Fieldwork reflection is a critical component of TESOL candidate growth because it functions as the primary mechanism through which theoretical knowledge is transformed into professional judgment. In EDDN 635, curriculum development and classroom management are not treated as abstract constructs but as situated practices shaped by technology, policy, and the linguistic realities of multilingual learners. Reflective fieldwork allows candidates to systematically examine how instructional decisions, technological tools, and classroom management strategies interact to support or constrain language development in real educational settings.
From a pedagogical standpoint, structured reflection promotes metacognition, professional noticing, and evidence based reasoning. By observing classrooms, libraries, and technology infrastructures, and by engaging with ICT specialists and educators, candidates learn to analyze curriculum design choices in relation to student needs, institutional constraints, and state level policies. Reflection deepens this analysis by requiring candidates to connect observations to course readings, TESOL principles, and research on technology mediated instruction. In my opinion, this deliberate linking of theory, observation, and analysis is what moves candidates beyond description toward informed instructional decision making.
Ultimately, reflective fieldwork supports the development of adaptive, reflective practitioners who can design technology integrated curricula that are linguistically responsive, pedagogically sound, and contextually appropriate. For TESOL candidates, this process strengthens professional identity, sharpens analytical skills, and lays the foundation for sustained growth in an increasingly complex and technology driven educational landscape.
Madison Derwin holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She is currently pursuing a Master’s Degree in TESOL and working as a 4th-grade Teacher’s Assistant at an elementary school on Long Island. Her goal as an educator is to create an inclusive, supportive learning environment that empowers every student to reach their full potential and thrive both academically and socially. She shared a favorite quote: “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.”- Art Williams
This assignment, Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience, required creating a simulated teaching video that demonstrates one specific language teaching method from our course readings. This is a pretend lesson where you act as the teacher presenting to an imaginary multilingual learner audience for 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 was designed to deepen TESOL candidates’ methodological expertise while positioning them to engage with artificial intelligence in purposeful and pedagogically sound ways. It 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 and Professor of Computer Science, and Jamie Sundvall, Ph.D, Psy.D, LP, LCSW, Assistant Provost of Artificial Intelligence. Within this institutional landscape, the assignment serves as a structured model for preparing educators to work in learning environments where AI is increasingly integrated into curriculum, assessment, and multilingual support.
My motto, Education for 2060, emphasizes the development of shared spaces of competencies influenced by AI and large language models. As schools and districts integrate AI into core instructional processes, teacher education programs must develop candidates who can navigate these systems with ethical judgment and instructional precision. This assignment, therefore, balances two essential design principles: strong safeguards against unverified AI substitution and intentional guidance for targeted AI use.
The AI-resistant component centers on a six to seven-minute simulated teaching video that requires candidates to embody a single method from the course readings. By performing the method in a real physical space with realia, gesture, classroom presence, and teacher talk, candidates demonstrate the translation of theory into practice. This performance reveals decision-making, sequencing, and pedagogical rationale that cannot be delegated to AI, ensuring that candidates are evaluated on their own instructional competence.
Targeted AI use is built into the assignment through Copilot-supported planning and reflection. Copilot is positioned as a thinking partner that helps candidates examine the structural logic of the method, refine the flow of the activity, and interrogate their own understanding. Proof of work in the form of screenshots and reflective commentary ensures transparency and allows candidates to analyze the accuracy, limitations, and pedagogical value of AI-generated suggestions. In this way, the assignment teaches AI literacy as a reflective and evaluative process rather than a generative shortcut.
The written analysis links the performance to course theories, identifies the method features demonstrated in the video, and articulates how Copilot contributed to planning choices. This component reinforces conceptual understanding while modeling a professional stance toward responsible AI use.
By combining embodied demonstration with documented AI-supported thinking, the assignment prepares candidates for a future in which educators and AI systems occupy interconnected roles. It brings the work full circle by returning to the idea of shared spaces of competencies. Candidates learn to inhabit these spaces with confidence, contributing their own pedagogical judgment while engaging with AI in ways that enhance, rather than replace, their professional expertise.
Rachel Melamed is a high school teacher in Brooklyn, New York. She earned her bachelor’s degree in Inclusive Education from SUNY Cortland and is a first-generation graduate student pursuing her master’s in TESOL at Touro University. Growing up in a Russian-speaking household helped her develop a passion for teaching multilingual learners and shaped her approach to connecting with them in the classroom.
Using Copilot helped me rework a lesson I had taught before and make it more accessible for English language learners. I learned how small adjustments and simplified, repetitive language can make a big difference when designing lessons.
Rachel Melamed master’s degree candidate in TESOL at Touro University
This assignment, Instructional Method Assignment – Teaching a Mini-Lesson to an ML Audience, required creating a simulated teaching video that demonstrates one specific language teaching method from our course readings. This is a pretend lesson where you act as the teacher presenting to an imaginary multilingual learner audience for 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 was designed to deepen TESOL candidates’ methodological expertise while positioning them to engage with artificial intelligence in purposeful and pedagogically sound ways. It 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 and Professor of Computer Science, and Jamie Sundvall, Ph.D, Psy.D, LP, LCSW, Assistant Provost of Artificial Intelligence. Within this institutional landscape, the assignment serves as a structured model for preparing educators to work in learning environments where AI is increasingly integrated into curriculum, assessment, and multilingual support.
My motto, Education for 2060, emphasizes the development of shared spaces of competencies influenced by AI and large language models. As schools and districts integrate AI into core instructional processes, teacher education programs must develop candidates who can navigate these systems with ethical judgment and instructional precision. This assignment, therefore, balances two essential design principles: strong safeguards against unverified AI substitution and intentional guidance for targeted AI use.
The AI-resistant component centers on a six to seven-minute simulated teaching video that requires candidates to embody a single method from the course readings. By performing the method in a real physical space with realia, gesture, classroom presence, and teacher talk, candidates demonstrate the translation of theory into practice. This performance reveals decision-making, sequencing, and pedagogical rationale that cannot be delegated to AI, ensuring that candidates are evaluated on their own instructional competence.
Targeted AI use is built into the assignment through Copilot-supported planning and reflection. Copilot is positioned as a thinking partner that helps candidates examine the structural logic of the method, refine the flow of the activity, and interrogate their own understanding. Proof of work in the form of screenshots and reflective commentary ensures transparency and allows candidates to analyze the accuracy, limitations, and pedagogical value of AI-generated suggestions. In this way, the assignment teaches AI literacy as a reflective and evaluative process rather than a generative shortcut.
The written analysis links the performance to course theories, identifies the method features demonstrated in the video, and articulates how Copilot contributed to planning choices. This component reinforces conceptual understanding while modeling a professional stance toward responsible AI use.
By combining embodied demonstration with documented AI-supported thinking, the assignment prepares candidates for a future in which educators and AI systems occupy interconnected roles. It brings the work full circle by returning to the idea of shared spaces of competencies. Candidates learn to inhabit these spaces with confidence, contributing their own pedagogical judgment while engaging with AI in ways that enhance, rather than replace, their professional expertise.
Carly Croteau is in her second-to-last semester of the Master’s Degree in TESOL at Touro University and is currently in her fourth year of teaching as a fourth-grade general education teacher in an ENL classroom. Her favorite quote: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.” by Maya Angelou
I was first introduced to Copilot during a district professional development session and encountered it again this semester in my TESOL coursework at Touro University. I find Copilot to be a valuable support for both educators and students when used with clear, well-structured prompts. I see it as a helpful aid that can enhance instructional work, but not as a replacement for the professional judgment and intellectual effort that teachers and learners bring to the process.
Carly Croteau, Master’s Degree in TESOL candidate at Touro University
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.
🏛️ As part of Touro University’s comprehensive initiative to introduce #AI#literacy to our students, 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.
Joyann Castilletti is a 7th–12th grade certified English teacher, currently working as a permanent substitute teacher while pursuing her TESOL degree at Touro University. She is passionate about creating learning environments where every student feels seen, heard, and loved, and where each learner is supported in achieving success. She continues to inspire a love of learning in every English learner while equipping them with the skills to communicate confidently and effectively.
Although my time at Touro has been brief, it has inspired me to reconnect with my cultural roots through my father and grandmother, celebrating the legacy that came before me. Through Touro’s TESOL graduate program, I’ve had the opportunity to engage with peers from diverse backgrounds, sharing experiences that have enriched me professionally and sparked conversations I might never have had otherwise.
Joyann Castilletti, Touro University TESOL Candidate
Joyann Castilletti, Touro University TESOL Candidate, on her experience working with structured prompt engineering and AI:
Using this prompt showed me a few things about designing rubrics. For starters, specifics are key to a solid rubric. When I first started student teaching, every assignment I gave had some sort of rubric mainly to protect myself in case a student didn’t do too well. Since student teaching, I have still utilized rubrics but have worked towards making them more specific and rooted in whatever standard I was working on. The rubric that CoPilot and ChatGPT provided is a great jumping point if my students were doing this presentation. My biggest negative with this rubric is that since CoPilot is primarily analytic based, it does not allow for a holistic view of my students (especially since all of my key domains were also analytical). When I make my rubrics, I try to include some element that allows my students that may struggle with the assignment a chance to achieve highly in one category. Additionally, since this rubric was generated from a prompt it did not allow me to have student insight which I like to do (unless I took this rubric to the students and had a discussion about it with them for recommendations or suggested changes). I do like that CoPilot clearly establishes the format of “you do exactly this– you get this score”. When I make my rubrics, I tend to struggle with the verbiage to express exactly what I am looking for and to separate between each score point. With this said, by utilizing this format, I can create more efficient rubrics and change them as needed to make my accommodations.
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:
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.
The fieldwork for EDPN 673 Methods and Materials for Teaching English as a Second Language focuses on exploring and analyzing K–12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) and bilingual learners in diverse classrooms. The objective is to develop a deep understanding of the strategies that effectively convey state and professional standards-based curricula to students from different age groups, ability levels, and cultural backgrounds. This fieldwork is particularly valuable for TESOL and Bilingual candidates because it sharpens the practical application of observational skills. By systematically documenting, comparing, and evaluating instructional practices, candidates move beyond passive observation to purposeful analysis. They learn to identify nuanced teacher decision-making, scaffolded supports for multilingual learners, and the interplay between language objectives and content objectives. In doing so, TESOL and Bilingual candidates cultivate the ability to translate observations into actionable insights for their own teaching practice, bridging theory with evidence-based application in linguistically and culturally diverse classrooms.
Johana Matute has been teaching for 3 years. She will officially start teaching at a DOE Public School fall 2025. She loves to read books and go for nature walks during my free time.
Her fieldwork report demonstrates an outstanding ability to connect classroom observations with TESOL and bilingual education theories, showing both depth and clarity. The report highlights how instructional strategies supported language and content objectives for multilingual learners with precision and insight. The candidate’s reflections reveal strong professional readiness and a high level of critical analysis.
As someone who understands the power of speaking more than one language, I chose Touro University’s bilingual certification program to help students thrive in both their native language and English.”
Johana Matute, Bilingual Certification Candidate at Touro University
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.
Elizabeth Guallpa teaches Spanish to both heritage and non-heritage speakers at Port Richmond High School in Staten Island, New York. In order to enhance her proficiency in assisting multilingual learners, she is presently pursuing a TESOL/Bilingual Extension at Touro University. Elizabeth’s passion as a teacher is helping kids to thrive academically and linguistically via culturally relevant instruction.
My experience at Touro University has changed my life, providing me with the skills, self-assurance, and vision I need to provide excellent, empathetic multilingual instruction. I’ve been reminded of why I selected this road by each course, which has pushed me to develop as an advocate and educator. In addition to improving my professional abilities, Touro has strengthened my resolve to elevate the voices of multilingual and immigrant pupils.
Elizabeth Guallpa, Touro University Master’s Degree Candidate
This comprehensive course builds upon the foundation of curriculum development and classroom management in the context of teaching English language learners. Expanding its horizons to embrace the digital age, the course adeptly weaves innovative technology integration into the domain of Teaching English to Speakers of Other Languages (TESOL). Crafted to empower prospective TESOL/BLE educators, the course hones in on fostering competence in designing, implementing, assessing, and reflecting within diverse language learning environments, all while capitalizing on the potentials of cutting-edge technology. With a strong focus on practical application and discerning appraisal of technological tools, this course primes upcoming educators to excel amidst the ever-evolving educational landscape. Includes 10 hours of field work.
Maria Quiroz is a certified World Language teacher in Spanish for grades 7–12, who also holds a FLES extension for grades K–6. She is currently pursuing her Master’s degree in TESOL at Touro University. Her goal is to create inclusive, engaging learning environments that support diverse language learners across all age levels.
Maria Quiroz’ reflection on the assignment itself: This assignment was part of the Curriculum Analysis project in the Touro TESOL program. I analyzed the Getting to Know New York City unit for high school Emerging-level Multilingual Learners, using the EDDN 635 Alignment Reflection Tool. The work involved examining alignment with New York State Next Generation ELA Standards and WIDA ELD Standards, identifying supports and barriers for multilingual learners, and reflecting on ways to strengthen language and content integration. The process included multiple drafts and revisions, allowing me to develop a deeper synthesis of research-based ESOL strategies and culturally responsive curriculum design.
“Touro has inspired me to embrace innovation and equity in my teaching and given me the tools to support multilingual learners with confidence and purpose.” Thank you again for this opportunity.
EDPN 673: Methods and Materials for Teaching English as a Second Language: The Instructional Material Critique & Redesign with Infographic assignment prepares Touro University TESOL candidates to critically evaluate and adapt instructional materials for multilingual learners across diverse educational contexts. The assignment structure addresses specific TESOL and AAQEP standard requirements while developing essential professional competencies our graduates need in the field. The dual-material analysis requirement ensures candidates develop expertise in material evaluation across developmental levels, addressing TESOL Standard 2 by requiring deep analysis of how language acquisition intersects with academic content delivery. Candidates must demonstrate understanding of developmental language trajectories and their implications for instructional material selection, a core competency for effective TESOL practice. The WIDA PRIME protocol integration provides candidates with industry-standard evaluation tools currently used by school districts nationwide for material adoption decisions. This practical application directly aligns with AAQEP Standard 1’s emphasis on evidence-based practice while ensuring our graduates can contribute meaningfully to curriculum adoption processes in their professional contexts. The non-negotiable criteria assessment develops candidates’ capacity to identify and address systemic barriers that multilingual learners face in accessing grade-level content. This component operationalizes TESOL Standard 3 by requiring examination of cultural representation and linguistic accessibility, while AAQEP Standard 2’s equity focus is addressed through critical analysis of how materials support or hinder multilingual learner success. The redesign component transforms theoretical knowledge into practical application through differentiated material adaptation. Candidates must operationalize TESOL Standard 5 by creating instructionally sound modifications that maintain academic rigor while providing appropriate linguistic scaffolding across proficiency levels. This authentic assessment demonstrates candidate impact on multilingual learner outcomes, satisfying AAQEP Standard 3 requirements. The infographic creation simultaneously addresses AAQEP’s technology integration competency requirements and develops visual literacy skills essential for multilingual learner instruction. Candidates must demonstrate proficiency with digital design tools while creating pedagogically sound visual supports that enhance comprehension for diverse learners. This component ensures graduates can effectively integrate educational technology to improve multilingual learner outcomes while building practical skills for immediate classroom application. This assignment ensures our graduates possess both analytical expertise and practical competencies necessary for effective multilingual learner instruction.
Oralia Lainez-Tutka is a middle school Spanish teacher on Staten Island. Coming from a Spanish-speaking household, she is proud to be a first-generation college graduate now pursuing her master’s in TESOL at Touro College. She’s also a mom to a bilingual toddler, which makes this journey even more meaningful to her. She’s currently in her third semester.
I am already applying new scaffolding strategies and techniques in my teaching. I’ve learned a lot so far during my Touro journey and am truly enjoying the learning process. I feel well supported by my professors and the program as a whole.
Oralia Lainez-Tutka, TESOL Master’s Candidate, Touro University
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