Touro TESOL Candidate Amanda Innamorato’s Digital Portfolio for EDDN 680

As the TESOL Practicum Coordinator it is always exciting to showcase Digital Portfolios for EDDN 680.

Project Description

The purpose of creating and maintaining an electronic portfolio is for Touro TESOL/Bilingual teacher candidates to reflect on their course of study at Touro College and create a digital repository of their work done during the program. The portfolio includes a statement of the teacher candidates’ goals, philosophy of education, and files which showcase the candidates best work.

Touro College TESOL faculty Dr. Ching-Ching Lin who prior to her Touro appointment, taught Social Studies (both general education and Chinese-bilingual) and ESL at the secondary levels for more than 14 years. As a transnational and multilingual learner herself, she embraces asset-based approaches and additive multilingualism in instructional designs. Her goal as a teacher as well as a teacher educator is to build and support a classroom environment where diversity in thought, culture, and traits is viewed as positive assets, where ample opportunities are created for students to share their learning experiences, strengths, backgrounds, interests, and needs and where real life/authentic connections and representations from diverse cultures and life experiences are deeply interwoven into student-centered cooperative learning.

Ms. Amanda Innamorato teaches at the elementary level for the NYC Department of Education in District 21. She got her Bachelor’s Degree in Childhood Education from St. Francis College and worked on getting her Masters in TESOL at Touro College. Her goal as a teacher is to support all students in reaching their individual goals. Ms. Innamorato wrote:

Looking at my graduation cap it reads “teaching is a work of heart.” This quote resonates deeply because teaching is not just a job, it’s a game changer. A teacher’s impact is significant to each individual student in their classroom. This leads to my first belief which is in the theory of Asset Approach to Learning. Students need to be viewed as an asset to the classroom with individual strengths and diverse cultural backgrounds.

Here the link to her Digital Portfolio:

Touro TESOL Candidate Amanda Innamorato’s Digital Portfolio for EDDN 680

Touro TESOL Candidate Jaclyn Esposito’s Digital Portfolio for EDDN 680

As the TESOL Practicum Coordinator it is always exciting to showcase Digital Portfolios for EDDN 680.

The learning theory behind ePortfolios

According to Basken (2008), ePortfolios “are a way to generate learning as well as document learning”. Both generating learning and documenting or recording learning are important, but the process of generating learning sometimes gets overlooked. ePortfolios generate learning because they provide an opportunity and virtual space for students to critically assess their academic work, to reflect on that work, and make connections among different courses, assignments, and other activities, such as work experience, extracurricular pursuits, volunteering opportunities, and more. ePortfolios are effective learning tools because they support students’ own knowledge construction, make otherwise invisible aspects of the learning process visible, and place agency in the hands of students, which fosters learners’ motivation. (Basken, P. (2008, April). Electronic portfolios may answer calls for more accountability. (Links to an external site.) The Chronicle of Higher Education.)

Project Description

The purpose of creating and maintaining an electronic portfolio is for Touro TESOL/Bilingual teacher candidates to reflect on their course of study at Touro College and create a digital repository of their work done during the program.  The portfolio includes a statement of the teacher candidates’ goals, philosophy of education, and files which showcase the candidates best work.

Touro College TESOL faculty Arlene Suarez Caporaso

Bilingual (Spanish/English) Touro TESOL faculty Arlene Suarez Caporaso, an experienced educator with Departmental Supervision IEP’s, ENL Part 15 and school leadership experience was the facilitator and course lead.

Jaclyn Esposito

Jaclyn Esposito wrote: “I wanted to be a teacher for as long as I could remember. I always wanted to follow in my grandpa’s footsteps and help students the same way he did.”

She further elaborated on her teaching philosophy: “As a teacher my desire to grow is because of my students. I want to make sure that I am doing everything I can to be the best teacher for my students. Depending on the students in my class, I might have to learn new ways or styles of teaching. As my years of teaching increase, there will be different standards to follow or how teaching is conducted. After this past year, my goal is to become more familiar with digital ways of teaching and how we can include technology into our every day of teaching. Technology can be a way that I can connect with my students and can be a way that they are able to understand with the world they are growing up in now. Another goal I would like to have as a teacher is to make sure I give every student a chance no matter what is said about them from the previous years.”

Jaclyn Esposito’s Digital Portfolio

Touro College, Bilingual Education – Pupil Personnel (Certificate) Candidate Melody Minaya’s Capstone Website focusing on Cultural Responsiveness, Best Practices & Working with Culturally Diverse Populations

Melody Minaya, Bilingual School Psychologist, has completed her capstone project for the Bilingual Education – Pupil Personnel (Certificate) at Touro College, GSE, New York City.

Her website is centered around cultural responsiveness and best practices that can be used within the education field. Throughout her website, a variety of resources are featured that educators can use to guide their professional practice when working with culturally diverse populations.

Ms. Minaya studied took as her final certification requirement PSGN 698 Field Experience In Bilingual School Psyc under the experienced facilitator and Touro faculty Dr. Giovanni Mendez, Psychologist at Touro College.

visit her website:

https://sites.google.com/view/mminayabilpsych/home

Touro College, Bilingual Education – Pupil Personnel (Certificate)is for school counselors, social workers and psychologists, who want to work with bilingual students.

TOURO COLLEGE
GRADUATE SCHOOL OF EDUCATION
320 WEST 31ST STREET
NEW YORK, NY 10001212-463-0400
PROSPECTIVE STUDENTS: INFO.GSE@TOURO.EDU

What You’ll Learn at Touror College, GSE

Each certificate includes coursework and a practicum which emphasizes the importance of understanding cultural context for child development and learning, and for effective assessment and delivery of services. Depending on your certification focus, you might examine various theories and classroom approaches, review case studies and explore how home life and community impact youth education, or learn about dynamic assessment, how to work with various disabilities, and effective strategies for teaching native language literacy. In all our courses our goal is always to increase your multicultural and linguistic fluency so you can provide the best possible service and education to all students.

Admissions Requirements

In addition to the general admission requirements, you must be able to document proficiency in the target language of instruction (Click here to download the Target Language Proficiency Verification Form).

To learn more about the program, contact us.

Dr. Cowin publishes in the Journal of Systemics, Cybernetics and Informatics on “The Fourth Industrial Revolution: Technology and Education.”

I am pleased to share that my latest article on The Fourth Industrial Revolution: Technology and Education was published:

Cowin, J. (2021). The Fourth Industrial Revolution: Technology and Education. Journal of Systemics, Cybernetics, and Informatics (2021) 19(8), 53 63,
https://doi.org/10.54808/JSCI.19.08.53

Dr. Cowin on “The Metaverse Wheel: Discovery, Terminology, and Context”, A WHERS Conference and Exhibition Speaker Invitation

I am honored to be invited to speak on “The Metaverse Wheel: Discovery, Terminology, and Context” at the World’s Largest Higher Education Ranking Summit which will bring together 10,000+ of the world’s brightest minds in higher education, leading global authorities like the United Nations, most prominent change-makers, government officials, and policymakers to implement best practices and adopt new technologies that will drive institutions forward.

I am honored to be invited to speak on “The Metaverse Wheel: Discovery, Terminology, and Context” at the World’s Largest Higher Education Ranking Summit which will bring together 10,000+ of the world’s brightest minds in higher education, leading global authorities like the United Nations, most prominent change-makers, government officials, and policymakers to implement best practices and adopt new technologies that will drive institutions forward.
The conference will take place in Dubai, UAE from the 22nd to the 24th of February 2022 in a hybrid format both physically in the Canadian University of Dubai and online with a total outreach of more than 500,000 academics, students and innovators.


GLoCALL 2021 Conference Presentation on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” by Dr. Jasmin (Bey) Cowin

It was a great pleasure to present today my research on “Simulation-Based Learning Environments: Practice-Based Teacher Education for TESOL Teacher Candidates” at the GLoCALL 2021 Conference. My presentation and research focused on reviewing, contrasting, and framing two different virtual training environments for TESOL educators searching for additional opportunities to offer interactive field and practicum experiences: simSchool and Mursion.

What is GLoCALL 2021?

GLoCALL 2021 is an international academic conference focused on the use of computer technology for language learning (CALL). GLoCALL conferences have been held annually since 2007 in various countries across Asia. When is GLoCALL 2021? The GLoCALL 2021 conference will be held 16th-18th December 2021. The GLoCALL 2021 conference is held online with online sessions presented via the website.

Plenary and Invited Speakers

Every GLoCALL conference features plenary presentations and workshops by internationally renowned CALL experts. This year the invited speakers are:

  1. Dr. Wong Su Luan (Universiti Putra Malaysia)
  2. Dr. Deborah Healey (University of Oregon, USA)
  3. Dr. Mark Pegrum (University of Western Australia)
  4. Dr. Pramela Krish (Universiti Kebangsaan, Malaysia)
  5. Prof. Gordon Bateson (Kochi University of Technology, Japan)

Touro College TESOL Teacher Candidate Jaclyn Kletchka’s SIOP Lesson Plan

Touro TESOL/Bilingual Teacher candidates are required to design a sheltered instruction lesson in course EDDN 637 following the Sheltered Instruction Observation Protocol (SIOP). Touro College TESOL Teacher Candidate Jaclyn Kletchka submitted an exemplary SIOP lesson plan on “Using the Five Senses & Adjectives to Describe Objects.”

In 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content-area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits

The SIOP Model is 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 should focus on assessing student needs before, during, and upon lesson completion to enhance future instructional planning.

Jaclyn Kletchka is a graduate student at Touro College. Ms. Kletchka works as ENL teacher for the Brentwood School District. In her free time, she loves to read, go on walks, and play with her dogs!

Touro TESOL/Bilingual Candidate Ashley Cosenza’s Materials Critique and Redesign for EDPN-673

The Touro College TESOL/Bilingual Program course 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 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 fieldwork.

One assignment is the Materials Critique & Redesign where candidates will: (1) prepare a written critique description of the material or resource, analyzing its effectiveness for ELLs and (2) based on your analysis, redesign one section/activity of the original material so that it meets the need of ELLs. The materials chosen will promote culturally and linguistically responsive classrooms and instructional practices.

Ashley Cosenza:

Touro TESOL/Bilingual candidate Ashley Cosenza submitted an exemplary project. She is receiving her Master’s degree in Teaching English as a Second Language in Spring 2022. She is in her second to last semester at Touro College with Professor Cowin. Ms. Cosenza, “I enjoy learning different strategies to include in my 5th-grade classroom for students to learn the English language. It is important to me to deliver each lesson in such a way to captivate ELLs in each subject.”

Jasmin Cowin plays Claudia Montero’s Evocaciones No. 1 En algún lugar de Plaza Francia

EVOCACIONES

Evocaciones for Harp was written in May 2010 for Floraleda Sacchi. The piece is composed of three movements: it is simple, but deeply emotional and linked to my original land (Argentina) and my city (Buenos Aires). So this is the idea of it: evocations of my city. Evocaciones No. 1 (En algún lugar de Plaza Francia) is inspired from a very nice place in Buenos Aires called Plaza Francia and for this reason one can find the sonorities of French music in it. I liked to stand and walk in Plaza Francia especially at the end of the day. Evocaciones No. 2 (Buenos Aires bajo lluvia) is romantic and depicts the city in the night when it seems crying under the rain. Have you ever been to Buenos Aires? It is a melancholic city. This movement adds to this melancholy of my longing for Buenos Aires as now I am living far away. Evocaciones No. 3 (Buenos Aires despierta) sounds in tango style. It is the most complicated and fast part of the piece. The idea is to represent Buenos Aires awakening early morning and people running to their jobs. (by Claudia Montero, (1960-2021)

This is a live performance with no editing.

Jasmin (Bey) Cowin publishes The Pedagogy & Language Enrichment Technology Wheel: Multimodal and Multiliteracy Perspectives

The third edition of MOSAIC features articles based on presentations from the 51st Annual Conference as well as two regular articles, one by Yana ShifrinaPiljovin touching on beliefs and issues with heritage language maintenance and another from Margaret Ibrasco describing an activity to foster interaction and collaboration in a virtual speaking class. I am pleased that my The Pedagogy & Language Enrichment Technology Wheel Multimodal and Multiliteracy Perspectives is part of this publication.

New technologies are reshaping educational philosophies and the pedagogies that underlie them as they also transform the modes of delivery within language teachers’ repertoire. However, easy-to-navigate support for teachers planning to connect language pedagogy and enrichment through technology is still developing. This poster hopes to provide some of that needed support as it uses a graphic wheel to illustrate pedagogical and student actions in categories such as presence, accessibility and interactivity defined by aspects of the technology. In the enlcosed PDF document, you will find an embedded clickable Pedagogy & Language Enrichment through Technology Wheel meant to function as practical support for language teachers looking for additional technology resources for language learning enrichment.

Cowin, J. (2021). The Pedagogy & Language Enrichment Technology Wheel Multimodal and Multiliteracy Perspectives. In G. Smiddy (Ed.), Mosaic. 51, pp. 31-34. NYS TESOL.