Type 1 Collins Writing- Look at the wagon and objects (Cotton and Crops) on the table.  In three lines describe what you see.  The we will share out the responses. Class discussion (Teacher led)– We will go over the do now and discuss the ideas that the students came up on with the during the quick write.  The wagon and crops will be used to active prior knowledge on plantation life.Word presentation on the Aquos Interactive Board will review the agenda for the day and the step by step instructions for the gallery walk.   Think-a-loud will be used also to model how to think through the process. Teacher will also model how to use the accountable talk sheet.  Teacher will tell the students to reference their interactive notebook for the key vocabulary words.Students will go on a gallery walk around the classroom and view pictures related to the story “Escaping to Freedom” and slavery. Students will answer questions related to the picture and/or story. The gallery walk integrates all language skills.  Students will have to listen to their peers’ ideas regarding the picture, share their idea by stating it to their peer using the target and L1 language. In addition, students will have to read each prompt/question and write down their answers on the worksheet. After students will work in groups to share their ideas and explanation of each prompt/image.  Students will have the opportunity to learn and teach each other the how to respond the question and interpret the image.  In their group’s students will share their response, review and reflect on each other’s answers. Groups –  Students are heterogeneously grouped by their language proficiency in their target language and academic knowledge in the home language.   Students are grouped in cooperative learning groups, because they are able to work together and help each other.  The group will primarily be working on a think-pair-share assignment. Closure – Will review and have a class discussion on the gallery walk.  Students will share their answers and ideas with the class.  We will end the class reflecting on what we learned today and throughout the week on the topic escaping to freedom.I will close the lesson by handing out the exit slip and explaining the homework.  Students will have to complete the selection review worksheet- page 185 from their practice workbook.  

Bloom’s Knowledge Matrix:

The Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreate
Factslistdescribeinterpretidentifysummarizerelate
Conceptsrecallexplainapplydistinguishreorganizeconclude
Processesnamecontrastorganizeexamineopinionconstruct
Proceduresoutlineexplainwritepoint outcategorizemodel
Principlestellinterpretmodelcomparedetermineselect
Metacognitiveretellinferconstructclassifyconcludeelaborate
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Families by Ann Morris- 6th grade

The next book I chose to talk about is Families by Ann Morris. This book explains the different members of a family.  This book is a non-fiction informational text on the different kinds of families in the world.  The type of genre of the book is a photo essay.  A photo is a short piece of non-fiction. It uses photographs to give information about the topic. This photo essay is about families. The starts by reviewing the key vocabulary words regarding the family members: grandpa, grandma, uncle, aunt, cousin, father, mother, sister, brother, me, and together with a picture to make the input of the language more understandable.  The photo essay continues to explain all the things families do together.  Some of the things, families do together help another, work, play, cook, eat, and celebrate.  Finally, the photo essay ends, showing that children live in many kinds of families and that families are unique in many different ways.  One thing families have in common is that they love, share, and care for each family member no matter where in the world you are from. 

 The unit about home and family is related to English language learners.  ELLs know how to describe their home and family in the target language.  At the same time, students discover that families are all unique and look different in their own special way.  This unit will benefit students in the future because they can apply this knowledge to real-life situations. They will learn how to identify, describe, and model how their house looks like and construct their family tree.  It is essential for the students to realize the families are made up of different family members and that families care, share, and love for one another in all areas of the world. Additionally, this unit benefits English language learners, as it helps them learn content-specific vocabulary that they will utilize in their everyday lives. Furthermore, our English language learners will thrive from this unit on home and family because, at the end of the unit, the students will celebrate their work by presenting their PowerPoint on their home here and in their home country and family tree. Each student will share their project with the class or within their group.

The students have previous knowledge of the structure of the house and household items.  Students also have prior experience in their native language, the names of members that make up a family, as well as background knowledge from their Home language arts class on autobiography and personal narrative unit.  I also front-loaded the key vocabulary words before the lesson.  Students have been practicing the vocabulary words by mix and matching the words with the picture and home language translation. For example, the word family would be matched with the picture labeled “familia.”  Students also completed a rating scale for the vocabulary words than answered questions to deepen their understanding of the word. Key Words: family, together, parents, grandma, grandpa, uncle, aunt, cousin, father, mother, sister, brother, and me. Before the lesson, students had a class discussion on the family tree using the academic vocabulary.  Students used the vocabulary to complete the family tree of the Lin Family and answer questions regarding their family.  Reading “Families”: The class has read “Families” and also listened to the photo essay.  As students read and listen to the photo essay, they completed two diagrams to tell about main ideas of Families.  The main idea is given to the student. However, as they read, the learners need to find details to support the main idea.  The first main idea is that families do a lot of things together. The second main idea is that children live in many kinds of families.  Students will listen to the story as a class. Then with their group re-read the story and complete the main idea diagrams.  Once they completed the main idea diagrams the students will work with their partner to create a chant about their family.  At the end of the lesson, the students will read their chant and realize that everyone has a family, but each of them is unique and special in their own way.  Students are grouped in cooperative learning groups because they can work together and help each other.  The students are grouped primarily by their target language proficiency level involving comprehension as well as their academic knowledge in their native language.

NYS CCSS-ELA Standards:

Reading Standard

CCRA.R.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. 

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. 

Writing Standards

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Speaking and Listening Standards

CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style and appropriate to task, purpose, and audience.

Language Standards 

CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 

CCRA.L.6 Acquire and use a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 

Applicable NYS ELL Standards: 

Standard 1 – Social and Instructional Language 
English language learners communicate for social and instructional purposes within the school setting. 

Standard 2 – Language of Language Arts 

English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts. 

Standard 5 – Language of Social Studies 
English language learners communicate information, ideas and concepts necessary for academic success in the content area of social studies. 

Objectives:

Content Objective: Students will be able to identify details that support the main idea about families.

Language Objective: Students will be able to write the supporting details in the main idea diagram and say a chant using words about their family.

Key Vocabulary:

  • Family
  • Together
  • Parents
  • Grandmother
  • Grandfather
  • Uncle
  • Aunt
  • Cousin
  • Father
  • Mother
  • Sister
  • Brother
  • Me

Lesson Format for Families:

Essential Question:Are all families the same?
Focus Question:What is your family like?
Academic LanguageUnderstanding the main idea and supporting it with details from the text. 
Guided Questions:What things do families do together?Do all children live in the same kind of family? How many family members are in your family?
Task:As a class we will read and listen to the photo essay on families. Then within their groups they will complete the main idea diagrams. Teacher will assist both groups as they complete the main idea diagrams. Each student will complete a chant about their family. 1. List their family members. Examples: grandmother, brothers2. Tell more about them. Tell how many. Examples: One grandma, two brothers Students will then write a chant. Tell about your family. 

Bloom’s Knowledge Matrix:

The Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreate
Factsrecalldescribeinterpretidentifysummarizejustify
Conceptsidentifyexplainapplybreakdownwritesupport
Processeslistexpressdemonstrateoutlinedevelopconstruct
Proceduresmatchidentifyillustratepoint outcategorizemodel
Principlestellinterpretmodelcomparedetermineselect
Metacognitivedefinedistinguishshowanalyzeexplainelaborate
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Body Works by Janine Wheeler- 7th grade

The last book I choose to talk about is Body Works by Janine Wheeler. This book explains the different parts of the body.  This book is a non-fiction informational text on the different how the body works and healthy habits.  The type of genre of the book is a science essay.  A science essay is a short piece of nonfiction that explains a specific topic that has to do with science. This science essay tells how parts of the body works. The book starts by reviewing the key vocabulary words regarding the body parts: head, shoulder, arms, hands, legs foots and etc. with a picture to make the input of the language more comprehensible.  The science essay breaks down the body parts into different sections in the book. The first section of the book describes the skeleton, then the body parts, then the heart, following with the blood.  Next the book describes the lungs, then nervous system, after that brain and finally the senses.  The science essay finally ends by describing how to keep the body healthy.  

The unit about health and body is related to English language learners because they know how describe their body parts in the target language.  At the same time students discover that the parts of the body and how they work together to keep us healthy.  This unit will benefit students in the future because they can apply this knowledge to real life situations. They will learn how to identify, describe and model how the human body functions.  It is important for the students to realize how the body functions to help communicate themselves at the doctor’s office, with the school nurse or even at the hospital. Additionally, this unit benefits English language learners, as it helps them learn content-specific vocabulary that they will utilize in their everyday lives. Furthermore, our English language learners will thrive from this unit on health and body because at the conclusion of the unit, the students will create research presentation on a human body system and present to the class. The students will work in groups of 2-3 students to complete the research project.  

The students have previous knowledge on the health and body unit.  In 7th grade students are required to take health for the entire year.  During this class students are exposed to many of the vocabulary words and health issues related to the body.  Front loading the key vocabulary is very important.  Prior to the reading lesson student have been practicing the vocabulary. They created post it note vocabulary using each word. They have the post-it notes in their interactive notebook. Key Words: skeleton, stomach, heart, lungs, muscles, nerves, brain, body system, and human body. On another day students had a class discussion and reviewed the different human body parts using a musical chant: Head, shoulders, knees and toes song.  Students labeled their own body worksheet and described the function of each body part, example head, should, eyes, ear and nose.   Reading “Body Works”: The class read “Body Works” and also listened to the science essay.  As a do now students completed a web diagram on the body parts they knew about. As students read and listen to the science essay, they will complete a main idea chart for each section of the book that illustrates a different body part.  The student will do by completing a jig saw reading assignment.  There will be four groups of four.  The home groups will be the student’s main group in class and the expert group will be divided into 4 sections: the skeleton, the muscles, the heart, and the blood.  Each expert group will read about their body part and find the main idea of that section. Students will then go back to their home group and teach each other about the body part they are experts on.  Students will listen to each classmate and complete a chart for each body part. At the end of the lesson each student will have a main idea diagram completed for each section of the book.  The exit slip will be to write the main idea of each body part: the skeleton, the muscles, the heart and the blood.   

NYS CCSS-ELA Standards:

Reading Standard

CCRA.R.2 Determine central ideas or themes of a text and analyze their development ; summarize the key supporting details and ideas. 

CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 

CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. 

Writing Standards

CCRA.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 

Speaking and Listening Standards

CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style and appropriate to task, purpose, and audience.

Language Standards 

CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 

CCRA.L.6 Acquire and use a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. 

Applicable NYS ELL Standards: 

Standard 1 – Social and Instructional Language 
English language learners communicate for social and instructional purposes within the school setting. 

Standard 2 – Language of Language Arts 

English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts. 

Standard 4 – Language of Science
English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.

Objectives:

Content Objective: Students will be able to identify main idea about different body parts.

Language Objective: Students will be able to write and say the main idea and supporting details using jigsaw within their groups.

Key Vocabulary:

  • Head
  • Shoulder
  • Arms
  • Eyes
  • Nose
  • Legs
  • Skeleton
  • Heart
  • Muscles
  • Blood

Lesson Format for Body Works:

Essential Question:How does the body work?
Focus Question:What is the main function of each body part?
Academic LanguageUnderstanding the main idea and supporting it with details from the text. 
Guided Questions:What makes your body work??How does each body part work? What is the skeleton?What is muscle contraction?How fast does your heartbeat?What is the circulatory system?
Task:First students will complete the Do now: Complete the web diagram on the body parts that you knowStudents will read and listen to the science essayThey will complete a main idea chart for each section of the book that illustrates a different body part.  The students will do this by completing a jig saw reading assignment.  The class will be divided into four groups of four.  The home groups will be the student’s main group in class and the expert group will be divided into 4 sections: the skeleton, the muscles, the heart, and the blood.  Each expert group will read about their body part and find the main idea of that section. Students will then go back to their home group and teach each other about the body part they are experts on.  Students will listen to each classmate and complete a chart for each body part. At the end of the lesson each student will have a main idea diagram completed for each section of the book.  The exit slip will be to write the main idea of each body part: the skeleton, the muscles, the heart and the blood.   

Bloom’s Knowledge Matrix:

The Knowledge DimensionRememberUnder-standApplyAnalyzeEvaluateCreate
FactslistClassifyDescribeidentifyExplainRelate
ConceptsRecallTranslatePracticePoint outDevelopsupport
ProcessesDescribeIdentifydemonstrateoutlineComposeConclude
ProceduresmatchGive examplesillustrateQuestionCreateInterpret
PrinciplestellRecognizeApplyinfersynthesizeevaluate
MetacognitiveLabelRephraseshowAnalyzeReproduceExplain
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Reference:

Schulman, D. (2014). Escaping Freedom . In Inside: Language, Literacy, Content(pp. 350–357). Monterey, CA: National Geographic Learning/Cengage Learning.

Morris, A. (2013). Families. Columbus, O.H.: Zaner-Bloser.

Moore, D. W., Short, D. J., Smith, M. W., Tatum, A. W., & Villamil Tinajero, J. (2014). Inside: Language, Literacy, Content. Monterey, CA: National Geographic Learning/Cengage Learning

Wheeler, J., & Krames, C. (2000). Body works. Carmel, CA: Hampton-Brown.

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Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age by Dr. Jasmin Bey Cowin

Gen Z and Gen Alpha continue to drive the expansion of augmented reality digital technologies (ARDTs) into all industries from corporate environments and marketing to health care, from gaming to language acquisition. Location-independent virtual environments hold the promise of exponential expansion beyond the brick-and-mortar presence of schools, colleges, universities, and other institutions of learning, such as virtual schools and universities.

GenZfinal

It is my great pleasure to share  my newest publication “Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age”, JAN 16, 2020by LONDON-TVin BUSINESS

Artificial Intelligence, Augmented Reality, Digital Technologies, and Blockchain: Musings on Education and Language Acquisition in the Digital Age

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Reflections on Educational Equality for Students with Disabilities by Touro TESOL teacher candidate Kevin Mongan

As a Professor for TESOL and Bilingual Education, I focus on different domains during our semester-long journey.  This blog features Touro TESOL teacher candidate Kevin Mongan, a Social Studies Teacher from Sachem Central School District. He is seeking his TESOL Certificate to better assist his English Language Learner population and better himself as an educator. He appreciates the hard work and dedication of the Touro College Faculty and Staff.

This weeks focus are on:

Domain 2 – Culture (TESOL Domains )
Standard: Nature and Role of Culture

Candidates know, understand, and use the major concepts, principles, theories, and
research related to the nature and role of culture in language development and
academic achievement that support individual students’ learning.

Domain 3: Planning, Implementing, and Managing Instruction
Standard: Planning for Standards-Based ESL and Content Instruction
Candidates know, understand, and apply concepts, research, and best practices to
plan classroom instruction in a supportive learning environment for ESOL students.
Candidates serve as effective English-language models, as they plan for multilevel
classrooms with learners from diverse backgrounds using standards-based ESL and
content curriculum.

Reflective Journal:

In “Chapter 13: Educational Equality for Students with Disabilities,” written by Sara C. Bicard and William L. Heward, Multicultural Education: Issues and Perspectives by James A. Banks and Cherry A. McGee Banks, the reader is posed with a question that reaches into the core of every teacher: Am I providing ALL of my students with the best education I can provide for them? The authors present a statement very early in their piece:

The skill differences among most children are relatively small, allowing these children to benefit from the general education program offered by their schools. When the physical, social, and academic skills of children differ to such an extent that typical school curricula or teaching methods are neither appropriate nor effective, however, equitable access to and benefits from educational programs are at stake. (Bicard, p. 315)

Every teacher has had at least one moment where they asked themselves, am I doing enough? When students with disabilities, whether physical, social, or academic, are not being given the proper tools to succeed in their learning environment, they will not succeed. It is up to the classroom teacher, administration, family at home, and the students to make sure that their needs for success are constantly being maintained inside and outside of the classroom.

color coded 3
The authors explain how students with disabilities are identified and classified, how students with disabilities do not benefit from a single change to the classroom environment, and also, how not all students with disabilities will benefit from the same accommodations. The classification system for students with disabilities is often targeted as a problem than as a system that can lead to solutions. “Some educators believe the classification and labeling of exceptional students serve only to stigmatize and exclude them from the mainstream of educational opportunities” (p. 319). “Others argue that a workable system of classification is necessary to obtain the special education services and programs that are prerequisite to educational equality for exceptional students” (p. 319.) If labels and classifications are not present, how can general education teachers, special education teachers, parents, various professionals whose sole duty is to help the child, communicate common goals for the student? Real issues need real solutions and without having a real comprehension of the task at hand for all parties involved, the student can never benefit from any services provided because there would be no goal to reach or endgame in sight.

The authors then embark on a legislative study on how students with disabilities have been treated in the public education system of the United States. When students with disabilities were brought into public schools they were immediately judged and labeled, often cast aside and not granted access to the public school system. Students were labeled by their teachers as “slow learners” and “disciplinary problems” when they would act out in class, from the frustration of not understanding the material (p.320-321). In Brown v. Board of Education of Topeka (1954), “the U.S. Supreme Court ruled that education must be available to all children on equal terms and that is unconstitutional to operate segregated schools under the premise that they are separate but equal” (p. 321). For most students and teachers, this case falls under the constructs of African-Americans and the Civil Rights Movement, however, to parents of children with disabilities, this ruling pushed the door wide open for students with disabilities to have the right for the best education they can receive in their local public school district. Laws would be created to further protect the right and liberties of those with disabilities, but under the amendments of the Education for All Handicapped Children Act, which renamed it the Individuals with Disabilities Education Act (IDEA), it “ensure[s] the rights of students with disabilities to a free appropriate public education, including early intervention services, and to provide the necessary supports for oversight for states, districts, schools, and educators to improve the educational results for students with disabilities” (p.322).

The final area of concern for the authors is the inequality and discrimination that students from “culturally and linguistically diverse backgrounds” often face in special education. They are often overrepresented or underrepresented. The authors ask educators to focus on three specifics when it comes to students of culturally and linguistically diverse students: the assessment and placement procedures are sensitive to the student’s culture and language, appropriate services are provided to that students with their linguistic and cultural needs in mind, and lastly, that teachers and other professionals who work with the student understand the student’s culture and home values. “The instructional materials that educators use and the methods that they employ while teaching must be responsive to the differing cultural backgrounds of their students” (p. 334). Every professional that interacts with students with disabilities must contribute to the betterment of the students’ lives. It requires work on the professional’s part: not just teaching the curriculum as is, but adapting the curriculum every day to fit the needs of their student’s body. Respectful and sensitive teachers will make the special education setting a more trustworthy and worthwhile environment for students with disabilities.

2) Initial Emotional Response:
I have always found that pieces about students with disabilities always bring out a passion within me as an educator. I believe the root of passion is frustration. I try to provide my students with the best education possible and I know there is nothing I can control about what has happened before they walk through my classroom door, but I always encourage them to be the best students they can be, to always ask for help if they need it, and to truly give it their all. In turn, I will provide them with the best education I can. I know that not all teachers extend so much of themselves into the classroom and into the lives of their students but at least I know I am doing my part. We, as educators, always need to be advocates for our students. If they are struggling, our job is to get down to the root of the problem. Why are they struggling, what can I help them with, where can I access resources to provide them with the help that they need? All of these questions should flow through the mind of a passionate educator when their students struggle. To quote Bicard, “Good teachers must…be responsive to changes (or lack of changes) in individual students’ performance” (p. 334). We always need to be invested in the betterment of the lives of our students. If we are not, why do we do it?

3) Prior Assumption/Opinion
As an educator, I had always assumed that students with disabilities have been slowly but surely been granted the rights to an equal and equitable public education over time. Just African-Americans, women, and Native Americans had to wait for the right to vote, as African-Americans had to wait for equal access to public education, and as Civil Liberties were protected under the law for all Americans, students with disabilities received equal protection under the law as people fought for the rights of their children and their students. In a country where “all men are created equal,” it is often forgotten that most Americans had to wait, fight, and wait a little longer to be fully protected by the legislative body of the U.S. government.

4) Source of Assumption
As a social studies teacher, I discuss the protection of freedoms regularly. But rarely do we discuss the freedoms of the student or the freedoms of the education that we are entitled to as Americans. We have to consistently wait for, fight for, and plead for equality across all facets of American life, but at least we know, that all have access to a free, public education. It is what we do with that access that defines our futures.
5) Assumption Check
According to Bicard and Williams, “Teachers must have the knowledge and skills to recognize and to be instructionally responsive to the diversity their students represent…[the chapter] lays the foundations for teachers to examine educational equity for learners with diverse skills” (p. 316). Most teachers assume they can spot a student’s issues or disabilities from a specific assessment or from simple encounters with the student. Educators understand that students with disabilities have rights, but teachers have the responsibility to make sure that those rights are not only be protected, but they are being fulfilled through every single school day for the betterment of the lives of their students. Educators must continue to challenge the educational hierarchy so that they can provide their students with most fair educational system that can be created. Bicard and Williams said, “All students are alike in that they can benefit from an appropriate education that enables them to do things they were previously unable to do and to do things with greater independence and enjoyment” (p. 317). If educators can provide their students with the skills and necessaries to become as independent of the teacher as possible, lifelong learners can be created and nurtured.

6) Realization (Epiphany):
Educators need to always fight for the rights of their students. If teachers can unite under a common banner of student equity and teacher responsibility for their students, then teachers will work harder for their students. Teachers should not be judged for how their students perform on tests, teachers should be observed and guided toward creating a more positive, nurturing, and safe learning environment for their students. Encourage teachers to get to know their kids, to invite students up to their classrooms to eat lunch, to actively seek out parental involvement rather than avoiding them like the plague. Teachers should not be in the profession for the paycheck. They should be in the profession to foster passion in their subject area, to provoke thought, to provoke future citizenry and change, and to create future leaders of the world. The first thing that teachers need to do, as a whole, is a smile. Too many educators walk through the halls with a look of gloom and dissatisfaction on their faces. Say hello to a student, a colleague, a custodian, a secretary, and if you can’t take the moment to get a word out of your mouth, at least smile.
7) Implication of Future Teaching Practice:
Making sure every single one of our students has access to every resource we can guarantee them. Making sure our culturally and linguistically diverse student populations have the resources they need to succeed, not only within the four walls of the classroom, but in every hallway, every room, and in every step, they take inside and outside of school. Students from diverse backgrounds need to know where to access resources that can assist them and their families whenever they want them. A true teacher makes time for all of their students and makes time to make sure that all of their students are being taken care of. We may not have control over what happens in our students’ lives when they walk out of our classrooms, but we can encourage them to seek assistance, show them where resources are, and be a resource for them whenever they need it. I know that I can become better by making sure all of my students’ needs are being met. I do not keep a good record of the resources my students utilize and the accommodations that my students utilize as well. We often find ourselves separated from the other departments, but just as Bicard said, “our kids,” is becoming and needs to continue becoming the terminology used when describing our student body, if we truly want to watch a positive learning environment take hold.

References
Banks, J. A., & Banks, C. A. M. G. (2004). Multicultural education: Issues and perspectives. Hoboken, N.J: Wiley.

Featured

An Exploration of Learning and Teaching in 3D Immersive Environments: Transcending Boundaries, Immersive Technology Trends

Attractive online programs are not aggregations of online courses filled with PDF documents, short video clips and discussion boards all housed in modules, featuring standardized learning objectives, extensive rubrics (and possibly chatbots in the future). In such environments individualized student teaching and learning is sacrificed on the altar of efficiency and standardization.

https://learningandteachingexchange.wordpress.com/2019/03/14/an-exploration-of-learning-and-teaching-in-3d-immersive-environments-transcending-boundaries-immersive-technology-trends/

Jasmin Cowin, Ed.D.
Assistant Professor, TESOL and Bilingual Programs
Graduate School of Education

Fluentworld

The Fork in the Road

It started with Minecraft and my son. His fascination and hours of focus on and in Minecraft, paying little attention to all the lovingly displayed books on his bedroom bookshelf drove me to shock, denial, anger, bargaining, depression and finally acceptance. Realizing that I would not win this particular battle, I decided to join him on his Minecraft, Mario and Pokémon forays. His total focus, relentless research into different winning or creation strategies, and astonishingly deft manipulation of objects in 3D environments, created an increasing fascination of these gaming technologies, nascent virtual spaces, open simulation environments and their possible future impact on institutions of learning, teachers, and learners.

Attractive Online Programs

As higher education is under increasing demographic and financial pressure, the forecast looks grim. The survey How Enrollment Challenges Can Spur Change released by the Chronicle of Higher Education, January 2018, found that 52 percent of private colleges and 44 percent of public colleges didn’t meet their enrollment goals in fall 2017. Thriving in a competitive atmosphere for student enrollment “the most popular responses to enrollment and revenue shortfalls remained the same: Start attractive new programs, improve enrollment strategies, and pump up marketing.”

Attractive online programs are not aggregations of online courses filled with PDF documents, short video clips and discussion boards all housed in modules, featuring standardized learning objectives, extensive rubrics (and possibly chatbots in the future). In such environments individualized student teaching and learning is sacrificed on the altar of efficiency and standardization.  Attractive online learning programs need to connect with students through better tools to support experiential learning, “the process whereby knowledge is created through the transformation of experience. Knowledge results from the combinations of grasping and transforming the experience.” (Kolb) While the current ed tech field is populated with many contenders (and expensive losers), I chose to focus on six current trends at the forefront of teaching and training simulations.

Dr. J’s Six Trends

Augmented Analytics focuses on a specific area of augmented intelligence, using machine learning (ML) to transform how analytics content is developed, consumed and shared. One day, data storytelling might become ubiquitous in Virtual Worlds (VW’s) democratizing “data visualization with narrative techniques across multiple experiences and channels.” https://www.gartner.com/webinar/3900998?pcp=wb_ddc&srcId=1-3478922220

360° photos are controllable panoramic images that surround the original point from which the shot was taken. Essentially, they are situating the learner in the shoes of a photographer, allowing a look around a photographed setting as if in the middle of it. 360-degree photograph

360° videos, a fairly recent technology, enables learners to not only look around and interact with the setting, as in the case of 360° photos, but place “the viewer within the context of a scene or event rather than presenting them as an outside observer, and giving the viewer the ability to control the orientation of the scene and viewing direction.” https://studio.knightlab.com/results/storytelling-layers-on-360-video/an-introduction-to-360-video/

3D simulations are computer-generated environments, recreating lifelike experiences where learners freely interact with objects in the 3D simulation. Learners “gain hands-on training to quickly master new knowledge needed to perform certain tasks, either completely new or part of increased job responsibilities.” https://blog.matrixlms.com/5-types-immersive-technology-training/

Virtual Reality (VR) needs a VR headset which immerses the learner in the 3D environment, a Virtual World (VW). VW’s are becoming increasingly popular not only for gaming but also for teaching and learning in schools, professional environments, colleges and universities worldwide. According to Educational Virtual Environments “Virtual Reality (VR) immersive technologies support the creation of synthetic, highly interactive three dimensional (3D) spatial environments that represent real or non-real situations” (Mikropoulos and Natsis, 2010, p. 769).

MR (Mixed Reality) takes VR a step even further, as it introduces elements of Augmented Reality (AR)  in learning environments. AR’s “primary objective is to provide a rich audiovisual experience. AR works by employing computerized simulation and techniques such as image and speech recognition, animation, head-mounted and hand-held devices and powered display environments to add a virtual display on top of real images and surroundings.” https://www.techopedia.com/definition/4776/augmented-reality-ar

IN JokaidiaGRID

Richly conceived 3D environments feature all 7 e-learning affordances and lend themselves to a more communicative approach and the flipped classroom model. Unique technological characteristics such as the creation of 3D spatial representations, multisensory channels for user interaction and intuitive interaction through natural manipulations in real time enable more holistic teaching and  learning experiences. While the field is not quite there yet in terms of full online immersion teaching spaces, it is at the cusp of viability.  Working in beta spaces carries risks and rewards.  Risks are limited functionality, tech issues, and a learning curve for institutions, facilitators and students. However, creating novel tech experiences in 3D environments prepares not only students but also institutions for  the Fourth Industrial Revolution which according to Klaus Schwab ” is characterized by a range of new technologies that are fusing the physical, digital and biological worlds, impacting all disciplines, economies and industries, and even challenging ideas about what it means to be human.”

Works Cited

B, Livia. “5 Types of Immersive Technology for Training.” MATRIX Blog, MATRIX, 19 Mar. 2018, blog.matrixlms.com/5-types-immersive-technology-training/.

Carlson, Scott. “How Enrollment Challenges Can Spur Change.” The Chronicle of Higher Education, The Chronicle of Higher Education, 21 Jan. 2018, http://www.chronicle.com/article/How-Enrollment-Challenges-Can/242276.

“Data Storytelling With Multiexperiences.” Gartner IT Glossary, Gartner, Inc., http://www.gartner.com/webinar/3900998?pcp=wb_ddc&srcId=1-3478922220.

“The Fourth Industrial Revolution, by Klaus Schwab.” World Economic Forumhttp://www.weforum.org/about/the-fourth-industrial-revolution-by-klaus-schwab.

Kolb, David A. Experiential Learning: Experience as the Source of Learning and Development. Pearson Education, Inc., 2015.

Mikropoulos, Tassos A., and Antonis Natsis. “Educational Virtual Environments: A Ten-Year Review of Empirical Research (1999–2009).” Computers & Education, vol. 56, no. 3, 2011, pp. 769–780., doi:10.1016/j.compedu.2010.10.020.

Shukla, Umang, et al. “An Introduction to 360° Video.” Knight Lab Studio, studio.knightlab.com/results/storytelling-layers-on-360-video/an-introduction-to-360-video/.

Taylor, Stephen. “The Fork In The Road.” PoemHunter.com, 15 Feb. 2009, http://www.poemhunter.com/poem/the-fork-in-the-road-2/.

“What Is 360-Degree Photograph? – Definition from WhatIs.com.” WhatIs.com, whatis.techtarget.com/definition/360-degree-photograph.

Touro GSE At Work features Assistant Professor Jasmin Cowin in Faculty Spotlight

It is an honor to be chosen as featured faculty at Touro GSE.

Jasmin Cowin, assistant professor and TESOL practicum coordinator for TESOL and Bilingual Programs at the Touro College Graduate School of Education, has brought innovation to the educator preparation program by presenting virtual, augmented and mixed reality e-learning platforms. Her students use avatars to explore a variety of simulation-based settings in ways that facilitate active knowledge in multi-modal ways, which enhance candidates’ understanding of  diverse learners’ educational needs. The student avatars in simulations are controlled by artificial emotional intelligence software. As intensive web applications, these environments provide a safe, risk-free virtual space to explore a range of teaching strategies, while offering immediate feedback as a training tool for teacher candidates during clinical experiences. Cowin’s latest research on e-learning was published in the International Research and Review Journal of Phi Beta Delta Honor Society of International Scholars Fall 2020 edition. She also serves as chair of the New York State Teaching English as a Second Language 51st Annual

https://mailchi.mp/c9e0aa3148d6/touro-college-ranks-in-top-100-best-online-graduate-education-programs-4926338?e=0597240d44

The Rotary Club of New York International Breakfast Meeting May 19th, 2021 – A Conversation on the UN 2030 Agenda for Sustainable Development with Irena Zubcevic, Chief of Intergovernmental Policy and Review Branch at the United Nations Department of Economic and Social Affairs and RCNY member Elira Karaja

The Rotary Club of New York International Breakfast Meeting – A Conversation on the UN 2030 Agenda for Sustainable Development with Irena Zubcevic, Chief of Intergovernmental Policy and Review Branch at the United Nations Department of Economic and Social Affairs. and RCNY member Elira Karaja

As Chair of The Rotary Club of New York International Breakfast Meeting it is my pleasure to host: A Conversation on the UN 2030 Agenda for Sustainable Development with Irena Zubcevic, Chief of Intergovernmental Policy and Review Branch at the United Nations Department of Economic and Social Affairs and RCNY member Elira Karaja


With close to three decades of professional experience in sustainable development and international relations, Irena Zubcevic has certainly proven herself as an extraordinary professional and expert in the field.
Her most current area of focus is on the United Nations high-level political forum on sustainable development. Ms. Zubcevic is supporting countries as well as stakeholders ranging from the private sector to civil society in preparation for voluntary national reviews on implementation of sustainable global goals. She has put strategies into play for a wide range of sustainable development issues such as climate, oceans, cities, sustainable consumption and production and transport. Ms. Zubcevic’s key areas of expertise include Intergovernmental Processes, Sustainable Development, Rule of Law, Governance, Policy and Strategy Development at National Regional,and International Levels, Advocacy and Outreach. Working alongside many high-level functionaries which include, Heads of States and Governments, Ministers, CEOs in private sector, also many media platforms, foundations, academia and civil society in general. Along with these efforts, she has contributed to various reports and authored publications.

Elira Karaja, Ph.D.  is and Economist, Fellow at Columbia University, and Sustainability Specialist within the United Nation System.  

Please register here: https://nyrotary.org/event/irena-zubcevic/

Touro TESOL candidate Antonia Torres-Gearity receives 2020 Bilingual Teacher of the Year Award by THE NEW YORK STATE ASSOCIATION FOR BILINGUAL EDUCATION

As a Professor is is a life-affirming experience to see one’s students succeed. Tonight, my TESOL teacher candidate Antonia Torres-Gearity received her 2020 Bilingual Teacher of the Year Award by NYSABE.

As a Professor it is a life-affirming experience to see one’s students succeed. Tonight, my TESOL teacher candidate Antonia Torres-Gearity received her 2020 Bilingual Teacher of the Year Award by NYSABE.

I was thrilled to be present at NYSABE supporting Mrs. Antonia Torres-Gearity, a gifted educator and TESOL candidate at Touro College, TESOL and Bilingual Department. Her dedication to our profession, caring for her students and passionate work ethic inspires me.

Congratulations to Touro TESOL candidates Mrs. Antoni Torres-Gearity to her 2020 Bilingual Teacher of the Year Award.

NYSABE represents educators, parents, members of community-based organizations, private agencies, and institutions of higher education as well as advocates involved in the education of English language learners/bilingual students in New York State.

Touro GSE TESOL candidate Mrs. Antonia Torres-Gearity