Touro University TESOL Candidate Carolyn Ciccarello’s Method Presentation for EDPN 673

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.

The assignment for EDPN 673,was for Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia.

Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

I am pleased to feature:

Touro University TESOL Candidate Carolyn Ciccarello received her Bachelor’s degree in Childhood/Special Education from Suny Old Westbury, Long Island. She is pursuing pursuing a Master’s degree in TESOL at Touro University. She lives in Brooklyn and currently works as a Special Education Consultant teacher on Long Island.


Carolyn Ciccarello’s Method Presentation Video

For my video presentation, I chose to focus on the practice/application section of the lesson using the direct method and the communicative language teaching approach (CLT). I believe that combining the direct method and CLT approach will be beneficial for students for several reasons. For the direct method, I incorporate vocabulary words in which I use pictures so students could make meaningful connections and I provide examples of how each word can be used in a sentence. Richards & Roger (2014) points out that through the direct method “Knowing words could be used to teach new vocabulary, using mime, demonstration, and pictures” (p. 9). Teaching new vocabulary to students increases their vocabulary and verbal skills so they can choose more precise words when communicating with others.

Carolyn Ciccarello, Touro University TESOL Candidate

Method Presentation Google Slides Link: Carolyn Ciccarello’s Slide Presentation for Method’s Presentation

Touro University TESOL Candidates Victoriaann Irace and Cristina Talarico Mindmaps for Teaching to Multiple Intelligences for EDPN 671

For a EDPN 671 EDPN 671 Theory and Practice of Bilingual and Multicultural Education discussion board I wanted Touro University TESOL Candidates talk about multiple intelligences. “After reading and viewing the materials for this week, create a mindmap your own ideas and strategies using the framework of multiple intelligences. To think about when mapping: Where do you think you fall within the scheme of multiple intelligences? How can understanding these concepts improve your own teaching? How do these concepts apply to ELLs?Ensure that you are creating a thoughtful, significant mindmap.” Below two meaningful, well-designed mindmaps submitted by Touro University TESOL Candidates

Victoriaann Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

Touro University TESOL Candidate Victoriaann Irace’s Mindmap

Touro University TESOL Candidate Cristina Talarico, Mind Map
Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom. Each student has one kind of intelligence that they perform the best at, so I can use their strengths and weaknesses to guide my lessons. I can include particular types of intelligence to help my students stay engaged and succeed in the classroom. Individualizing lessons and including the theory of multiple intelligences to guide your teaching will lead to success. These concepts can apply to ELLs because not every ELL will learn the same way, it is good to include a variety of factors from multiple intelligences to understand how the student works best.

References

Edutopia. (2010, July 9). Howard Gardner on multiple intelligences. YouTube. Retrieved July 19, 2022, from https://www.youtube.com/watch?v=iYgO8jZTFuQ

Nieto, S., & Bode, P. (2018). Affirming diversity: The sociopolitical context of multicultural education. Pearson.

Understanding the theory of multiple intelligences can improve my teaching because I can use this theory to determine the best ways that my students can learn in my classroom.

Touro University TESOL Candidate Cristina Talarico
Touro University TESOL Candidate Cristina Talarico

Touro University TESOL candidate Victoriaann Irace’s Method Presentation for EDPN 673 Methods and Materials for Teaching English as a Second Language

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.

Teacher candidates (TCs) will plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission.

Vicky Irace received her bachelors in child study from Saint Joseph’s University in Patchogue New York. She is currently certified in Early Childhood Education, Childhood Education and Students with Disabilities (Birth- Grade 2 & Grades 1-6). She is currently enrolled in a program at Touro for her Masters in TESOL. She will be entering her third year as a substitute elementary teacher for Longwood School District in September 2022. Vicky has spent her entire adult life working with children and possesses a passion regarding teaching our future generations.

The words being introduced in this lesson relate to the children’s every day in two parts. One is social conversations with peers, pertaining to the weather for example. The other is that in the preceding science units several of these terms will come up with regularity and building the ELLs knowledge of these words enhances their ability to comprehend the language and the content in the classroom.

Victoriaann Irace, Touro University TESOL candidate

Victoriaann Irace Method Presentation Video

Touro University TESOL Teacher Candidate Kate Yanovich’s Method Presentation for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022

The assignment was for teacher candidates (TCs) for Methods and Materials for Teaching English as a Second Language (EDPN-673) Summer 2022 to plan, record on video teaching a brief mini- lesson to a specific ENL audience in a specifically designed approach to language learning found in the Richards and Rodgers text, i.e. Communicative Language Learning, Total Physical Response etc. Candidates will first introduce their assigned method including the general approach, syllabus and other aspects, they will then demonstrate their mini lesson they planned online through PPT, video and upload all the artifacts plus a paper submission of no more than 2 pages excluding references. 1.5 line spacing normal margins. New York times or similar font. Any content area can be selected to demonstrate the lesson such as PowerPoint, materials, and realia. Part 1 – Video, Part 2 – PPT, Part 3 – paper explaining the mini lesson.

Below the infographic I designed for the methods presentation:

Kate Yanovich works as a New Yok city public school elementary teacher. She was born and raised in Kishinev, Moldova in Eastern Europe. Her native language is Russian and she has lived in Brooklyn, New York, for the past 28 years. She earned her Bachelor’s degree in English with a minor in Journalism from Brooklyn College. After some time tutoring writing, math, and conflict resolution skills to students in after-school programs, she realized her passion for teaching and returned to Brooklyn College where she obtained her Master’s degree in Early Childhood and Childhood Education. Kate Yanovich shares that she has “…taught students of different ages, ranging from Pre-K to middle school, and having a background in special education. I also worked with students and young adults with special needs. I have a great love for children and a passion for enabling their abilities and potential for a bright future. Currently, I am pursuing the TESOL Graduate degree at Touro College and look forward to working more closely with second language and multilingual learners in their educational journeys. “

Kate Yanovich’s Method Presentation Video

https://drive.google.com/file/d/1hJRtOmq1kOCJfNnhF47AD74LqyyJQaZD/view

I believe in the kind of teaching that promotes children’s curiosity for learning and develops creativity, independence, and new discoveries. I enjoy working with parents as they are an equal partner and play an integral part in supporting their children’s education and social-emotional development.

Kate Yanovich, Touro University TESOL teacher candidate

Touro University TESOL Candidates Kelly Broshears and Joanna Liriano ‘s Mindmaps on Comprehensible Input

For a Discussion Board in EDDN 637 EDDN 637 Second Language Learners and the Content Areas the weekly contribution was constructing a mindmap of comprehensible input strategies and connecting the input strategies to teaching strategies. As their Professor, there is much pride to see such excellent work by my candidates.

Touro University TESOL Candidate Joanna Liriano

Joanna Liriano is a math teacher and track & field coach in South Bronx. She served the Peace Corps in Mozambique and Teach for America in NYC. Currently, she is working on her bilingual certification in Spanish, Portuguese, and French to meet the needs of her students.

Touro University TESOL Candidate Kristi Mattina

Kristi Mattina holds a Bachelor’s degree in Childhood Education and a Master’s in Special Education. In June, she completes her 11th year of employment with the NYCDOE. She is a Special Education teacher and taught in ICT and 12:1+1 settings in District 31. She also enjoys spending time with her family and two young children.

Touro University TESOL Candidate Patana Mehirdel’s Reflection on ‘Pride and Conflict in Culture and Language'(Nieto, Bode, 2017)

Touro University’s TESOL/ Bilingual Advanced Certificate Programs Graduate School of Education focuses on the art of The Reflective Practitioner and Reflective Journal Writing in several courses, including EDPN 671 Theory and Practice of Bilingual and Multicultural Education. The goal: To provide teacher candidates with a framework to make connections between prior knowledge and new information. The framework engages students in a systematic process to guide their ongoing reflection, a process they can internalize and practice as constructive educators. Students will be able to engage in this process to improve their teaching throughout their careers. Candidates’ reflective journal entries will be included in their final portfolio.

Patana Mehirdel, an Afghan-American currently pursues her masters in TESOL at Touro University, TESOL/BLE department.

“Growing up I have experienced peoples views and opinions about my religion, culture and language and most of them were based on politics or on biased negative news. Moving forward, my goal is to give students from diverse cultural backgrounds, such as Pakistan, Afghanistan, India, Iraq, Iran, etc. a voice and be comfortable and confident to connect their cultural and linguistic background to their learning experiences.”

Patana Mehirdel, Touro University TESOL Candidate

Dr. Jasmin Cowin publishes ‘A Chain of Worlds: Education in the Age of Metaverses’ with the virtual 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022

Introducing AI and intelligent systems into education will have profound effects on not only assessment and administrative functions but also on faculty and learner motivation, engagement, and overall academic performance. Other areas affected will be organizational strategic planning, student acquisition, and retention, curriculum design and Personal Learning Networks.

Dr. Jasmin (Bey) Cowin, A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022 IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03 ISBN: 978-1-950492-66-4 (Volume III)

Cowin, J. (2022). A Chain of Worlds: Education in the Age of Metaverses. The 26th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2022, July 12 – 15, 2022  IMSCI 2022, vol. 3, 25-30. https://doi.org/10.54808/WMSCI2022.03  ISBN: 978-1-950492-66-4 (Volume III)

Touro University TESOL Candidate Adah Hirschfeld’s Infographic on the Dewey Decimal System in English, Spanish, Ukrainian and Haitian Creole

The opportunity to do this assignment and try out the Canva program was truly invaluable. I will be making many more and also introducing the app to my students as a possible research end product.

Adah Hirschfeld, Touro University TESOL Candidate

For EDPN 673 Methods and Materials for Teaching English as a Second Language TESOL candidates create an infographic.

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.

Adah Hirschfeld is a New York City Public School librarian who currently works at IS 240 in Midwood, Brooklyn.  She holds a Master of Library and Information Science degree from Pratt Institute and a Master’s degree in School Administration from Touro College.  She is pursuing certification in TESOL to better meet the language and literacy needs of her students.

The Dewey Decimal System in English, Spanish, Ukrainian and Haitian Creole.

  1. WHY are you designing this infographic?

I wanted to make this to post in the library so students will be able to find the categories of non-fiction books easily.  I give an orientation to all the new 6th grade classes in the fall and try to encourage and foster skill and provide materials that will make my students independent library users.

  • HOW will this infographic serve MLs?

English, Spanish and Haitian Creole are the dominant languages in my middle school in Flatbush / Midwood, Brooklyn.  I added Ukrainian because we had an influx of students when the conflict started and will have more Ukrainian speaking students in September.

  • WHAT are you trying to point out, teach, focus on, or reinforce?

Non-fiction books in the library are organized and shelved according to categories or subjects. Students need to know where to find books to help them with their research or reading interests.  The dewey decimal system also reinforces math skills and helps students become aware that many academic terms such as decimal can be used across subjects.

  • WHICH language production is this infographic focusing on?

This infographic is focused on reading, but may lead to speaking discussion when explaining the system or sending students to find specific dewey numbers on the shelves.

  • WHERE in your lesson plan will YOU be able to use this infographic?

This infographic can be used in the mini lesson.  It can also be used for independent practice with a worksheet matching Dewey call numbers to subject headings / categories.

Touro University TESOL Candidate Melissa Greenfield on Tools and Techniques for Effective Second Language/Foreign Language Teaching for EDPN 673

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.

Touro University TESOL Candidate Melissa Greenfield is a first grade teacher on Long Island and committed  “to making my classroom a place where students feel safe, confident and excited to learn.” She holds an initial certification in Elementary ed. (1-6) from SUNY Old Westbury and is working towards a MS in TESOL at Touro. 

Ms. Greenfield wrote an exceptional DB 3 contribution, featuring strong analysis and a reflection on her classroom activity sequencing.

Dr. Cowin presents on “Simulation Training, Teacher Performance, Assessment and Artificial Intelligence” at the English Language Centre, International English Language Teaching Symposium (IELTS-2022), “Pathways, Paradigms and Possibilities (PPP) in ELT,” Oman

Abstract

Teacher education programs require pathways for teacher performance assessment supporting ELT candidates completing practicum and fieldwork hours. This presentation focuses on reviewing, contrasting, and framing two distinct immersive ecosystems. Mursion and simSchool. Either platform offers immersive experiences simSchool is AI-driven while Mursion employs mixed-reality simulations. Both provide ELT teachers a platform to practice and hone the art and skill of teaching within a simulation using avatars through customized and personalized clinical experiences for language teaching.

Description

This workshop took deep dive into two very distinct teacher simulation training platforms: simSchool and Mursion. By comparing and contrasting the platforms’ respective approaches to simulation training workshop attendees be introduced to simulation-based learning and emotionally intelligent student avatar. This presentation identified, summarized, and reflected through showcasing each platforms teaching and simulation scenarios. In addition, simulation teacher performance assessment generates data. Such data aggregation offers institutions informed decision-making teacher performance through systematic reviews using data and technology to improve their language teacher education programs.