Tag: Projects

Touro University TESOL Candidate Kalee Fan’s Instructional Method Assignment together with Copilot – Teaching a Mini-Lesson to MLLs for EDPN 673

Teaching the Teachers of 2060: The Embodied Method Simulation

Since the arrival of Large Language Models (LLMs) I experimented and worked on designing what I consider AI-proof assignments: tasks where candidates must demonstrate their understanding of theory through practical application, which no chatbot can do for them. The Embodied Method Simulation is a prime example. Each Touro University TESOL course participant selects a single language teaching method from our course readings, such as Total Physical Response, Suggestopedia, the Silent Way, or Communicative Language Teaching, and performs it in its pure, original form. In a 6 to 7-minute video, they teach an imaginary group of multilingual learners as if the class were real: on camera, in a physical space, surrounded by realia, using their voice, gestures, and movement to bring a method’s theory to life.

The assignment asks for an embodied demonstration of pedagogy. Candidates show how a method actually works when they stand in a room with (imaginary) learners, handling materials, and moving through space. Theory earns its value there, in the moment of embodied instruction.

Why Copilot?

Alongside the performance, candidates co-create their teaching scripts with the Touro-approved Microsoft Copilot. Beginning with a person-centered, spatially grounded prompt, they engage in an iterative dialogue with AI, refining teacher talk, rehearsing simulated learner responses, and interrogating how their bodies and materials express the method’s principles. They then write a reflection analyzing what they accepted, adapted, or rejected from the AI’s suggestions.

Why build AI into an AI-proof assignment? Because the educators we certify today will still be teaching in 2060. They will spend their entire careers alongside artificial intelligence, and the essential career skill is directing these tools with professional judgment. When a candidate pushes back on Copilot’s suggestion because it violates the logic of TPR, or expands an AI-generated dialogue to better serve a newcomer learner, they are practicing exactly that skill: keeping the human teacher at the center while using AI as a thinking partner.

Kalee Fan is an early childhood special education teacher in a NYCPS. She is currently pursuing a Bilingual Education Extension to better support multilingual learners and create more equitable learning opportunities for all students. She is passionate about fostering an inclusive classroom where every child feels valued, confident, and empowered to succeed.

Quote about the Science of Reading:

“One of my biggest takeaways from studying the Science of Reading is that strong literacy instruction is both evidence-based and responsive to students’ individual needs. It has reinforced the importance of intentionally developing oral language alongside foundational reading skills so that multilingual learners can thrive academically.” Kalee Fan, Touro University TESOL Candidate

Part 1: Simulated Teaching Video

Part 2: Supporting Materials

I used a few materials to support my mini-lesson recording

A Chair:


Cat Plushies:


Vocabulary Cards:


Sentence frame:


Part 3: Written Analysis and Copilot Co-Creation Reflection

Method Analysis

As an early childhood educator, I selected Total Physical Response (TPR) for my mini lesson because it aligns with the developmental needs of my kindergarten ENL students, who benefit from movement, hands-on experiences, and concrete language instruction. Developed by James Asher in the 1970s, TPR is based on the idea that language learning should resemble first language acquisition, in which children listen and respond physically long before they are expected to speak. The method creates a low-stress learning environment where learners develop comprehension through listening and movement. In a TPR classroom, the teacher gives commands and models actions while students demonstrate understanding through physical responses. The main principles of TPR include listening comprehension, physical movement, repetition, and delayed speech production. By connecting language to actions and engaging visual, auditory, and kinesthetic senses, learners gradually build understanding and confidence before producing language independently (Helbling English, n.d.).

TPR has several strengths. It lowers learners’ anxiety, increases engagement, and makes language comprehensible through concrete actions and real objects. These characteristics make it particularly effective for beginning English learners and young children (Cowin, n.d.). However, TPR also has limitations. As learners become more proficient, the method becomes less distinctive because advanced language functions and abstract concepts cannot always be represented through physical actions. In addition, reading and writing activities are often limited extensions of the oral activities in the classroom (Cowin, n.d.).

I selected TPR for my mini lesson on positional words as this topic is part of my school’s kindergarten math curriculum and provides a meaningful opportunity to connect language learning with content instruction. Positional words can be abstract for young English learners, but using TPR allows students to visualize and understand these concepts through physical movement and hands-on experiences. TPR emphasizes connecting language with actions and providing opportunities for learners to develop comprehension before producing language (Celce-Murcia et al., 2014). In my lesson, students first demonstrated their understanding by moving their bodies and a toy cat to different positions around a chair. After students had multiple opportunities to practice through physical responses, I incorporated a sentence frame, “The cat is _____ the chair,” to support oral language production. I selected a chair, cat plushies, vocabulary cards, and a sentence frame since these materials are concrete, visually accessible, and easy for young learners to manipulate. This lesson reflects the core principles of TPR by using repeated actions, multisensory experiences, and gradual language production to build students’ confidence and create an engaging, low-anxiety learning environment (Helbling English, n.d.).

Copilot Co-Creation Reflection 

Before I began recording my videotaped mini lesson, I entered my initial prompt into Copilot to refine the structure and delivery of a six‑minute Total Physical Response lesson designed for Kindergarten ENL learners in a 12:1:1 bilingual special education setting. My prompt described the instructional context, the linguistic profiles of the students, and my goal of teaching spatial vocabulary using realia such as a chair and a cat plushie. Copilot generated a first draft that offered a clear introduction, a well‑sequenced modeling phase for positional vocabulary, and a strong closing routine. This initial script aligned closely with my own vision, and it helped me see how my ideas could be organized into a coherent, embodied lesson that foregrounded movement, gesture, and predictable routines. The process of reviewing this draft made me more aware of how intentional teacher talk and physical demonstration work together to support comprehension for Entering and Emerging learners.

As I continued refining the lesson, I entered a second prompt asking how to shift the rapid TPR practice from simple mimicry to a more hands‑on, high‑engagement activity. I asked whether providing each student with a miniature cat plushie and toy chair would be appropriate and how to transition them smoothly into this active phase. Copilot responded with a detailed one‑minute transition script that emphasized slow pacing, clear gestures, and explicit modeling of how students should manipulate their objects. This suggestion helped me clarify my embodied role in the method. I realized that TPR is not only about demonstrating vocabulary with my own body but also about orchestrating students’ physical responses in ways that reduce cognitive load and increase autonomy. I adapted Copilot’s script by simplifying some of the language and adjusting the pacing to fit the realities of a rug‑seated Kindergarten group. I kept the core idea of using manipulatives because it aligned with my professional judgment about sensory engagement and accessibility for multilingual learners.

My next prompt focused on the Checking for Understanding phase, where I planned to introduce the sentence starter “The cat is ___ the chair” to support expressive language production. I asked Copilot whether this was appropriate for students at Entering and Emerging proficiency levels and how to introduce the sentence frame smoothly within the TPR method. Copilot affirmed the approach and provided a scaffolded routine that paired each chunk of the sentence with a gesture, ensuring that the language remained grounded in physical action. This helped me better understand how my embodied role could support early expressive language without overwhelming students. I adjusted the script by reducing the verbal load even further and by ensuring that students demonstrated comprehension physically before attempting any spoken output. This adaptation reflected my professional judgment about developmental readiness and the importance of maintaining TPR principles even when introducing language frames.

Finally, I asked Copilot about an assessment idea involving vocabulary cards that students would place into the blank space of the sentence starter. I wanted to know whether this was feasible within the six‑to‑seven‑minute time limit and appropriate for a 12:1:1 Kindergarten group. Copilot explained that the idea could work only in a highly simplified form and recommended a tighter, more TPR‑aligned alternative that removed unnecessary cognitive steps. This feedback prompted me to reconsider the assessment entirely. I rejected the original card‑search idea because it introduced too many demands for this age group and time frame. Instead, I adopted the “Touch and Tell” approach, where students physically position their mini cat and chair and then echo the sentence starter. This alternative preserved the embodied nature of TPR, respected the developmental needs of my learners, and fit smoothly within the lesson’s pacing.

Through this process, I learned how valuable it is to refine instructional decisions through cycles of questioning, reflection, and revision. Copilot helped me clarify the embodied dimensions of TPR, especially the ways teacher movement, gesture clarity, and pacing shape multilingual learners’ access to meaning. At the same time, I exercised professional judgment by adapting suggestions to fit the specific needs of my classroom, rejecting ideas that were too complex, and expanding others to strengthen linguistic accessibility. This experience reinforced the importance of designing lessons that are intentional, responsive, and grounded in both pedagogical theory and the lived realities of young ENL learners.

References:

Celce-Murcia, M., Brinton, D. M., & Snow, M. A. (Eds.). (2014). Teaching English as a second or foreign language (4th ed.). Heinle ELT.

Cowin, J. B. (n.d.). Methods and techniques in teaching ENL: Total Physical Response.

Helbling English. (n.d.). Total Physical Response [Video]. YouTube.

Microsoft Copilot. (2026). Responses generated for lesson‑planning refinement. Microsoft. https://copilot.microsoft.com

Touro University TESOL Candidate Shobha Kunjbeharry’s Tech Tool Resource for Curriculum Development and Classroom Management in the Technology Era

This assignment for Curriculum Development and Classroom Management in the Technology Era prepares TESOL candidates to become informed curriculum designers who can select and use technology purposefully rather than treating digital tools as instructional add-ons. By researching each tool, evaluating its functions, and connecting it to language objectives, standards, learner needs, and curriculum goals, candidates develop the professional judgment required to determine when technology strengthens curriculum design and when it does not. The assignment therefore emphasizes technological competence as the ability to make evidence-informed, context-sensitive decisions.

The digital portfolio also requires candidates to use technology to organize, synthesize, and present their research in a professional and shareable format. Candidates are not only studying technology but also using it to communicate their findings through embedded resources, visuals, links, and candidate-created artifacts. This prepares them to create curriculum resources that can be reviewed, adapted, and shared with colleagues, families, and professional communities.

Shobha Kunjbeharry: I am a graduate student in the TESOL program at Touro University, committed to creating equitable and engaging learning experiences for multilingual learners. I am passionate about integrating educational technology, culturally responsive teaching, and family partnerships to support students’ language development and academic success. My work focuses on designing inclusive learning environments where multilingual students can thrive through meaningful communication, collaboration, and authentic learning experiences.

“Creating this Padlet helped me realize that technology is most powerful when it is intentionally selected to remove language barriers, amplify student voice, and strengthen partnerships between schools and multilingual families. I learned that digital tools should enhance and not replace high-quality teaching while creating more equitable opportunities for every learner.” Shobha Kunjbeharry, Touro University TESOL Candidate

Touro University TESOL Candidate Shobha Kunjbeharry’s Tech Tool Resource

Touro University TESOL Candidate Marissa Diveris’ Fieldwork 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.

Marissa Diveris is a high school social studies ENL teacher with four years of teaching experience. She earned her undergraduate degree in History Secondary Education from St. Joseph’s University and is completing her master’s degree in TESOL at Touro University. Her professional interests include multilingual learner advocacy, culturally responsive teaching, and making rigorous social studies content accessible through intentional language supports and scaffolding.

This fieldwork project focused on observing and analyzing instructional practices used to support English Language Learners (ELLs) across a variety of classroom settings. The observations took place in a suburban high school setting with diverse English learners across grade levels. Observations were conducted in four classrooms, including ENL and integrated co-teaching environments in social studies, mathematics, and science. In addition, interviews were conducted with two teachers and two English learners to gain insight into both instructional approaches and student experiences. The purpose of this fieldwork was to examine how educators adapt instruction to meet the linguistic and academic needs of diverse learners, while also promoting engagement and language development. Through the combination of classroom observations and interviews, several key themes emerged, including the use of scaffolding, the role of academic language, the importance of student interaction, and the need to balance support with increasing independence. These findings provide valuable insight into effective practices for supporting English learners and have important implications for my own teaching as an ENL social studies educator. This analysis will examine how these themes emerged across both instructional practices and student experiences.

“My journey through the TESOL program at Touro strengthened both my instructional practices and my understanding of multilingual learners as assets within the classroom. The program challenged me to think more critically about equity, language development, and the importance of creating rigorous but accessible learning experiences for all students.”

Marissa Diveris, Touro University TESOL Candidate

Fieldnotes

Marissa Diveris Spring 26Fieldwork PaperDownload

Touro University TESOL Candidate Shu Jun Li’s Exemplary Instructional Material Critique & Redesign with Infographic & Fieldwork Reflection


EDPN 673 Methods and Materials for Teaching English as a Second Language

The fieldwork for EDPN 673 reflects our departments practice-based and evidence-centered orientation emphasized by Association for Advancing Quality in Educator Preparation because it requires TESOL candidates to demonstrate professional learning through documented clinical engagement rather than through abstract discussion alone. Candidates must observe multilingual classrooms, conduct interviews, maintain transcripts and observational notes, analyze instructional practices, and connect findings to professional standards and course readings. The assignment therefore evaluates how candidates apply pedagogical knowledge within authentic educational settings.

A major strength of the assignment is its emphasis on structured professional observation. Candidates are required to document descriptive, reflective, and analytic notes focused on instructional strategies, classroom interaction, differentiation, assessment, and use of materials and technology. This framework supports the development of pedagogical reasoning because candidates must move beyond surface description and examine why teachers make particular instructional choices for multilingual learners. Such observational training is central to TESOL preparation because effective ESOL teaching depends upon the ability to recognize language supports, learner participation patterns, and culturally responsive instructional practices within dynamic classroom contexts.

The assignment also aligns closely with AAQEP expectations concerning evidence quality and candidate performance. Candidates must maintain interview notes or recordings, provide transcript excerpts, document interview settings, and furnish observation notes upon request. This creates a form of accountability grounded in authentic clinical evidence rather than solely in polished written products. The assignment assesses whether candidates can gather, interpret, and synthesize practice-based evidence in ways consistent with professional educator preparation.

Finally, the assignment demonstrates our Touro University, TESOL/BLE departments’ clinically rich approach to educator preparation because it requires sustained engagement with classroom realities, systematic documentation, and reflective analysis. Rather than assessing knowledge through isolated examinations or generalized discussion, the fieldwork measures how our TESOL candidates interpret instructional practice, analyze evidence, and connect observation to professional decision-making in multilingual educational environments.

Shu Jun Li: I earned my master’s degree in Early Childhood General and Special Education (Birth–Grade 2) at Touro University and currently work as an SEIT, where most of my students are bilingual learners. Working closely with bilingual and multilingual students inspired me to enroll in the Bilingual Extension Program in Special Education and Speech and Language Disabilities, which I am currently completing in my final semester. My experiences in both the classroom and coursework have strengthened my passion for creating inclusive, culturally responsive learning environments that support student growth and success. My journey at Touro and my experience in EDPN 673 strengthened my understanding of how culturally responsive teaching, scaffolding, and reflective practices can better support bilingual and multilingual learners. The course helped me become more intentional in creating inclusive learning experiences that support both language development and student success.

JuShunFieldwork Paper673 Spring26Download

Fieldnotes by Touro University TESOL Candidate Shu Jun Li

ShuJunLi-Instructional Material Critique ^0 Redesign with InfographicDownload

Using Copilot in EDPN 673 helped me better understand how technology can support bilingual and multilingual learners through differentiated and scaffolded instruction. I learned that AI tools can help create visual supports, lesson ideas, and language activities that make learning more accessible and engaging for students. At the same time, the course taught me the importance of critically reviewing and adapting AI-generated materials to ensure they are culturally responsive and aligned with students’ learning needs. This experience strengthened my confidence in using technology as a meaningful instructional support tool.

Shu Jun Li Touro University TESOL Candidate

Touro University TESOL Candidate Jonida Lepuroshi’s Fieldwork 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

The fieldwork for EDPN 673 reflects our departments practice-based and evidence-centered orientation emphasized by Association for Advancing Quality in Educator Preparation because it requires TESOL candidates to demonstrate professional learning through documented clinical engagement rather than through abstract discussion alone. Candidates must observe multilingual classrooms, conduct interviews, maintain transcripts and observational notes, analyze instructional practices, and connect findings to professional standards and course readings. The assignment therefore evaluates how candidates apply pedagogical knowledge within authentic educational settings.

A major strength of the assignment is its emphasis on structured professional observation. Candidates are required to document descriptive, reflective, and analytic notes focused on instructional strategies, classroom interaction, differentiation, assessment, and use of materials and technology. This framework supports the development of pedagogical reasoning because candidates must move beyond surface description and examine why teachers make particular instructional choices for multilingual learners. Such observational training is central to TESOL preparation because effective ESOL teaching depends upon the ability to recognize language supports, learner participation patterns, and culturally responsive instructional practices within dynamic classroom contexts.

The assignment also aligns closely with AAQEP expectations concerning evidence quality and candidate performance. Candidates must maintain interview notes or recordings, provide transcript excerpts, document interview settings, and furnish observation notes upon request. This creates a form of accountability grounded in authentic clinical evidence rather than solely in polished written products. The assignment assesses whether candidates can gather, interpret, and synthesize practice-based evidence in ways consistent with professional educator preparation.

Finally, the assignment demonstrates our Touro University, TESOL/BLE departments clinically rich approach to educator preparation because it requires sustained engagement with classroom realities, systematic documentation, and reflective analysis. Rather than assessing knowledge through isolated examinations or generalized discussion, the fieldwork measures how our TESOL candidates interpret instructional practice, analyze evidence, and connect observation to professional decision-making in multilingual educational environments.

Jonida Lepuroshi is a Special Education teacher for students in grades K–2 and currently works in an elementary school in Manhattan, New York. She is pursuing an Advanced Certificate in TESOL at Touro University, where she focuses on supporting multilingual learners and ensuring they have access to curriculum materials without language barriers. Her goal is to create an inclusive and culturally responsive learning environment that supports both academic and language development for all students.

Jonida Lepuroshi: In Course EDPN 673, I learned about historical and current second language acquisition theories and how to apply different instructional methods to support English Language Learners and multilingual learners. The course emphasized planning standards-based, differentiated instruction and creating culturally responsive classrooms. I also gained practical and effective strategies for curriculum development, selecting appropriate materials, and designing assessments that support both language growth and academic achievement

My Touro journey has deepened my understanding of culturally responsive
teaching and strengthened my commitment to supporting multilingual learners
through accessible and meaningful instruction.”

Jonida Lepuroshi, Touro University TESOL Candidate
Fieldwork paper J TouroDownload

Touro University TESOL Candidate Anastasios Panagiotidis’ EDPN-673 Instructional Material Critique & Redesign with Infographic

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.

I designed the Instructional Material Critique & Redesign with Infographic assignment in direct alignment with my concept of ‘Education for 2060’ and its implications for teacher education in multilingual and technologically evolving classrooms. My focus within ‘Education for 2060’ is not simply the inclusion of emerging technologies in coursework, but the preparation of teacher candidates who can think critically, act reflectively, and maintain pedagogical intentionality within increasingly complex educational environments. This assignment reflects my belief that future TESOL educators must be prepared to evaluate instructional materials analytically, redesign curriculum responsively, and engage artificial intelligence through informed professional judgment rather than passive dependence.

The Instructional Material Critique & Redesign with Infographic positions AI as a pedagogical instrument that must remain secondary to teacher cognition, disciplinary expertise, and reflective decision-making. Candidates are required to identify instructional challenges, critique AI-generated outputs, revise materials through TESOL and WIDA frameworks, and justify redesign choices in relation to multilingual learner needs. In this way, the assignment preserves cognitive rigor and metacognitive engagement while simultaneously acknowledging that AI will remain part of future educational practice. Within my conception of Education for 2060, teacher education must prepare candidates not merely to use technological tools, but to interrogate them critically, adapt them responsibly, and align them with equitable instructional goals.

My emphasis on multimodal redesign and visual instructional supports is also informed by the Science of Reading and its attention to language comprehension, vocabulary development, background knowledge, and meaningful access to complex texts. For multilingual learners, literacy development requires intentional scaffolding that integrates oral language, academic discourse, visual representation, and culturally responsive instructional design. By requiring candidates to adapt materials according to WIDA proficiency levels and create multimodal supports for learners, the assignment reinforces the understanding that literacy instruction in TESOL contexts is both cognitive and sociocultural.

Ultimately, this assignment embodies my vision of ‘Education for 2060’ by positioning teacher education as intellectually rigorous, critically reflective, technologically informed, and fundamentally human-centered. The project is designed to ensure that future TESOL educators retain ownership of pedagogical reasoning even as AI becomes increasingly integrated into educational systems. Rather than diminishing professional expertise, the assignment requires candidates to strengthen their analytical capacities, deepen their metacognitive awareness, and develop the reflective habits necessary for equitable multilingual learner instruction in future educational contexts.

My TESOL teacher candidate, Anastasios Panagiotidis, submitted exemplary work showcasing his specialty as an Earth and Space Science teacher!

Anastasios Panagiotidis proudly serves the South Huntington Union Free School District as an Earth and Space Science teacher and recently obtained his tenure at Walt Whitman High School. He is passionate about creating engaging, student-centered lessons that emphasize inquiry, collaboration, and real-world connections. Anastasios strongly believes that curiosity is at the root of all learning and strives to create experiences that encourage students to ask questions, think critically, and actively engage with science. His goal is to help students develop a lasting interest in science that extends beyond the classroom. He also uses artificial intelligence as a tool to strengthen instructional materials, support differentiated instruction, and create more accessible learning experiences for multilingual learners.

Through my experience at Touro University, I have learned to combine strong instructional practices with the thoughtful use of artificial intelligence to seamlessly create engaging, accessible, and effective learning experiences that better support diverse student needs.

Anastasios Panagiotidis, Touro University TESOL Candidate
EDPN 673- Instructional Material Critique & Redesign with Infographic A_PanagiotidisDownload

Touro University Candidate Dionysia Di Meo’s Discussion on Practice and Application for EDDN 637


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

If you have questions about our admissions requirements, certification guidelines, or transfer credits, feel free to contact us.

The EDDN 637 Differentiated Assessment

The EDDN 637 Discussion Board on Practice and Application with a Focus on Differentiated Assessment connects the principles of differentiation to the practical work of classroom teaching by focusing on lesson planning, authentic student products, reflection, and multimodal explanation. It is also a low-stakes grade preparation for a larger assignment later in the semester and serves as a knowledge check for me, the faculty. The answers my candidates provide are helpful for my commentary focused on the upcoming assignment. A central feature of the assignment is the use of anonymized student products. These products provide concrete evidence of how differentiation functions in practice. Rather than discussing differentiation only in theory, the assignment requires analyzing real student work and demonstrates how assessment can be adjusted while maintaining meaningful learning goals.

Dionysia Di Meo is an experienced educator and NYS‑licensed bilingual (Greek) Speech‑Language Pathologist specializing in pediatric language/phonological disorders, dysphagia, and Autism Spectrum Disorders. She has extensive experience in Early Intervention, holds TSSLD certification, and is pursuing an Advanced Certificate in TESOL at Touro University. An aspiring polyglot, she is learning Italian, Spanish, and Turkish, and teaches Greek Language, History, and Culture at a National Blue Ribbon School.

Through Touro’s TESOL program, I learned that the most powerful classrooms are built on scaffolds, not shortcuts – meeting Multilingual Learners where they are and believing in where they can go.

Dionysia Di Meo, Touro University TESOL Candidate

Featuring my teacher candidates’ work in my TESOL blog is an intentional pedagogical practice that recognizes them as emerging professionals whose ideas, reflections, and instructional designs deserve visibility within the field. It makes the complex process of becoming a TESOL educator visible by showcasing how candidates connect coursework, theory, fieldwork, and multilingual learner advocacy in authentic classroom contexts. Most importantly, it positions my candidates not simply as students completing assignments, but as capable, praxis-oriented future educators whose developing expertise, creativity, and professional voices contribute meaningfully to the broader educational community. Below is the exemplary DB submitted by my candidate Dionysia Di Meo:

DB – Dionysia Di MeoDownload

Touro University TESOL Candidate Maria Quiroz SIOP’s Practice and Application Discussion Board

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 on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

Maria Quiroz is a Spanish teacher at John Adams High School in New York City. She is currently pursuing a Master’s degree in TESOL at Touro University, where she focuses on supporting multilingual learners through effective instructional strategies. Her work emphasizes creating engaging, inclusive, and language-rich classroom environments.

“My journey at Touro has helped me connect theory to real classroom practice, allowing me to better support my multilingual learners. I have grown as an educator by learning how to design lessons that build both content knowledge and language skills. This program has strengthened my confidence and commitment to teaching diverse students.” Maria Quiroz, Touro University TESOL Candidate

Exemplary Discussion Board 7 Practice and Application submission for EDDN 637 Second Language Learners and the Content Areas

Prof. Jasmin Cowin: This Discussion Board submission is exemplary because it demonstrates a clear and applied understanding of the SIOP model through the integration of hands-on practice, structured application tasks, and attention to multiple language domains. It is further strengthened by the effective use of direct textual evidence to support instructional decisions and by the analytical treatment of teaching scenarios, which moves beyond description to evaluation. The discussion of writing samples is particularly well developed, as it connects proficiency levels to observable learner performance, reflecting a grounded understanding of second-language development.

  1. Textbook Chapter 7 Practice and Application (p. 182-203): What activities are you planning to provide for your students in your SIOP lesson to apply content and language knowledge? Support your statement by quoting directly from the text with the page number.

In my SIOP lesson, I plan to use hands-on practice and meaningful application tasks so students can build content understanding while also using academic language. First, I will include manipulatives or visual models that students can touch, move, and use to demonstrate new concepts. The chapter explains that “students have a greater chance of mastering content concepts and skills when they are given multiple opportunities to practice in relevant, meaningful ways” (p. 185).

Next, I will design an application task that asks students to use the new concept in a new way, such as explaining a process to a partner using sentence frames, creating a short written explanation, or acting out a concept and describing it orally. This matches the idea that for students learning a new language, application matters because “discussing and ‘doing’ make the abstract concepts more concrete” (p. 187).

I will also plan for students to use more than one language domain in the same lesson, so they practice speaking, listening, reading, and writing connected to the same objective. The chapter states that for SIOP instruction, “practice and application tasks should also aim for practice of all four language skills: reading, writing, listening, and speaking” (p. 183).

2. Teaching scenarios, starting on p. 193 – discuss your takeaways from the teaching scenarios and quote directly from the text with the page number.

My key takeaway from the teaching scenarios is that practice and application must be active and structured, so students do not stay passive. In Mrs. Bertoni’s lesson, students listened, repeated, copied, and then were expected to complete homework independently, but they did not get guided opportunities to practice and apply the concepts in class. The discussion makes this point clearly: “Listening to a teacher read is not a practice activity” (p. 198).

In contrast, Mr. Sherbiny’s lesson shows what strong SIOP Practice and Application looks like. Students used hands-on materials, practiced the language frames aloud, read a text, wrote sentences, and applied concepts through examples and demonstrations. The scenario analysis highlights that “students used manipulatives in small groups to demonstrate revolution and rotation and practiced language frames to explain the concepts” (p. 198).

Mrs. Aliheri’s lesson reminded me that interactive activities still need careful scaffolding. Even though she used a video and tried word cards, the task did not set students up for success because there were missing supports and unclear steps. The text explains that “her planning was poor, as was the execution of the task” (p. 198). Overall, these scenarios reinforced that SIOP practice must be hands-on and guided, and application must require students to use both content knowledge and language in a supportive structure.

3. Choose one grade-level writing sample to build your understanding of the different writing competencies and levels at your teaching level.  Choose 3 writing samples of your grade level and discuss how they are similar/not similar to what you see your ELL/ML students produce in your writing assessments. Select a writing sample below. INCLUDE A SCREENSHOT of the writing sample because neither your peers nor I will be able to guess what you are analyzing!

https://www.learnalberta.ca/content/eslapb/writing_samples.htmlLinks to an external site. 

For this part, I selected three Grades 7–9 writing samples at Level 1, Level 3, and Level 5 from the LearnAlberta Writing Assessment Exemplars to understand differences in writing competencies across proficiency levels.

Level 1 shows very basic writing control. The writing is short, repetitive, and relies on simple sentence patterns. Ideas are listed more than developed, and there are frequent grammar errors that affect clarity. This looks similar to what I see when my beginner language learners write, even in my Spanish classroom. At early stages, students often depend on repeated sentence starters and basic vocabulary because they are still building control of word order and sentence structure.

Level 3 shows growth in development and organization. The student writes a longer response, attempts to explain reasons, and includes more detail. Sentences are longer and more complete, and the ideas connect more logically, even if there are still noticeable language errors. This is similar to what I see when students move from novice to more intermediate performance in a second language. They take more risks with language and expand their ideas, but they still need support with accuracy and cohesion.

Level 5 shows stronger control of extended writing. The response is longer, more organized, and includes explanations and examples. Vocabulary is more varied, and sentences show more complexity, even though some grammar issues remain. This resembles what I see in my more advanced language learners, who can sustain an argument or explanation and elaborate their ideas with more independence.

References

Echevarría, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model(5th ed.). Pearson.

Alberta Education. (n.d.). Writing assessment exemplars: Grades 7–9. LearnAlberta. https://www.learnalberta.ca/content/eslapb/writing_samples.html

Touro University TESOL Candidate Kamryn Sherman’s Differentiated Instructional Activity Assignment with Focus on Assessment

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

If you have questions about our admissions requirements, certification guidelines, or transfer credits, feel free to contact us.

The EDDN 637 Differentiated Assessment

The EDDN 637 Differentiated Assessment assignment connects the principles of differentiation to the practical work of classroom teaching by focusing on lesson planning, authentic student products, reflection, and multimodal explanation.

It begins with an existing lesson plan and asks for a modified version that incorporates differentiated assessment. This structure reflects classroom reality: teachers often adapt existing lessons to better respond to students’ readiness, interests, and learning profiles. Using the same lesson plan template for both the original and revised versions makes the instructional changes visible and easy to compare.

A central feature of the assignment is the use of anonymized student products. These products provide concrete evidence of how differentiation functions in practice. Rather than discussing differentiation only in theory, the assignment requires analyzing real student work and demonstrates how assessment can be adjusted while maintaining meaningful learning goals.

The reflection component supports professional growth by requiring an explanation of how differentiated assessment applies to English language learners and multilingual learners. The use of Grammarly is required as part of the writing and revision process. The screenshot requirement also supports transparency in completing the reflection.

The video component adds another practical dimension. By presenting one aspect of differentiated assessment through Padlet, the assignment connects written analysis to oral explanation. This mirrors professional teaching contexts, where instructional decisions must often be explained clearly to colleagues, supervisors, or families.

The assignment is AI-resistant because it depends on authentic, context-specific evidence. A generic response cannot replace an actual lesson plan, anonymized student work, a documented revision process, and a personalized explanation of classroom practice. AI may support limited tasks, such as helping create a graphic organizer when properly disclosed, but it cannot substitute for the required connection among teaching context, student products, reflection, and professional judgment.

Overall, the assignment links differentiation theory to classroom-based assessment practice. It emphasizes that differentiated assessment is not only a planning concept, but a documented instructional process grounded in the needs and products of multilingual learners.

Kamryn Sherman is currently teaching at Buchanan-Verplanck Elementary School as a 1st-grade leave replacement in an ENL co-taught classroom. She earned her degree in Childhood Education (1-6) from SUNY Oswego and is currently pursuing her master’s in TESOL at Touro University. Her work focuses on creating inclusive, language-rich classrooms that help all students build confidence and feel valued in their learning.

“My time at Touro University has pushed me to think more deeply about my teaching and has strengthened my ability to support multilingual learners in meaningful ways.” Kamryn Sherman, Touro University TESOL Candidate

Differentiated Assessment Kamryn ShermanDownload

Padlet Link:

Differentiated Assessment in action

Touro University TESOL Candidate Evangelia Diakoumakos’ Instructional Method Assignment for EDPN 673 – Methods and Materials for Teaching English as a Second Language

In current TESOL practice, the question is no longer whether artificial intelligence belongs in the classroom, but how it can be integrated without displacing the intellectual and pedagogical labor that defines effective teaching. This Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience for the Touro University TESOL/BLE course EDPN 673 – Methods and Materials for Teaching English as a Second Language is designed as a deliberate response to that tension. It positions AI not as a substitute for thinking, but as a collaborator within a broader ecology of embodied teaching, disciplinary knowledge, and reflective practice.

At its core, the assignment asks Touro University TESOL/BLE teacher candidates to inhabit a methodological tradition not abstractly, but physically. The simulated teaching video foregrounds the body as a site of pedagogy: gesture, proximity, pacing, and the handling of realia become constitutive elements of meaning-making. In this sense, the “method-pure” requirement is not merely technical. It is epistemological. It asks candidates to test what it means for a theory of language learning to be enacted through voice and movement in space, rather than summarized in prose.

Evangelia Diakoumakos Method Teaching Simulation Video

The written analysis, by contrast, reclaims the domain of intellectual work. Here, candidates situate their chosen method historically and theoretically, interrogating its assumptions, affordances, and limitations. This component resists the reduction of teaching to performance alone. It insists that pedagogical action must be grounded in critical awareness, particularly when methods are transported into multilingual, contemporary classrooms that differ significantly from their original contexts.

Evangelia D._ Total Physical Response (TPR) in ML instruction_ Method Analysis and Reflective Practice-2Download
Evanglia D_Digraph SlideshowDownload

Between these two domains lies the guided use of AI, specifically through structured co-creation with tools such as Microsoft Copilot. The reflective component makes visible an often invisible process: how ideas are iteratively shaped, challenged, and refined. In my view, this is where responsible AI use becomes pedagogically meaningful. Candidates are not rewarded for seamless outputs, but for evidencing discernment. They must demonstrate where AI supported clarity, where it introduced limitations, and where professional judgment required deviation from its suggestions.

The assignment, therefore, stages a productive dialectic. The physical performance of teaching resists abstraction; the analytical paper resists superficiality; and the AI collaboration resists passivity. Taken together, these elements model a form of teacher preparation that acknowledges technological change while maintaining a clear commitment to pedagogical intentionality.

Featured Touro University Candidate:

Evangelia Diakoumakos is an elementary school teacher in Brooklyn, who teaches a fourth-grade general education (ENL) class. As a teacher of a large multilingual learner population, she has developed an even stronger passion for language development and culturally responsive teaching. She is committed to creating an inclusive classroom where all students feel valued and supported in their learning.

“As a student nearing the completion of my master’s degree, one of the most rewarding experiences has been the ability to connect and apply concepts from my coursework at Touro directly to my classroom. My studies have not only transformed my instructional practices, but have also reaffirmed my love for language learning.”

Evangelia Diakoumakos, Touro University TESOL Candidate