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.

Touro University’s TESOL Candidate Crystal DeMarco’s Fieldwork Observations on Phonics for Multilingual Learners

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Crystal Demarco

Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island, and earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal shares, “I love learning new innovative ways to create an engaging curriculum for my students!”

Educators pave the way for students to achieve their academic goals with the help of students understanding the tools they need to succeed when learning a new language. Like anything else in life, acquiring a new language is a difficult task for both the teacher and the student learning. Therefore, teachers need to understand the importance of phonetics and sounds to help support students effectively while teaching them new words. Teaching students the fundamentals of “Phonetics” is a great way to prepare students to understand the difference between target language and sounds.
Crystal DeMarco, candidate in the TESOL Graduate Program at Touro University.

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Touro University TESOL Candidate Marissa Diveris’ Field Observation Analysis on a Global II Regents Lesson

Teaching English to Speakers of Other Languages

Marissa Diveris graduated summa cum laude from St. Joseph’s University in May 2022 with a History of Adolescent Education degree. She is currently pursuing an MS in Teaching English to Speakers of Other Languages at TOURO University. Marissa is working in a Long Island High School with English Language Learners during her role as an ENL Leave Replacement.

The opportunity to observe a crucial lesson in preparing ELL students for the Global II regents was extremely beneficial to me as a Social Studies teacher. It is important that students
master the Enduring Issues Essay to do well on the NYS Regents Exam. English Language Learners need the appropriate support in order to work through their languageand cultural barriers.
Marissa Diveris, Touro University TESOL Candidate

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Touro University, TESOL Master’s Degree Candidate Cristina Talarico’s Instructional Material Critique & Redesign for EDPN 673

Teaching English to Speakers of Other Languages

New York is a state that speaks many languages. We need teachers who can find the common ground. The MS in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and at least 20 days or 100 hours of supervised student teaching experience. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Cristina Talarico is a teacher in the New York City Department of Education who is currently completing a Master’s Degree in TESOL at Touro College. As a part of the EDPN 673 Course, they fulfilled 15 hours of fieldwork where they observed and collaborated with ENL educators and interacted with diverse ELL students. Throughout this experience, she conducted interviews with both students and teachers to identify the most effective methods and approaches for teaching ELLs.

When choosing materials for educating our ELL students, educators must be knowledgeable about the ELL’s vocabulary and language proficiency levels in order to meet their academic needs. The vocabulary for this text is basic and should be familiar to most students at the Pre-K level. It uses simple and repetitive dialogue and introduces new characters on each page through the text and illustrations, repeating the sequence of events.
Cristina Talarico, Touro University TESOL Master’s Degree Candidate

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Prepared for Rotaract: “Intercultural Competence in a Techno World,” by Prof. Jasmin Cowin

May 5th, 2023

The topic of intercultural competence was the focus of my exploration with the Rotaract group. We discussed how to enhance communication and collaboration among people from diverse cultural backgrounds. This skill is essential in the contemporary globalized workforce, where cross-cultural teams are increasingly common and require effective coordination and mutual understanding. To illustrate the differences and similarities among various cultural styles, we used the Hofstede Insights tool (https://www.hofstede-insights.com/country-comparison-tool) to compare and contrast the dimensions of national culture for several countries. This exercise helped us to appreciate the complexity and richness of intercultural interactions.

Hofstede’s Cultural Dimensions Theory, developed by Geert Hofstede, is a framework used to understand the differences in culture across countries.
Hofstede’s initial six key dimensions include power distance, uncertainty avoidance, individualism-collectivism, masculinity-femininity, and short vs. long-term orientation. Later, researchers added restraint vs. indulgence to this list. The extent to which individual countries share key dimensions depends on a number of factors, such as shared language and geographical location.
Hofstede’s cultural dimensions are widely used to understand etiquette and facilitate communication across cultures in areas ranging from business to diplomacy.

We then took a look at the hurdles when encountering cultural differences:

Stage	Name	Description
1	Denial of difference	Participants in communication fear that cultural differences threaten them or simply deny their existence. As a result, they ignore difficulties and misunderstandings in intercultural communication. Ethnocentrism is a common stance in this stage, meaning that one’s culture is considered better than others.
2	Defense	Participants in communication perceive cultural differences as a threat and react defensively. They see their own culture as superior to others and tend to criticize other cultures. They feel attacked by other cultures and therefore tend to avoid intercultural communication.
3	Minimization	Participants in communication acknowledge the existence of cultural differences but try to minimize their importance. They tend to ignore cultural differences, as they see them as insignificant, or even irrelevant. They may also try to universalize their own cultural norms and values.
4	Acceptance	Participants in communication recognize and respect cultural differences and acknowledge that other cultures have equally valid ways of seeing and doing things. They try to understand and appreciate different cultural perspectives. However, they may still struggle with misunderstandings and conflicts.
5	Adaptation	Participants in communication are willing to adapt their communication style and behavior to better fit the cultural norms and values of the other culture. They are open to learning from different cultural perspectives and willing to change their own perspectives and behaviors.
6	Integration	Participants in communication have reached the final stage where they are capable of reconciling cultural differences and forging a multicultural identity. They are skilled at intercultural communication and can effectively navigate different cultural perspectives. They are able to combine different cultural identities and develop a unique multicultural identity.

Intercultural Communication Cycle by Dr. Jasmin (Bey) Cowin:

Prof. Cowin to present “Simulations, Teacher Performance & Assessment in the Age of Artificial Intelligence for EFL Educators” for Everyone Academy in Morocco

I am honored to give a free workshop for my colleague and esteemed collaborator Aziz Soubai, Everyone Academy, founder and manager in Morocco. Everyone Academy Association signed a partnership with the regional Academy of Education and Training in the Guelmim-Oudenoun region. The main objective is to provide meaningful effective professional development for English teachers through the power of collaboration, connection, communicationacademyeveryone@gmail.com,

Prof. Cowin to present Keynote “Exploring the Synergy between Language Teaching & Acquisition, Immersive Technologies, Generative AI, and 21st-Century Technologies.” for the 3rd Annual VIRTUATALL, Online on May 6th,

Please join Amany AlKhayat, Ali Safivand, PhD., NYS TESOL, Farah Akbar, and Keirah Comstock for The Third VirtuaTELL Conference, on May 6th, 2023 – registration is open. Register at https://lnkd.in/e_WASRnh.
As conference co-chair l will give one of the keynotes.
#generativeai #tesol #pedagogy

Touro University TESOL Candidate Paola Higuera’s Differentiated Instructional Activity for EDDN 637

Teaching English to Speakers of Other Languages

New York’s classrooms are some of the most culturally and linguistically diverse in the country. Our TESOL certificate program prepares NYS-certified teachers to provide responsive, comprehensive education to students of every background.

What You’ll Learn

The 15-credit program includes five courses—each with carefully designed fieldwork experiences—that emphasize both academic content learning and English fluency for English Language Learners.

With advanced certification, not only will you be able to more effectively and compassionately serve diverse student populations, you’ll increase your value as an educator and improve your career prospects.

Paola Higuera is a NYC public elementary school teacher. She always wanted to be an ELL teacher and “is excited to be taking courses at Touro in the TESOL Certificate program. I was once an ELL student myself and look forward to providing ELL services to the future generations.”

Differentiated Instructional Activity Assignment
The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.

For your Differentiated Instructional Activity Assignment, you will use one of your content lesson plans you have already taught and make modifications to the following segments:

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

In the differentiated lesson, students will play equivalent fraction four in a row, equivalent fraction bingo and concentration equivalent fractions. Using games in the classroom increases student engagement, participation and motivation.
Paola Higuera, Touro University TESOL

Video demonstration Paola Higuera, Touro University TESOL

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Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning

Touro University TESOL Candidate Crystal DeMarco’s Differentiated Instructional Lesson Planning. This “before” and “after” lesson planning assignment highlights the incorporation of instructional activities approximately midterm in our TESOL EDDN-637 course. Such personalized assignments show “proof-of-work” in the age of ChatGPT and focus on the practical application of course knowledge in the daily instructional TESOL/BLE teacher repertoire.

Teaching English to Speakers of Other Languages
New York is a state that speaks many languages. We need teachers who can find the common ground. Touro University offers TESOL & Advanced Certificates in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

Crystal DeMarco is a candidate in the TESOL Graduate Program at Touro University. She completed her undergraduate degree at the College Of Staten Island where she earned her Bachelor’s degree in Secondary Education in Social Studies. Crystal DeMarco writes that she “loves teaching, and learning new innovative ways to create an engaging curriculum for my students!”

The assignment description:

Differentiated Instructional Activity Assignment

The differentiated instruction definition refers to an approach to education whereby teachers make changes to the curriculum and the way they teach to maximize the learning of every student in the class (IRIS Center, 2021). This is not a singular strategy but a framework that educators can utilize. Carol Ann Tomlinson also notes that in differentiated instruction, the teacher anticipates the varying levels of students’ interests, readiness, and learning profiles. Subsequently, they can provide diverse ways of learning, enabling students to learn without being anxious because academic tasks are too difficult for them or being unmotivated because assignments are not challenging for them (ASCD, 2011). However, differentiated instruction is not the same as individualized instruction.

For your Differentiated Instructional Activity Assignment, Tools for differentiated Instruction.pdf Download Tools for differentiated Instruction.pdfyou will use one of your content lesson plans you have already taught and make modifications to the following segments:

practice (how teachers deliver instruction to students),
process (how the lesson is designed for students),
products (the kinds of work products students will be asked to complete),
content (the specific readings, research, or materials, students will study),
assessment (how teachers measure what students have learned), and
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:

A paper including the original lesson plan/differentiated lesson plan with all materials
3-4 minute video showcasing (this means you are pretend teaching) one specific aspect of one Differentiated Instructional Activity – your video submission must be a link, not a file. You may use YuJa, Screencast-O-Matic or any other tool. You can also upload your file to Google drive and share that link. No files which need to be downloaded to view will be accepted.

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Video Touro University TESOL Candidate Crystal DeMarco

https://touro.yuja.com/V/Video?v=7544329&node=32277497&a=128877952&autoplay=1

Dr. Cowin presents on “Transdisciplinary Communication, Artificial Intelligence and ChatGPT,” for The 14th International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2023 & The First Meeting of theInternational Association FOR Trans-Disciplinary Communications (AFTC) Dr. Cowin presents on “Transdisciplinary Communication, Artificial Intelligence and ChatGPT,” for The 14th International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2023 & The First Meeting of the International Association FOR Trans-Disciplinary Communications (AFTC)

It was my pleasure to present today at the 14th International Multi-Conference on Complexity, Informatics and Cybernetics: IMCIC 2023©, March 28 – 31, 2023 ~ Virtual Conference.

The interdependent relationships between Complexity, Informatics and Cybernetics are continuously expanding and generating theoretical and technological synergies. Both Complexity Science and Cybernetics share similar concepts and theories. Informatics and Cybernetics are increasingly interconnected through computing, communications and control technologies, and some authors perceive them as essentially the same with different emphasis, orientation or names. The field of Complexity Science and Informatics mutually support each other in both theory and practice.

IMCIC 2023 is an international forum aimed at bringing together scientists, engineers, researchers, consultants, theoreticians and practitioners in the fields of Complexity, Informatics and Cybernetics. The IMCIC 2023 Organizing Committee considers hihg-impact research articles from different disciplines, as well as multi-, inter- and trans-disciplinary research, studies, reflections, programs and projects.

Conference presentation recording Passcode: 7o5$6H^G

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Touro University TESOL candidate Dayna Stechel’s Text Analysis & Critique for EDDN 637 Second Language Learners and Content Areas

Teaching English to Speakers of Other Languages
New York is a state that speaks many languages. We need teachers who can find the common ground.

Touro University offers TESOL & Advanced Certificates in Teaching English to Speakers of Other Languages (TESOL) Program helps NYS-certified PreK-12 teachers more effectively teach and communicate with a diverse student population.

The assignment: Text Analysis & Critique Assignment Description

Following discussion on the cognitive and linguistic demands of the content areas, you will apply these ideas by closely analyzing a chapter, or an aspect of one content-area text currently in use or recommended by New York State/BOE. Upon analysis of underlying concepts, you will develop a thesis and purpose of your analysis. You will sequence your ideas with evidence from the text supporting important points. Your Critique will feature substantial, logical, and concrete development of ideas describing what makes that concept or section challenging for ELLs. Length: 3-4-page paper (typed, double-spaced, 12-point font) please see grading rubric.

literacy-ladder

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Learning Outcomes:

Demonstrate an understanding of various text analysis techniques in relation to educational content-area texts.
In written form effectively articulate, evaluate and critique educational content-area texts concepts using professional TESOL language, theory and standards.
Ask questions from the view of an ELL/ESL learner that can be meaningfully answered using content-area text analysis.
Evaluate evidence; interpret data such as: ELL students cannot glean meaning from context when they have too many words to decipher.
Express yourself effectively on graduate level writing
By analyzing lexical density of the text, come to a conclusion whether the text is informative and difficult or not.

Classroom teachers need to help ELLs build background knowledge and teach unfamiliar vocabulary before presenting a new concept. Some specific challenges that ELLs face when reading new material include the following:

Comprehending a text that contains a large number of unknown words. Students cannot glean meaning from context when they have too many words to decipher.
Understanding text that includes a profusion of idioms, figurative language, imagery, and symbolism.
Using homonyms and synonyms.
Deciphering regional U.S. dialects.
Grasping literary terms such as antagonist, protagonist, and denouement.
Understanding the cultural background depicted in a literary piece.
Recognizing correlations between letters and sounds. ELLs may come from a language background where the sound/symbol correspondence is very different from that of English.
Comprehending the meaning of a text. ELLs will often memorize the rules for decoding written English and read fluently; however, they do not understand what they have read.

Touro University TESOL candidate Dayna Stechel is from Queens, NY, and is in her 3rd semester at Touro University. She attended SUNY New Paltz for her undergraduate degree in early childhood and childhood education. She is substitute teaching in the NYC public elementary schools.

Lexile Levels and ATOS Levels are used to analyze texts and books. Both of these systems, as well as others, determine the readability of a text. “ATOS is a measure of readability—in other words, a readability formula designed to guide students to appropriate-level books. ATOS takes into account the most important predictors of text complexity—average sentence length, average word length, and word difficulty level” (ATOS, 2022). When analyzing this text, Chapter 3, Models of The Earth, using the ATOS Levels, I analyzed a section discussing topographic maps.
Dayna Stechel, Touro University TESOL candidate

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