Touro University Bilingual Teaching Certificate Candidate Sandy Gonzalez using Total Physical Response for Math

Celebrating Exemplar Work in TESOL
One of the most rewarding aspects of my role as faculty at Touro University’s TESOL & Bilingual department is the opportunity to highlight and honor the exceptional work of our students – work that embodies the high standards we aspire to our TESOL & Bilingual Education department under the leadership of Seongshin Kim, Ph.D. – Chair/Associate Professor for TESOL, Bilingual Education, & Teaching Literacy. When students grant permission to publish their work, they allow us to share model examples of excellence that illustrate the effective integration of theory and practice in our field. This act not only celebrates their achievement but also fuels a commitment to continuous improvement and ethical teaching practices.

The Value of Publishing Student Work
By publishing exemplary student work, we:
1. Validate their efforts and creativity: Recognizing outstanding accomplishments reinforces a culture of achievement and motivates others to strive for excellence.
2. Showcase authentic application of learning: These works serve as tangible examples of how theory—especially historical perspectives on language acquisition and current teaching methods—translates into effective classroom practice.
3. Promote transparency and scholarly dialogue: Sharing these projects encourages constructive discussion among educators and candidates, furthering professional growth and innovation.

Connection to AAQEP Standards
Linking this practice to AAQEP standards emphasizes the importance of quality assurance and rigorous assessment in educational programs. AAQEP champions initiatives that demonstrate:
1. Evidence-based Practice: The publication of exemplar work acts as concrete evidence of effective instructional strategies and culturally responsive teaching—key tenets of Touro’s TESOL paradigm.
2. Continuous Improvement: By openly sharing high-quality work, we establish benchmarks that peer educators and teacher candidates can analyze and aspire to, fostering an environment of consistent professional development.
3. Accountability and Transparency: This process highlights our commitment to ethical practices and quality instruction, reinforcing the values that AAQEP standards advocate.
In essence, when exemplary student projects are disseminated publicly (with the proper permissions), they serve as motivational tools and proof points for the quality and impact of our instructional approaches. By publishing work produced in such a dynamic and impactful course, I am not just celebrating student success; I am also providing a clear, accessible model of how thoughtful integration of differentiated instruction and cultural responsiveness can lead to authentic excellence for aspiring TESOL & Bilingual teachers.

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.

Sandy Gonzalez holds a B.S. in Legal Studies from Post University and an M.S. in Education from St. John’s University. As a Special Education Secondary Generalist since 2013, she has always been dedicated to supporting diverse learners. Already fluent in Spanish, Portuguese, and English, intermediate in Italian, and now learning French, she is currently pursuing an Advanced Bilingual Teaching Certificate at Touro University to better serve the growing needs of English Language Learners in her high school. Her passion for language learning and inclusive education drives her commitment to empowering students with the skills and confidence to succeed.

Touro University has reinforced my passion for bilingual education while allowing me to grow as an educator enhancing my teaching strategies to better support the diverse linguistic backgrounds of my students.
Sandy Gonzalez,
Touro University Bilingual Teaching Certificate Candidate

Mini Lesson Vimeo Video Link:

CLICK HERE for Methods Presentation Slides Canva Link

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Jennifer Taranto, Touro University TESOL Master’s Candidate on Mindmaps and Technology Tools

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.

Jennifer Taranto, is currently enrolled in the Touro University TESOL master’s program. She earned a bachelor’s degree from Touro University in June 2023 and secured a teaching position immediately under a special education license. Now, in her second year of teaching, she approaches each day with a sense of gratitude and fulfillment. She shares: “This is my second year teaching, and every morning when I walk into my room, I feel extremely blessed and grateful.”

Touro is not just about learning facts, but about learning how to think, grow, and navigate the journey of becoming who I was meant to be.
Jennifer Taranto, Touro University TESOL master’s candidate

Jennifer Taranto: This was my first time creating a mind map. The assignment was to align NYS Next Generation Standards to the TESOL Curriculum. For aspiring ENL teachers, understanding how to align the NYS Next Generation Standards with TESOL instruction is crucial for delivering effective, meaningful, and legally compliant instruction. This alignment helps create an inclusive classroom where English learners can develop language proficiency while mastering grade-level academic content, ultimately setting them up for long-term success.

Jennifer Taranto: For this Padlet assignment in EDDN 635, I curated 9 favorite Tech tools. Each resource is broken down into descriptions, educational use, community engagement, and challenges. By completing this Padlet assignment, educators and students gain a well-rounded perspective on educational technology, learning how to leverage tech tools for student success, foster community connections, and navigate challenges. It is a valuable resource for future classroom integration and professional growth in a technology-driven educational landscape.

Meta-participation and ethical transparency in role-playing games: Examining AI and algorithmic influence

I am grateful to our collaborative, transdisciplinary and international work with Dr. Cristo Leon, Ph.D., James Lipuma, and Mauricio Rangel-Jimenez.
🚨 “Meta-participation and ethical transparency in role-playing games: Examining AI and algorithmic influence.” Integrating artificial intelligence (AI) and other non-human participants in role-playing games (RPGs) has brought new dimensions to interactive storytelling and game design. As
AI evolves to simulate human-like interactions more convincingly, its role in games raises significant ethical questions, particularly regarding transparency and player agency. This paper critically examines these issues, focusing on the concept of the meta-participant—the programmer or author responsible for designing the AI’s decision-making algorithms—
and the implications of their invisible influence and personal bias on the gaming experience of human players.
Leon, C., Lipuma, J., Cowin, J., & Rangel-Jimenez, M. (2025). Meta-participation and ethical transparency in role-playing games: Examining AI and algorithmic influence [Peer-reviewed journal]. STEM for Success Resources(101). https://lnkd.in/eHSifda7

meta-participation-and-ethical-transparency-in-role-playing-games-examining-ai-and-algorithmic-influence Download

Touro University TESOL candidate Anastasios Panagiotidis’ Discussion Board on SIOP

Touro University TESOL: EDDN 637 – Second Language Learners and the Content Areas

Students will become acquainted with and practice effective approaches, methods, and strategies for teaching and evaluating English language learners in the content areas (ELA, social studies, math and science). Throughout the course, students will explore the impact of culture and language on classroom learning. Special challenges in teaching and assessment in each content area will also be discussed. Includes 15 hours of field work.

Anastasios Panagiotidis is a dedicated high school Earth Science teacher serving the South Huntington Union Free School District. As he approaches his tenure year at the age of 25, he recognizes that his career is still in its early stages. However, his passion for education and commitment to fostering a supportive and inclusive learning environment drive his work every day. Inspired by the culturally and academically diverse student population he teaches, he strives to design engaging, student-centered lessons that not only address individual needs but also connect learning to real-world contexts. His ultimate goal is to ensure that every student, regardless of their language proficiency or academic abilities, has the opportunity to reach their fullest potential under his instruction.

Touro University contributes to the tools, knowledge, and wisdom I strive to acquire as I continue to develop and mature as an educator, while allowing me the opportunity to broaden my horizons in a wide variety of areas relative to the rapidly evolving field of education.
Anastasios Panagiotidis, Touro University TESOL candidate

The SIOP Model: An Essential Framework for ESL Instruction by Prof. Dr. Jasmin Cowin

The Sheltered Instruction Observation Protocol (SIOP) is a research-based instructional model designed to support English Learners (ELs) in developing both content knowledge and English language proficiency simultaneously. Developed by Echevarria, Vogt, and Short, the SIOP model provides a structured approach to lesson planning and delivery, ensuring that ELs receive comprehensible input and meaningful language support across content areas.

As a TESOL educator, understanding and implementing the SIOP model is essential for effective ESL instruction. The model provides a structured yet flexible framework that ensures ELs have equitable access to academic content while simultaneously developing their language proficiency. By integrating language and content instruction, teachers can create an inclusive classroom environment that promotes both linguistic and cognitive development for English Learners.

The SIOP Model: Components and Structure

The SIOP framework consists of eight interrelated components that guide teachers in designing effective lessons for ELs:

Lesson Preparation
- Clearly defined content and language objectives
- Use of supplementary materials to support comprehension
- Meaningful activities that integrate both content and language practice
Building Background
- Explicitly linking students’ background knowledge to new content
- Connecting past learning experiences to new concepts
- Introducing and reinforcing key vocabulary
Comprehensible Input
- Adjusting speech for EL proficiency levels
- Using clear explanations of academic tasks
- Incorporating visuals, gestures, and realia to support understanding
Strategies
- Teaching students learning strategies to support comprehension
- Encouraging metacognitive awareness and self-monitoring of learning
- Scaffolding tasks through teacher modeling, guided practice, and peer collaboration
Interaction
- Promoting student-to-student discourse using structured peer interactions
- Designing opportunities for extended academic conversations
- Encouraging collaborative learning experiences
Practice & Application
- Providing hands-on learning experiences
- Integrating reading, writing, speaking, and listening activities
- Allowing ELs to apply language skills in meaningful contexts
Lesson Delivery
- Ensuring objectives are clearly communicated and met
- Keeping students engaged and maintaining an appropriate pace
- Aligning instruction with student needs
Review & Assessment
- Regularly reviewing key concepts and vocabulary
- Conducting formative assessments to monitor comprehension
- Providing feedback to guide language and content development

Anastasios Panagiotidis’ Discussion Board provides excellent insight into Building Background.

Screenshot 2025-02-24 at 10.19.52 PM.png

SIOP_ Building background Pagadiotidis Download

Dr. Cowin’s ‘Language Learning in 2050: A Technological and Cultural Forecast’- a Podcast with NotebookLM

Welcome to my newest exploration: From Research to AI: Language Learning in 2050: A Technological and Cultural Forecast, a podcast where I explore how artificial intelligence is reshaping academic work—not just in the classroom, but in the way we disseminate knowledge itself.

As researchers, we write, analyze, and synthesize ideas, but what happens when we use AI tools to take our work beyond the written word? In this episode, I take you behind the scenes of my latest research on the future of language education – examining how AI, multimodal learning, and cross-cultural adaptability might redefine teaching by 2050.

But here’s the twist: this podcast wasn’t scripted in the traditional way. Instead, I uploaded my work into NotebookLM, an AI-powered tool designed to transform written work into interactive and engaging formats. From text to voice, from static research to dynamic dialogue—this episode is an experiment in what AI can do for academic communication.

Join me as tow AI generated personas not only discuss the future of language education but also reflect on how AI is changing the way we share and interact with research itself. What does this mean for acadmics, educators, students, and the future of knowledge dissemination?

Click the link to listen to this AI generated podcast!

Language Learning in 2050: A Technological and Cultural Forecast

Meta’s End of Fact-Checking vs Plato’s Republic by Dr. Jasmin (Bey) Cowin

On January 7th, 2025, Meta CEO Mark Zuckerberg stunned the media, the public, and political world by announcing in a Facebook video an end to Meta’s longstanding fact-checking Meta for Media program. Instead, Meta will be implementing “community notes,” a system based on Elon Musk’s user-driven moderation strategy on X (formerly Twitter). Zuckerberg stated in the video, “It’s time to get back to our roots around free expression. We’re replacing fact checkers with Community Notes, simplifying our policies…” read more at Stankevicius:

Cowin, J. (2025, January 13). Meta’s end of fact-checking vs Plato’s Republic. Stankevicius. https://stankevicius.co/tech/metas-end-of-fact-checking-vs-platos-republic/

Touro University TESOL Candidate Ivelisse Martinez’s Technology Field Experience on Technology

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.

Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course

The outlined field experience for EDDN 635 Curriculum Development and Classroom Management in the Technology Era is AI-resistant because it involves components that require direct human interaction, practical observation, and context-specific reflection that cannot be adequately replicated or performed by AI. Here’s a detailed breakdown of why this field experience ensures the authenticity of candidates’ engagement:

Dual Observational Role
Classroom Observation: Observing educators working with English Language Learners (ELLs) or bilingual students requires attention to the nuances of teaching strategies, classroom dynamics, and student interactions.
Library Observation: Observing how technology supports literacy development in a library setting involves recognizing non-verbal interactions, how students engage with resources, and the librarian’s role—all tasks requiring human presence and contextual understanding.
Interviews with ICT Specialists and Educators
Conducting interviews demands human interaction skills, including the ability to ask follow-up questions, interpret verbal and non-verbal cues, and build rapport with interviewees.
The responses gained from interviews are context-dependent and tied to the unique policies, practices, and challenges of the specific school or district, further grounding the experience in local realities.
Reflection and Synthesis
Reflection Paper: Writing a paper based on observations and interviews requires critical thinking, personal insights, and the ability to synthesize information from varied experiences. This process is inherently human and tied to individual perspectives.
Multimedia Presentation: Creating a presentation involves selecting and interpreting data, integrating visuals, and crafting a narrative that demonstrates deep understanding. These tasks necessitate creativity and critical analysis unique to the candidate.
Time Log and Deliverables
Keeping a time log and taking observation notes are tasks tied to the candidate’s direct presence and engagement in specific activities. AI cannot generate authentic records of these experiences.
The requirement for notes, interviews, and multimedia outputs ensures that the candidate participates actively and generates original content based on their unique experiences.
Practical, Contextual Learning
Observing technology use in real classrooms and libraries exposes candidates to the complex, real-world application of digital tools. This type of learning requires adaptability, contextual awareness, and the ability to assess practical challenge.
TESOL and Digital Education Principles
The experience aligns with principles of TESOL and digital education, emphasizing the strategic integration of technology to meet linguistic and academic needs. Candidates must demonstrate their ability to observe, analyze, and apply these principles in a practical, context-specific manner.

The EDDN 635 field experience is rooted in direct, human-centric engagement with educators, students, and environments. It emphasizes real-world interaction, critical reflection, and contextualized learning—all elements that demand active participation and cannot be substituted with AI tools. The requirement for personalized insights and tangible deliverables ensures that candidates engage meaningfully, fostering skills and knowledge essential for their professional growth in TESOL and digital education.

Ivelisse Martinez has a bachelor’s degree in Education from Brooklyn College and is currently pursuing a master’s degree in TESOL at Touro University. She is passionate about empowering young learners, particularly those learning English as a second language. Inspired by her own teachers as a child, she sees a reflection of herself in many of her students, understanding firsthand the challenges and joys of learning a new language. As a former ELL, her goal is to inspire and support the next generation of learners on their educational journey.

Teaching is a way of giving back the inspiration and support you once received, guiding others to see their potential and know that every challenge is a stepping stone toward success.
Ivelisse Martinez, Touro University TESOL Candidate

Ivelisse Martinez EDDN 635 -Field Experience Download

Ivelisse MartinezFieldwork Accountability Form TESOL_BLE 635 (2)Download

Ivelisse Martinez EDDN 635 Fieldwork report Download

Dr. Jasmin (Bey) Cowin publishes ‘Autonomous AI’s Spellbook and the Absent Necromancer’

The sorcerer, old necromancer
At last has gone, he’s out of haunt!
His sprites will give me loyal answer
Proudly I’ll my powers flaunt.

(1-4) Goethe, J. W. (1797). The sorcerer’s apprentice (L. Collins, Trans.)

Goethe wrote “Der Zauberlehrling” (The Sorcerer’s Apprentice) in 1797, long before AI concepts emerged. The ballad, like this author’s prior article for Stankevicus on Autonomous AI Agents – The Kraken Wakes? explores themes of human hubris and the challenges of controlling powerful forces, providing an analogy for exploring humanity’s relationship with tools and forces that exceed our understanding or control.

Cowin, J. (2024, December 9). Autonomous AI’s spellbook and the absent necromancer. Stankevicius. https://stankevicius.co/artificial-intelligence/autonomous-ais-spellbook-and-the-absent-necromancer

Autonomous AI’s Spellbook and the Absent Necromancer

Touro University TESOL Candidate Hamida Abdalla’s Technology Integration Fieldwork Project for EDDN 635

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.

Academically rigorous and practice-intensive, the 33-credit program includes 5-15 hours of fieldwork embedded in each course

Hamida Abdalla is 22 and holds a bachelor’s degree in Childhood Education. She is pursuing a master’s degree in TESOL to help students develop their English language skills. Her goal is to create a supportive and accessible learning atmosphere that assists English language learners in improving their English language abilities, ensuring that every student can communicate effectively and achieve academic success.

Although this is only my first semester at Touro, I have gained valuable expertise to foster an inclusive learning environment where all students, regardless of their proficiency level, can thrive and reach their full potential.

Hamida Abdalla, Touro University, TESOL Candidate

Ms. Abdalla submitted an exemplary and rich Field Experience for EDDN 635: Curriculum Development and Classroom Management in the Technology Era which required that”Candidates will engage in a dual observational role: in the classroom with English Language Learners (ELLs) or bilingual students, they will examine how educators integrate technology to enhance language instruction and manage a diverse classroom; in the school library, they will observe the role of technology in supporting literacy skills among linguistically diverse students.”

This field experience assignment is AI-proof because it demands direct personal observation and critical analysis of real-world classroom dynamics and personal interactions that cannot be fabricated by AI systems. The requirement for candidates to simultaneously examine classroom technology integration for ELL students and library-based literacy support creates a complex, interconnected observational task requiring authentic human presence and professional judgment. The rich, contextual details that emerge from observing how educators and librarians support linguistically diverse students through technology cannot be convincingly generated by AI, as these observations must draw from genuine human experiences, professional educational insights, and a nuanced understanding of how different learning environments complement each other.

EDDN 635 Classroom Observation Notes -2 Download

EDDN 635 Interview Notes Download

EDDN 635 Multimedia Presentation-2 Download

Zeynep Yildirim – Touro University TESOL Candidate’s SIOP Lesson Plan on The Black Rabbit by Philippa Leathers

If you’re already certified to teach, we offer specialized Master’s and Advanced Certificate programs that can help make you a more marketable, knowledgeable, and well-rounded educator. Our advanced certificates lead to NYSED certification in specialized areas and an extension/annotation on your NYS teaching credentials.

Pursuing a specialized Masters or Advanced Certificate is an ideal—and affordable—way for experienced teachers and educational personnel to strengthen their expertise in a specific area. 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.

Teaching English to Speakers of Other Languages (TESOL) [MS]
We offer a Master of Science in TESOL appropriate for NYS-certified PreK-12 teachers interested in expanding their teaching fields to ESL or strengthening their capacities to serve a diverse student body. Evening, Sunday, and online courses are available.
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.

Zeynep Yildirim: As a dedicated general education teacher, she is passionate about fostering an inclusive classroom where all students can thrive. She is currently expanding her expertise in TESOL to better support English Language Learners and enhance their educational experience. Her goal is to integrate this specialized knowledge into her teaching practice to ensure every student has the opportunity to succeed.

I am delighted to showcase Ms. Yildirim’s outstanding work from summer 2024.

SIOP Lesson Plan EDDN 637 Zeynep Yildirim Download

Analyzing a Curriculum through the EDDN 635 Alignment Reflection Tool Zeynep Yildirim Touro University TESOL Candidate Download