Touro University TESOL Candidate John Zurschmiede ‘s ‘Personal Experience Narrative Infographic’

EDPN 673 Methods and Materials for Teaching English as a Second Language

This course 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. Includes 15 hours of field work.

Assignment Description:

For this assignment, you will create an infographic for a specific group of learners (your audience). It is highly recommended that you create your infographic for the learners that you are currently teaching, or typically teach. You will know more about this group than other groups of learners and are likely to have an easier time designing instruction for them. Integrating the infographic into one of the SIOP lessons is recommended.

Your project will be assessed on the following:

  • Content: content is specifically tailored to ENL/ESL students for a specific grade level,
  • Focus: All content (visual and textual) concisely complements the purpose of the infographic
  • Visual Appeal: Fonts, colors, layouts, & visual elements meaningfully contribute to the infographic’s ability to convey the overall message
  • Argument: The infographic effectively informs and convinces the reader of its intended purpose
  • Organization: Information is systematically organized and supports readers’ comprehension of the main message
  • Citation: Full bibliographic citations are included for all sources referenced
  • Mechanics: The infographic is free of spelling or grammatical errors

Infographics Background:

An infographic is a highly visual representation of information, data, or content that is intended to quickly communicate information to a reader. Smaller than but similar to a poster, an Infographic often communicates a central argument, topic, or thesis focusing on the overall patterns, themes, or salient points. As a quick visual representation, Gillicano and colleagues (2014) suggest that an infographic is easily comprehended and read in less than a minute.

Choose the purpose

Decide on the purpose and teaching point of the infographic for your Multilingual Learners (ML’s) .

WHY are you designing this infographic?
HOW will this infographic serve MLs?
WHAT are you trying to point out, teach, focus on, or reinforce?
WHICH language production is this infographic focusing on?
WHERE in your lesson plan will YOU be able to use this infographic?

‘I started my teaching career working with children who had special needs. Then, I transitioned to ESL but soon ended up in managerial roles. Recently, I made the happy decision to return to the classroom as that is what I am truly passionate about.”

John Zurschmiede, Touro University, GSE
TESOL Candidate

I created this infographic using a flow diagram we use at the Board of Education. I noticed that some of the MultiLingual Learners in my class struggled with some of the concepts outlined in the flow diagram. I decided to modify the flow diagram to make multilingual friendly by doing the following.

1) Explicitly show sequence and directionality by including arrows and numbers for each step.

2) Providing a clear visual for Mind Mapping while explicitly highlighting the ‘wh’ questions that needed to be answered.

3) Explicitly outlining what needed to be included in an opening and closing statement.

4) Explicitly providing transition words that students needed to use in their narrative.

John Zurschmiede’s Personal Experience Narrative Infographic

Author: drcowinj

Education is our passport to the future, for tomorrow belongs only to the people who prepare for it today,” determined Malcolm X at the O.A.A.U.’s [Organization of Afro-American Unity] founding forum at the Audubon Ballroom. (June 28, 1964). (X, n.d.) Dr. Jasmin Bey Cowin a Fulbright Scholar, SIT Graduate, completed the Education Policy Fellowship Program (EPFP™) at Columbia University, Teachers College. Dr. Cowin served as the President of the Rotary Club of New York and Assistant Governor for New York State; long-term Chair of the Rotary United Nations International Breakfast meetings; and works as an Assistant Professor at Touro College, Graduate School of Education. Dr. Cowin has over twenty-five years of experience as an educator, tech innovator, entrepreneur, and institutional leader with a focus on equity and access to digital literacy and education in the Sub-Saharan Africa region. Her extensive background in education, administration, not-for-profit leadership, entrepreneurial spirit, and technology innovation provide her with unique skills and vertical networks locally and globally. Dr. Cowin participates fully in the larger world of TESOL academic discipline as elected Vice President and Chair-Elect for the New York State, NYS TESOL organization, for the 2021 conference. Ongoing research, expressed in scholarly contributions to the advancement of knowledge is demonstrated through publications, presentations, and participation in academic conferences, blogging, and other scholarly activities, including public performances and exhibitions at conferences and workshops. Of particular interest to her are The Blockchain of Things and its implications for Higher Education; Current Global Trends in TESOL; Developing Materials and Resources in Teaching English; E-learning; Micro and Macro-Methodologies in TESOL; E-Resources Discovery and Analysis; and Language Acquisition and the Oculus Rift in VR.

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