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.
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
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.
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.
Department of Elementary and Secondary Education (DESE). (2025). English Learner Education Collaboration Tool. Doe.mass.edu. https://www.doe.mass.edu/ele/instruction/.
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 novelThat 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.
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
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.
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:
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.
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.”
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.
Dr. J's Education Blog 