Tag: #technology

Touro University TESOL Candidate Madison Derwin’s Discussion Board 3 in EDDN 635 Curriculum Development and Classroom Management in the Technology Era

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

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.

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 allows me to track my candidates’ linguistic and academic progress throughout the semester, giving me valuable opportunities to observe candidate growth over time and identify when coaching sessions are needed if I notice disconnects between course materials and student responses. Additionally, peer response activities foster collaborative learning and provide authentic audiences for feedback exchange on their larger assignments. Using discussion boards to introduce emerging technologies such as mind mapping tools, multimedia integration, and collaborative platforms helps prepare my teacher candidates for 21st-century classroom instruction and professional communication demands. I believe, that this scaffolded approach ultimately bridges theory and practice while allowing me to provide targeted, individualized support based on ongoing assessment of candidate performance. Madison Derwin submitted an exemplary Discussion board in EDDN 635 Curriculum Development and Classroom Management in the Technology Era and permitted me to share it.

Madison Derwin, holds a Bachelor’s Degree in Inclusive Childhood Education from SUNY Cortland. She currently pursuing a Master’s Degree in TESOL at Touro University while 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. Her motto is “I’m not telling you it’s going to be easy- I’m telling you it’s going to be worth it.” – Art Williams

Module 3 Discussion Board 3 by Madison Derwin

  1. Try out Wakelet https://wakelet.com/explore

As a teacher’s assistant in a 4th grade classroom, planning and collaborating with my teacher ensures consistent support for our students’ learning needs. Together, we align lesson goals, share resources, and coordinate instructional strategies to create a fun and engaging environment. Because of this, I chose to focus my Wakelet on the math unit that we just recently finished. The collection includes the four lessons that were learned throughout the chapter. Within each one is a YouTube mini lesson video, a reteach worksheet, and an enrichment worksheet. This is going to best support our students by providing them with additional resources to help them to study for the upcoming exam.

https://wakelet.com/wake/jsZ2OlinRlfYujy77p_EN

Discuss the English Learner Education Collaboration Tool (PDF is provided in the course). How might this tool help you with your Curriculum map?  Be specific!

The English Learner Education Collaboration Tool is a guide that is designed to help educators work together to support English learners in both language and content learning. I believe that its main goal is to offer a framework that integrates the WIDA English Language Development Standards into daily lesson planning. The WIDA Standards “can help you [educators] integrate language development and content learning that is suitable to the grade level and the various English language proficiencies of your students” (WIDA, 2025). The Collaboration Tool addresses three essential questions, such as how to teach language and content at the same time, which language skills to prioritize with limited time, and how language and content teachers can collaborate using shared language and processes (DESE, 2025). There are thinking spaces that are divided into two categories: Language for Learning, Thinking, and Being; and Developing Unit-Level Focus Language Goals. The first Thinking Space is about guiding educators to set learning goals, gather evidence, plan for teaching, and plan for student activities. The other Thinking Space connects language goals with content standards.

I believe the English Learner Education Collaboration Tool might help me with my Curriculum Map by providing me with a practical framework to integrate meaningful language supports as well as academic content. The tool focuses on combining language development and content learning together, not separately. I am looking forward to seeing how I can use this knowledge while working on my curriculum map while addressing both areas. I can also align my curriculum map with the WIDA standards and proficiency levels, as they will assist me in checking in to ensure that my curriculum map matches the language skills my students are learning.

  • Discuss the following curriculum analysis and think about how you might do your curriculum analysis.  Think about which curriculum you might use for YOUR analysis. (Curriculum analysis example provided in the course)

Personally, I believe that the following curriculum map analysis has many strengths and areas for improvement. For example, the curriculum analysis provided correlates to the Next Generation ELA Standards while integrating the topic of science to reinforce literacy skills. Although the standards are connected to assessment tasks, they are not WIDA or proficiency level aligned. I feel like if the standards were WIDA aligned, then the student who analyzed this curriculum would have had an easier time combining language development and content learning together and not separately. Second, this curriculum analysis does use phenomena-based learning and incorporates multiple learning methods to enhance understanding. This provides support for Multilingual Learners. One thing that I would change within this analysis is the use of technology. There are some digital tools that were mentioned, however expanding the integration of technology could boost learning beyond the classroom. When it comes time for me to start on my curriculum analysis, I am going to align my standards to WIDA as well as include multiple and different uses of technology for my students to use. For my analysis, I am thinking of using the Personal Identity unit that is part of my 4th grade curriculum.

References:

Common Core State Standards. (2010). Common Core State Standards for ELA & Literacy/Social Studies, Science, and Technical Subjects. CoreStandards.org.
https://corestandards.org/wp-content/uploads/2023/09/ELA_Standards1.pdf.

Department of Elementary and Secondary Education (DESE). (2025). English Learner Education Collaboration Tool. Doe.mass.edu. https://www.doe.mass.edu/ele/instruction/.

Newburgh Enlarged City School District. (2017). Kindergarten through Fifth Grade Curriculum Maps. Newburghschools.org. https://www.newburghschools.org/files/departments/curriculum/documentcenter/FullCurriculumMapFile-8-28-2017N.pdf

New York State Education Department. (2017). New York State Next Generation English Language Arts Learning Standards. nysed.gov.
https://www.nysed.gov/sites/default/files/programs/standards-instruction/nys-next-generation-ela-standards.pdf.

WIDA, University of Wisconsin-Madison. (2025). Teaching with Standards. WIDA. https://wida.wisc.edu/teach/standards.

Exclusive for Stankevicius: From Lewis’s Hideous Strength to Deepfakes and the Machinery of Belief

In my previous article for Stankevicius, “The Veldt 2.0: Your Smart Home Wants Your Children,” I drew on Ray Bradbury’s 1950 short story “The Veldt” to warn that the corporate arms race in artificial intelligence is no longer confined to laboratories and trading floors; it is creeping into nurseries and playrooms. I argued that when companies such as Mattel announce plans to embed OpenAI’s language and video models into children’s toys, the Moloch trap comes home. Bradbury’s fictional HappyLife Home, with its immersive nursery, serves as a blueprint for a smart-home ecosystem in which machines monitor and mediate children’s relationships. Negative highlights are privacy breaches, the risk that intimate recordings could be repurposed into deepfake child pornography, and the broader danger that children might form their first emotional attachments with responsive algorithms rather than with human caregivers.

This exclusive Stankevicius article extends that moral inquiry from the home to the public sphere. Deepfakes, convincing audio and video fabrications generated by machine-learning models, transform images and voices into programmable surfaces. They threaten to dissolve the link between what we sense and what is real. The problem is not merely technological; it is moral and political. Drawing on C. S. Lewis’s dystopian novel That Hideous Strength (1945) to explore how technocratic institutions manipulate belief. In the book the National Institute of Co‑ordinated Experiments (N.I.C.E.) attempts to recondition public opinion by flooding society with narratives that make disbelief costly.

Today’s stakes are high. Recent incidents highlight the significant advancements in technology and the continued inadequacy of institutional preparedness. In early 2024, as reported by CNN, the British engineering giant Arup revealed as $25 million deepfake scam, centered around a finance worker in Hong Kong who transferred 39 million dollars (HK$200 million) during a video meeting, believing she was speaking to her executives; the “colleagues” were AI‑generated. 

Cowin, J. (2025, October 9). From Lewis’s Hideous Strength to Deepfakes and the Machinery of Belief. Stankevicius. https://stankevicius.co/artificial-intelligence/from-lewiss-hideous-strength-to-deepfakes-and-the-machinery-of-belief/

Touro University Master’s Degree Candidate Angelina Libardi’s EDPN 673 Fieldwork Project

EDPN 673 Methods and Materials for Teaching English as a Second Language:This is a specific course within the MS in Teaching English to Speakers of Other Languages (TESOL) program at Touro University’s Graduate School of Education. It focuses on historical theories, current teaching methods, and the practical application of materials for teaching English as a second language. 

The fieldwork assignment integrates field inquiry with technology-supported design to build core TESOL competencies. In Part I, candidates observe multiple bilingual or ESOL classrooms, conduct teacher and, where permitted, student interviews, and keep structured descriptive, reflective, and analytic notes with verbatim evidence, including basic documentation of the interview setup. In Part II, they investigate tech tools for instructional materials then produce a concise guide and an example material they created for multilingual learners. The final write up synthesizes pedagogy, materials, and assessment practices, and aligns insights with state and professional standards. In my opinion, this strengthens TESOL teacher education by cultivating evidence-informed analysis, standards-aligned planning and assessment, principled technology integration for differentiation, and reflective practice that centers multilingual learners’ profiles and voices.

Angelina Libardi is an elementary school teacher with a background in Childhood Education and Special Education. She is currently pursuing her master’s degree in TESOL, with a focus on supporting multilingual learning in inclusive classroom settings. Her work reflects a commitment to equality, language access, and empowering all students to thrive. 

My experience in the TESOL program at Touro University has deepened my understanding of language, culture, and identity. It has empowered me to create more inclusive, responsive learning environments for every student I teach. 

Angelina Libardi, Touro University Master’s Degree Candidate
Fieldwork PaperDownload

Touro TESOL Candidate Maria Quiroz’ Curriculum Analysis for EDDN 635 Curriculum Development and Classroom Management in the Technology Era

EDDN 635 Curriculum Development and Classroom Management in the Technology Era

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.

Maria Quiroz, Touro TESOL Candidate
Mira 635 FINALcurriculm map analysisDownload

Touro University TESOL Candidate Maria Fernandez on Assessment and Professional Responsibilities

MS in Teaching English to Speakers of Other Languages: New York is a state that speaks many languages. We need teachers who can find the common ground.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.

Maria Fernandez is a former English Language Learner who enjoys exploring other cultures through travel whenever possible. Currently, she serves as a 12:1:1 special education teacher in District 75, where she brings enthusiasm and dedication to her teaching practice.

In EDDN 637 Second Language Learners and the Content Area 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.

One of the discussion boards asks:

  1. What is your responsibility AS A TESOL PROFESSIONAL in terms of Initial Assessment of Language Proficiency?
    Demonstrate by showing realia the difference between formal and informal assessment. You can take photos of anonymized assessment types from YOUR classroom. For example, if you used Kahoot, or a test or an exit ticket.
    2.How do YOU assess student progress and learning for your ELLs? Take ONE of the realia student samples from telpas-annotated-examples-of-student-writing.pdf and assess the example using academic TESOL terms. Include a photo of your example in your presentation.
    What are ways to provide specific constructive affirmations to students to keep them progressing and motivated? (Think about technology tools too, badges etc.) share at least one link, hand-out, exit ticket, or other realia to an assessment tool you use in your professional practice. (Take a photo!)

Maria Fernandez’s contribution shows her attention to detail and depth of contribution.

Chapter 9 Review & Assessment (3)Download

Touro University TESOL Candidate Madison Derwin’s Field Log

MS in Teaching English to Speakers of Other Languages: New York is a state that speaks many languages. We need teachers who can find the common ground.

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

This course provides an 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 ENL instruction which includes differentiated learning experiences geared to students’ needs. Emphasis is placed on creating culturally responsive learning environments. The course also analyzes the applicability of applied linguistic studies to such teaching and the appropriateness of various methods and techniques to different developmental and skill levels. Special attention is given to curriculum development, planning and executing instructional activities. Additional emphasis is given to the selection of materials and the design of evaluation instruments for measuring cognitive development if the core subject areas.

This assignment focuses on exploring and analyzing K-12 pedagogical approaches, methods, and strategies relevant to teaching English to speakers of other languages (ESOL) 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. Additionally, the assignment aims to facilitate the development, adaptation, and evaluation of materials for lesson planning and assessment. 

Originally from Long Island, New York, Madison Derwin holds a bachelor’s degree in Inclusive Childhood Education and is currently pursuing a graduate degree in TESOL. As an aspiring educator, Madison’s goal is to inspire students to reach their full potential through engaging lessons and hands-on learning experiences.

Ms. Derwin clearly connected her fieldwork to the course objective on second language teaching methods. Her interactions with the ENL-certified educator and attention to culturally responsive practices demonstrate strong professional engagement. Her descriptive focus on practical strategies such as scaffolding and visual aids, along with her recognition of the importance of inclusion and collaboration, reflects a thoughtful and intentional approach to her teaching observations.

“The only dreams impossible to reach are the ones you never pursue.”

Michael Declan
Madison FIELDWORK EDPN 673Download

Art in the Age of AI: A Conversation with Alex Beard

In a world increasingly influenced by rapid technological change, where algorithms and AI can generate art in mere seconds, what becomes of authenticity, creativity, and craft? The author wrote exclusively for Stankevicius in January about At the Cusp of Tomorrow: AI’s 2024 Milestones and the 2025 Horizon.

To further explore questions on the cusp of tomorrow, I sat down with Alex Beard, artist, author, and keen observer of nature’s intricate patterns. Beard shared his reflections on art, AI, and the enduring human spirit that breathes life into creative work from his New Orleans studio.

Cowin, J. (2025, April 30). Art in the age of AI: A conversation with Alex Beard. Stankevicius. Retrieved from https://stankevicius.co/entertainment/art-in-the-age-of-ai-a-conversation-with-alex-beard/

Touro University Bilingual Extension Candidate Kenia Torres on Differentiated Instructional Activities

There is a need for high-quality educators trained to offer bilingual education and services. For certified teachers and professionals, a bilingual certificate can extend your certification and opportunities. All Touro courses stress the importance of considering cultural factors alongside individual abilities in teaching bilingual students.

We offer three advanced certificates in bilingual education and services:

Bilingual General Education, PreK-12

The Advanced Certification in Bilingual General Education, PreK-12 is designed for mainstream teachers looking to work with bilingual students and teach your content area in two languages. This five-course program will equip you with the necessary knowledge, skills and strategies to effectively teach in bilingual classrooms, supporting students’ language development and academic success.

Courses

EDDN 636 – Linguistic Structure of the English Language – Sociolinguistic Perspectives

EDDN 638 – Teaching English as a Second Language through Modern English Approaches to Grammar

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

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

EDPN 675 – Methods and Materials for Teaching in the Native Language

Bilingual Special Education and Speech & Language Disabilities

The Advanced Certification in Bilingual Special Education and Speech & Language Disabilities is designed to prepare bilingual educational professionals to meet the unique needs of students with disabilities who are also English language learners. This five-course program will equip educators with specialized knowledge, skills, and strategies to provide effective bilingual education and services to students with special needs, speech and language disabilities, ensuring their academic, social and emotional growth. Upon completing this program, you will be equipped with the expertise and competencies necessary to positively impact the lives of students with disabilities who are English language learners.

Courses

EDSN 640 – Assessment of Individual Differences in General and Special Education: A Socio-Cultural Perspective

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English

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

EDPN 675 – Methods and Materials for Teaching in the Native Language

Bilingual Pupil Personnel Services

The Advanced Certification in Bilingual Pupil Personnel Services prepares educational professionals – including school psychologists, school social workers, school counselors, school administrators, and other pupil personnel services staff – to effectively support the diverse needs of bilingual students and their families. This four-course program will equip you with specialized knowledge, skills and strategies to provide culturally and linguistically responsive services, ensuring bilingual learners’ academic, social and emotional well-being.

Courses

EDPN 620 – Child Development and Learning in Cultural Context

EDPN 671 – Theory and Practice of Bilingual and Multicultural Education

EDPN 672 – Methods of Teaching and Service Delivery in Languages Other Than English

PSGN 698 – Field Experience in Bilingual Education and Service Delivery

Admissions Requirements

In addition to the general admission requirements, you must be able to document proficiency in the target language of instruction (download the Target Language Proficiency Verification Form).

To learn more about the program, contact us.

Wanda Agosto
Program Associate for TESOL & Teaching Literacy
wanda.agosto@touro.eduwanda.agosto@touro.edu (opens in a new tab)
646-777-9296

Seong-Shin Kim, Ph.D.
Program Chair for TESOL, Bilingual Programs & Teaching Literacy
seongshin.kim@touro.edu
646-777-9857

Kenia Torres is a Bilingual Kindergarten teacher in the Brentwood Union Free School District. She received her Bachelor’s Degree in Child Studies with a concentration in Speech Communication from Saint Joseph’s University, a Bilingual Extension from Touro University, and is currently enrolled in a TESOL program in Touro University. Kenia is passionate about developing a classroom community that allows all children to achieve their academic and personal goals. In the future, she would like to pursue an educational leader role to empower educators and students to catalyze school success.

A quote that reflects Kenia’s vision about the educational field is:

“A teacher affects eternity; he can never tell where his influence stops.” – Henry Adams.”

Video Kenia Torres on Differentiated Instructional Activities

Differentiated Assessment 673-Torres-1-1Download

Touro University Faculty Chronicles – Season 4, Episode 2: The Future of Artificial Intelligence

🎯 My interview and podcast and interview is live: Season 4, Episode 2: The Future of Artificial Intelligence with Dr. Jasmin Cowin, Touro University Graduate School of Education.
💡 Thank you to my interviewer and excellent moderator, Gena Bardwell. It is an honor to be part of this episode of hashtag#Touro hashtag#Faculty hashtag#Chronicles.
🔴 We discussed the infallibility myth of AI, the often-held belief that AI outperforms human cognition. Yet, AI lacks human hashtag#commonsense.
✔️ We also discussed hashtag#nanotechnology, hashtag#syntheticdata, hashtag#socraticdiscourse, hashtag#algorithms and much more.
📖 I believe there is a difference between hashtag#intelligence and hashtag#consciousness.
💫The interview ends with a personal favorite quote by hashtag#Ovid: “All other creatures look down toward the earth, but man was given a face so that he might turn his eyes toward the stars and his gaze upon the sky.”

Bardwell, G. (Host). (2025, April 21). Season 4, Episode 2: The future of artificial intelligence with Dr. Jasmin Cowin [Audio podcast episode]. In The Faculty Chronicles. Touro University Center for Excellence in Teaching and Learning. https://www.ivoox.com/season-4-episode-2-the-future-of-artificial-audios-mp3_rf_145330021_1.html

Sara Sylaj, Advanced TESOL Certificate Candidate at Touro University on Differentiated Assessment

Our advanced certificates lead to NYSED certification in specialized areas and an extension/annotation on your NYS teaching credentials.

The extra credits can make all the difference, and specialization can help make you a more marketable, knowledgeable, and well-rounded educator.

Intensive, focused coursework and hands-on learning are benchmarks of the advanced certificate programs at the Graduate School of Education. We unite pedagogical theory and classroom practice, explore innovative teaching and outreach methods, and emphasize culturally responsive instruction.

Pursuing an advanced certificate is an ideal—and affordable—way for experienced teachers and educational personnel to strengthen their expertise in a specific area, from program development for gifted children to teaching English Language Learners with disabilities.

Most programs require 12-15 credits, inclusive of fieldwork. Upon successful completion, you’ll be eligible for an extension/annotation on your New York State teaching credentials, and your earned credits can apply to an additional salary differential.

With advanced certification, not only will you be able to more effectively and compassionately serve diverse student populations, you’ll increase your value as an educator and improve your career prospects.

Teaching English to Speakers of Other Languages (TESOL)

Our 15-credit Advanced Certificate in TESOL will allow you to expand your teaching to ESL or strengthening your capacities to serve a diverse student body. Evening, Sunday, and online courses are available.

Sara Sylaj was born in Albania and moved to the U.S at the age of 12. She holds a master’s degree in Italian education from Hunter College and is seeking an advanced TESOL certificate at Touro University. She currently work as a substitute teacher in the NYC DOE.

My experience at Touro University has been fruitful and productive, learning about different strategies and tools I can use to meet English learners’ language and academic needs and help them build confidence in their abilities as they acquire new knowledge in different content areas.

Sara Sylaj, Advanced TESOL certificate candidate at Touro University

The assignment: Differentiated Assessment Using Authentic Student Products with Emphasis on The Practices and Principles of Differentiation

Assignment Objectives:

Understand and integrate principles of differentiation into assessment techniques.
Modify existing lesson plans to incorporate differentiated assessments using authentic student products.
Integrate and discuss anonymized student products, focusing on differentiating assessment based on readiness, interest, and learning profile.
Reflect on the practices and principles of differentiation and its impact on multilingual learners.

Paper:

Present both the original and modified lesson plans.
In-depth discussion on the integration of anonymized student products and their relevance to differentiated assessment.
Application of the differentiated strategies suchas Graphic Organizers, RAFTs, Choice Grids, VAK Tasks, etc. to provide clarity on the execution of differentiated assessment.

Video: Produce a 2-4 minute video presenting a chosen aspect of differentiated assessment, specifically showing how a student’s anonymized product illustrates YOUR PERSONALIZED differentiation in action.

Assignment Reflection:

Reflect on your understanding and application differentiation FOR ELLs/MLs.
Discuss how differentiated assessment, grounded in student readiness, interest, and learning profile, impacts multilingual learners.
Evaluate YOUR practices, challenges, and successes in implementing differentiation. Please note that you will write your reflection from an I-perspective, with explicit references to your work and professional growth.

Differentiated Instructional Activity Assignment Sara SDownload
Differentiated Instructional Activity AssessmentDownload