Evdokia Gasparis, Touro University TESOL Candidate & Differentiated Instructional Activity Math Lesson

“As a professor, I created this blog as a mechanism to support, appreciate and showcase exemplary work of my graduate and professional Touro University TESOL/BLE teacher candidates. By emphasizing candidates’ best work, and their innovative, thoughtful, reflective contributions I provide a path to shift the focus to their professional values, while recognizing and celebrating their significant milestones in the Touro University TESOL/BLE program.” by Jasmin (Bey) Cowin

As a professor, I created this blog as a mechanism to support, appreciate and showcase exemplary work of my graduate and professional Touro University TESOL/BLE teacher candidates. By emphasizing candidates’ best work, and their innovative, thoughtful, reflective contributions I provide a path to shift the focus to their professional values, while recognizing and celebrating their significant milestones in the Touro University TESOL/BLE program.

Dr. Jasmin (Bey) Cowin (Assistant Professor and TESOL Practicum Coordinator, Touro University, GSE)

EDDN 637 Second Language Learners and the Content Areas: Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of fieldwork.

Evdokia Gasparis: “My family consists of many English language learners, which has influenced me to pursue a master’s degree in TESOL. I completed a bachelor’s degree in elementary/early childhood education and psychology from Queens College, which led me to attain a 1-6 common branch license. As I expand my knowledge in the field of education, I strive to effectively differentiate all instructional activities to meet the needs of all students. I aspire not simply to teach, but to inspire all my students to challenge their limits!”

EDDN 637:

Assignment Description Differentiated Instructional Activity:

For your Differentiated Instructional Activity Assignment, using the Key Elements of Differentiated Instruction.pdf Download Key Elements of Differentiated Instruction.pdf you will use one of your content lesson plans you have already taught and make modifications to support Multilingual Learners to the following segments:

  1. practice (how teachers deliver instruction to students),
  2. process (how the lesson is designed for students),
  3. products (the kinds of work products students will be asked to complete),
  4. content (the specific readings, research, or materials, students will study),
  5. assessment (how teachers measure what students have learned), and
  6. grouping (how students are arranged in the classroom or paired up with other students).

You will submit both the original content lesson and plan and the lesson plan with differentiated instructional activities, with a reflection of your professional growth completing this assignment. Your product for Differentiated Instructional Activity Assignment will be:

  1. A paper including the original lesson plan/differentiated lesson plan addressing points 1 -6 above
  2. 2-4 minute video showcasing one specific aspect of one of your Differentiated Instructional Activities

Picture Walk Video Evdokia Gasparis, Touro University TESOL Candidate
Entering / Emerging Differentiated Worksheet
Entering / Emerging Differentiated Worksheet
Entering / Emerging Differentiated Worksheet
Expanding Differentiated Worksheet
Transitioning / Bridging Differentiated Worksheet

“…all students work at different speeds, therefore it is essential to group students strategically to provide needed support. During the differentiated lesson, students are grouped homogenously. Homogenous grouping allows students, with similar academic needs and readiness, to collectively complete assignments (Levine, 2012). The intent of grouping students with similar levels of readiness is to scaffold lessons that allow students to work in their zone of proximal development (ZPD) (Levine, 2012).”

Evdokia Gasparis, Touro University TESOL Candidate

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 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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