CoPilot – Dr. J's Education Blog

This assignment reflects Touro University’s broader initiative to strengthen AI literacy across its programs through a Touro Faculty AI Grant headed and supported by Shlomo Engelson Argamon, Associate Provost for Artificial Intelligence, Professor of Computer Science & Jamie Sundvall, Ph.D, Psy.D. LP, LCSW, Assistant Provost of Artificial Intelligence

My motto, ‘Education for 2060,’ focuses on shared spaces of competencies shaped by AI and large language models. As schools, districts, and our students adopt AI tools for learning, assessment, curriculum development, and multilingual support, teacher education programs must equip our candidates with the knowledge and nuanced judgment needed to integrate these technologies ethically, strategically, and in alignment with sound principles of pedagogy and instructional design. The goal is not technological substitution but pedagogical enhancement. Responsible AI use requires a clear understanding of when and why an AI-supported process strengthens instructional decisions, particularly for multilingual learners who interact with complex academic texts across content areas.

The work of analyzing text complexity offers an ideal entry point for developing AI literacy in teacher preparation. Examining linguistic, cognitive, and cultural demands requires careful reasoning and structured evaluation. These skills align with high-quality instructional design and can be augmented by transparent AI tools that assist candidates in organizing ideas, checking coherence, and strengthening linguistic analysis without taking over intellectual labor. Within this assignment, targeted use of AI support mirrors the professional responsibilities teachers will face when adapting curriculum materials, planning differentiated instruction, and selecting resources for English Language Learners and Multilingual Learners. Candidates learn to pair human expertise with AI-supported review processes that promote accuracy, clarity, and reflective practice.

The integration of Microsoft Copilot for final review models responsible AI use that complements, rather than replaces, analytical work. Candidates are required to complete their paper independently and then invite AI-supported critique, focusing on coherence, alignment with APA standards, and clarity of argumentation. This mirrors practical praxis where educators may use AI tools to refine instructional plans, check alignment to standards, and evaluate materials before implementation. By engaging in this structured workflow, Touro University GSE candidates experience a practical application of AI literacy that reinforces their ability to evaluate complex text for ELL and ML access while maintaining professional accountability.

The broader purpose of embedding AI-supported review is to help our Touro University TESOL teacher candidates develop habits of mind that pair rigorous analysis with reflective metacognition. Engaging in text complexity analysis, considering reader and task variables, and examining linguistic challenges for multilingual learners requires nuanced evaluative skills. When paired with transparent and ethical use of AI as a secondary tool for refinement, candidates learn how exponential technologies can support differentiated lesson planning and curriculum construction. This fosters a readiness to lead in classrooms where multilingual learners depend on teachers who can leverage digital resources while upholding principles of equity, clarity, and culturally responsive practice.

Angelica Marziliano: I have been an educator for ten years, starting my career as a paraprofessional before transitioning to a general education teacher. Over the years, I’ve had the privilege of teaching a large and diverse student population, including many English Language Learners. I am currently pursuing my graduate degree in TESOL at Touro University to further support all students in reaching their full potential.

At Touro University, I learned that effective teaching means meeting each learner where they are, differentiating instruction so every student can reach their full potential.
Angelica Marziliano, Touro University, TESOL candidate

Angelica MarzilianoText Analysis 2025 Download

As part of Touro University’s comprehensive initiative to introduce AI literacy across teacher education programs, I am engaged in a Touro University grant focused on developing AI literacy in TESOL candidates. My project-based approach empowers future educators to leverage AI as a strategic partner in curriculum design, bridging theoretical understanding with applied classroom practice.

Within this initiative, teacher candidates progress from mastering the fundamentals of curriculum mapping to designing comprehensive, differentiated learning sequences that reflect professional teaching standards grounded in research-backed principles.

My primary instructional goals are to:

Teach foundational and applied AI competencies,
Develop practical skills in standards-based curriculum design,
Showcase AI as a collaborative tool in instructional planning, and
Align deliverables with professional teaching standards.

Foundational AI Competencies

AI vocabulary is embedded throughout the project via explicit terminology such as prompt engineering, AI-assisted content structuring, LLM interaction, and iterative feedback loops. This structured language development ensures that candidates move from foundational comprehension to applied proficiency, demonstrating the ability to use domain-specific AI concepts meaningfully in curriculum contexts.

Ethical Thinking

Ethical reasoning is central to the project’s design. Candidates must maintain human oversight and exercise critical evaluation of AI-generated contributions for instructional quality and curricular coherence. By foregrounding professional judgment and ethical discernment, the project cultivates a nuanced understanding of AI’s potential and its limitations, underscoring the continued necessity of educator expertise.

In upcoming blog posts, I will showcase current student output, highlighting innovative examples of how TESOL candidates apply structured CoPilot prompting to create differentiated, AI-supported instructional materials. These exemplars demonstrate how AI literacy and pedagogical practice intersect to prepare a new generation of educators for the evolving digital landscape of teaching and learning.

Angelee Bess holds a Bachelor’s Degree in Science from Cornell University, a Master’s Degree in Childhood Education from Fordham University, and Extensions in both Early Childhood Education and Gifted Education. She is currently pursuing a TESOL Advanced Certificate at Touro University while working as a K-2 ENL Teacher at an elementary school in Brooklyn, NY. Angelee strives to create an inclusive environment that recognizes, embraces, and values the cultural and linguistic diversity of her students, helping them thrive both academically and socially. Her motto: “Be the change you wish to see in the world” – Mahatma Gandhi

Ms. Bess’ observation in working with CoPilot: “I was impressed by how quickly Copilot created a lesson tailored for Entering-level MLs. By including the grade level, topic, language proficiency, and support needs in my prompt, I received a mini-lesson with simplified text, a visual anchor chart, printable materials, a vocabulary table, and activity suggestions—all differentiated for beginner learners. I initially focused on Entering students to help plan for Stand-Alone ENL classes, but I can also see the value in using Copilot for Integrated settings. I plan to use similar prompts for other proficiency levels to support all MLs in my classroom. Copilot also gave the option to expand the mini-lesson into a full lesson plan with objectives, standards, and assessments, which makes it a powerful tool for creating instruction that connects to students’ experiences and supports their language development.”

Furthermore, Ms. Bess created anchor charts and visuals through structured prompting:

Teaching English to Speakers of Other Languages Certificate

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.

Personal Opinion: Pedagogical Value of Discussion Boards in Online Courses
I utilize discussion boards as essential scaffolding tools in my online courses at Touro University, providing multilayered support for my master’s degree candidates’ academic development. These course discussion boards function as preparatory spaces where my teacher candidates can practice academic writing conventions, develop critical thinking skills, and experiment with disciplinary discourse before tackling more substantial assignments such as research papers or presentations. Through regular posting requirements, my candidates create meaningful artifacts that demonstrate their evolving command of academic English and pedagogical understanding, including proper APA citation practices which prepare them for graduate-level academic work. The iterative nature of discussion board participation enables me to track my candidates’ linguistic and academic progress throughout the semester, providing valuable opportunities to observe candidate growth over time and identify when coaching sessions are needed, particularly when I notice disconnects between course materials and student responses.

Student Angelee Publication EDDN 637 -1 Download