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.
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
- 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)
- 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)
- List Challs stages of reading development aligned with age, 1 key teaching principles, and 1 key teaching practices for each stage.
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.
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.
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.
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.
- 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.
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-
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
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.
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.”
- 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.
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
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.
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 Practice, 20(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
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.
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
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|
When I submitted my poster to the 2020 NAFSA Conference I had no idea how much our country, the world, and education were going to change through COVID-19. Thank you to NAFSA eConnection for creating a virtual poster fair! I’m excited to see that many of the resources, ideas, and recommendations for virtual collaboration and connections are now recognized as fundamental for the future.
The Merge Cube lets you hold virtual 3D objects, enabling an entirely new way to learn and interact with the digital world. Google Expeditions lets a teacher take student explorers through collections of 360° and 3D images. Merge cube features a free Miniverse App incorporating Google expeditions such as the animals of the Galapagos or the Grand Canyons. The Merge Explorer features interactive experiences for elementary through middle school, where students can investigate a smoking volcano, examine a great white shark, and hold the earth in the palm of their hands. Using innovative virtual and augmented reality (VR/AR) technology, and aligned with Next Generation Science Standards (NGSS), students can learn about topics such as earth science, life cycles and traits, ocean animals, space systems, structure and properties of matter, energy, waves, light, sound and more.
In this poster, you will find a QR code with a printable merge cube which has limited functionality for you to try it out. Download and launch a free Cube app on your smartphone or tablet. – I included 3 free Merge apps with their QR codes on the poster. Point your device at the Cube. Watch the Cube transform into a virtual object!
The Merge Cube enables a multisensory learning experience since students can engage with digital content naturally and intuitively using visual, auditory, kinesthetic, and tactile senses, for more memorable and impactful learning.
Developing Spatial Abilities
With the Merge Cube, students practice and develop spatial intelligence through manipulating and inspecting digital 3D objects. Students with strong spatial abilities excel in STEM fields, allowing them to go further.
Google Expedition can be accessed either in an immersive VR view or a 360 mobile view, by clicking on the non-VR view icon in the bottom right-hand corner of the screen. This non-VR view means that students do not have to use any additional technology, their mobile device is enough. Students are probably familiar with using their device in this manner, due to Facebook 360. There are more than 900 virtual field trips available in the Google spreadsheet included through a QR code for you. You can take your students anywhere in the world from the Grand Canyons to the Louvre.