Tag: #TouroUniversity

A Brave New World: AI as a Nacent Regime?Accepted Keynote for The 27th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2023©

Accepted keynote: A Brave New World: AI as a Nacent Regime?
for The 27th World Multi-Conference on Systemics, Cybernetics and Informatics: WMSCI 2023© September 12 – 15, 2023 ~ Virtual Conference

Conference Purpose

The purpose of WMSCI 2023 is to promote discussions and interactions between researchers and practitioners focused on disciplinary, interdisciplinary and transdisciplinary issues, ideas, concepts, theories, methodologies and applications. We are particularly interested in fostering the exchange of concepts, prototypes, research ideas, and other results which could contribute to the academic arena and also benefit business, and the industrial community.

What is WMSCI 2023?

WMSCI 2023 is an international forum for scientists and engineers, researchers and consultants, theoreticians, and practitioners in the fields of Systemics, Cybernetics, and Informatics. The forum focuses on specific disciplinary research, and also in multi, inter, and trans-disciplinary studies and projects. One of its aims is to relate disciplines, fostering analogical thinking and, hence, producing input to logical thinking.

Authors and Abstract:

Jasmin COWIN[1]
Department of TESOL/Bilingual Education, Graduate School of Education, Touro University, NY, 10018, U.S.A.
Birgit OBERER[2]
ETCOP Institute for Interdisciplinary Research, Klagenfurt, Austria
Cristo LEON[3]
Office of Research & Development, NJIT, Newark, NJ, 07102-1982, U.S.A.

Aldous Huxley, in his seminal work ‘Brave New World,’ offers an incisive literary critique of a society where technological determinism also suppresses the quintessence of humanity. As we approach a paradigm dominated by Generative AI, the echoes of Huxley’s admonitions are evident in contemporary debates about AI’s trajectory and potential ramifications. Drawing parallels between Huxley’s dystopia and the current technological milieu, this keynote and article take a deep dive into AI’s potent capability to influence human behavior, shape societal norms, and potentially homogenize linguistic expression. Citing instances such as language simplification observed on platforms such as X (formerly Twitter) and ALEXA, we highlight the risks associated with an unchecked embrace of AI-driven tools that could inadvertently standardize and curtail the rich tapestry of human language, creative thoughts, and authentic expression. While acknowledging AI’s transformative potential across domains, our discourse emphasizes the imperative of ethical considerations, democratic governance, and the preservation of core human values through trans-disciplinary connections, discourse, and debates. Using ‘Brave New World’ as a literary compass, we advocate for a transdisciplinary dialogue that critically assesses AI’s impact on our social ethos, logos, and pathos. Furthermore, the article underscores our collective responsibility to harness AI’s potential in ways that augment our shared human experiences without eroding the nuanced intricacies that define our identity and autonomy. It addresses the cost of uniformity and stability, the role of technology and consumerism, emotional experiences, deep relationships, personal growth, and the danger of totalitarian control with AI emerging as a nascent regime powered by oblique algorithms implemented by transnational global companies. This transdisciplinary keynote serves both as a reflection on humanity’s place in an automated age and a call to action, urging for technological deployment that amplifies, rather than diminishes, our inherent humanity.

Keywords:
Generative AI
Language simplification
Societal norms
Transdisciplinary dialogue
Transnational global companies
Ethical considerations
Human identity

Touro University TESOL Candidate Alexandria Galvez’s Differentiated Instructional Activity

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Alexandria Galvez is a first-year teacher leading a bilingual 1st-grade classroom. She is glad to have the opportunity to work with English Language Learners and finds herself learning from them every day. Her time at Touro has been marked by the acquisition of valuable knowledge regarding effective strategies for classroom use. Her favorite quote: “The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is choice.” -Brian Herbert

Differentiated Instructional Activity Assignment

In this assignment, teachers of English Language Learners (ELL) or Multilingual Learners (ML) will explore and implement differentiated instructional activities to maximize the learning of every student in their class. Using the provided Tools for High-Quality Differentiated Instruction: An ASCD Action Tool, teachers will modify an existing content lesson plan to incorporate differentiation strategies in various aspects of instruction. The assignment requires the submission of a paper including the original and differentiated lesson plans, along with all materials, and a 2-4 minute video showcasing one specific aspect of a differentiated instructional activity. The assignment aims to facilitate professional growth and reflection on implementing differentiated instruction.

As I reflect on my completion of the Differentiated Instructional Activity, I am now more aware of my own strengths in terms of recognizing what works for me as the educator and strategies that work for English Language Learners in order to differentiate. For example, using whiteboards as a way to quickly assess student understanding is an engaging hands-on strategy that students enjoy using because it is considered “fun” instead of using regular pencil and paper.

Alexandria Galvez, Touro University TESOL Candidate
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Touro University TESOL Candidate Crystal DeMarco’s Materials Critique & Redesign

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Infographic by Crystal DeMarco

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 fieldwork.

Crystal DeMarco graduated with her Bachelor’s in Education for grades 7-12 from the College of Staten Island. She is currently working towards her Master’s Degree in the TESOL Program at Touro University. Crystal continues to strive for excellence in her academics to become the best educator and role model for her students. She believes that “Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela

Touro has been one of the best educational experiences in my career by
far.

Crystal DeMarco, Touro University, TESOL Candidate

Infographic by Crystal DeMarco

I will empower my students’ voices and opinions throughout instruction to show them that their education is important to me, and that their success in my classroom is my number one goal.

Crystal DeMarco, Touro University, TESOL Candidate
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Touro University TESOL Candidate Samantha Howe’s PPT on Review and Assessment

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

EDDN 637: 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 upon classroom learning. Special challenges in teaching and assessment in each content area will be discussed. Examination and analysis of curriculum materials and instructional strategies for creative teaching and learning in grades Pe-K-12. Includes content-specific lesson planning that addresses the New York State Student Content Learning Standards with emphasis on English Language Arts, English as a Second Language, and content area instruction. Course content includes demonstrations, simulated activities, and field observations in Pre-K-12 classrooms. The course also examines how the teaching of English to non-native speakers can be integrated with the teaching of cognitive skills in all content areas. Students will be offered a variety of methods and materials to integrate ESL standards throughout all content areas for classroom use. Includes 15 hours of fieldwork. Includes 15 hours of fieldwork. 3 credits

The attached PPT was a submission for discussion board 9, EDDN 637. I believe using varying submission types such as voice tread, video, PPTs, Padlets, etc. opens up a fertile space for Touro candidates to engage with the materials and each other. I believe assessment diversity is pivotal for teachers of ELL /ML learners, to ensure a holistic view of their linguistic progress. Varied assessments capture different language domains, promoting equity and reducing learner anxiety. They provide instructors with a multifaceted perspective, enabling tailored instruction.

Dr. Jasmin (Bey) Cowin, Associate Professor and TESOL/BLE Praticum Coordinator, Touro University

Samantha Howe is a 5th-grade teacher from Long Island. After receiving her bachelor’s degree in inclusive childhood education, she was accepted into the TESOL program at Touro University. She is passionate about providing an inclusive and equitable education for all students.

The TESOL program at Touro University has already provided me with valuable insights and necessary tools to better support my multilingual students. 

Samantha Howe, Touro University TESOL Candidate
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Touro University TESOL Candidate Ashley Ramdat’s Flowchart on Improving Teaching in L2 Reading

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Ashley Ramdat will be a first-year teacher for the upcoming school year and is happy to serve as a first-grade special education teacher. She has one semester left until she graduates with her masters in TESOL and states that she “is beyond excited.”

Touro Graduate School of Education has provided me with such a rich education thus far. They have prepared me immensely in being able to create a culturally inclusive classroom and I appreciate the feedback, support, and conversations I’ve had with peers and professors.”

Ashley Ramdat, Touro University TESOL Candidate

Touro University TESOL Candidate Natalie Spirkina’s Materials Critique & Redesign for EDPN 673 Methods and Materials for Teaching English as a Second LanguageNatalie Spirkina, Touro University TESOL Candidate Materials Critique & Redesign


by Natalie Spirkina

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

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.

Bio

Natalie Spirkina serves as a second-grade special education teacher working in a public school in Brooklyn, NY. She is passionate about providing students with individualized instruction that will best meet their diverse needs. After working in the DOE for 11 years, she decided to enroll in Touro University’s TESOL program.

My time at Touro University is providing me with the tools and knowledge of the best practices to implement in the classroom and support English Language learners in developing their reading, writing, speaking and listening skills.

Natalie Spirkina, Touro University, TESOL Candidate
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Touro University Bilingual Extension Candidate Kenia Torres’ Thoughts on the WIDA Can-Do-Descriptors

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Bio
Kenia Torres graduated summa cum laude from St. Joseph’s University in May 2022 with a Child Studies degree and a concentration in Speech Communication. She is currently pursuing her Bilingual Extension from Touro University. Kenia is a bilingual kindergarten teacher in the Brentwood Union Free School District in Brentwood, NY. She is certified in Birth-6th grade in general and special education. Kenia aspires to be a school leader in the future. She believes: “Our fingerprints don’t fade from the lives we touch.“-Judy Blume

My journey in Touro University has evolved my professional development and understanding of English language learners in the learning environment, to be an effective bilingual educator.

Kenia Torres, Touro University Bilingual Extension Candidate
  1. Discussion Board Question: How could the WIDA Can Do descriptors help you in choosing reading materials for teaching your ELL’s/MLs? https://wida.wisc.edu/teach/can-do/descriptors
    Links to an external site.

The WIDA Can Do descriptors are an extremely useful tool to evaluate what language learners can do at various stages of language development. As a bilingual kindergarten tool, I can use the WIDA Can Do tool to supplement content instruction with activities that develop my students’ language learning at the same time. For instance, as depicted in the WIDA Can Do key, kindergarteners at the ELP Level 1, Entering, students should point to pictures described orally in context. Therefore, I can develop activities for my literacy centers that ask students to identify pictures from a story read aloud. This would be an appropriate activity for students at the Entering level according to WIDA Can Do.

  1. Discussion Board Question: How could the WIDA Can Do descriptors help you create differentiation for the reading assessment of your ELL’s//MLs?
    The WIDA Can Do Descriptors can assist me in differentiating for the reading assessment of my ELLs/MLs as it gives me an accurate description of what language learners can do at their specific language level. For instance, a kindergarten student at the Entering level can point to pictures described orally in context. A kindergarten student at the Developing level can act out songs, chants, stories, and poems, with gestures as a whole group. Meanwhile as described in the WIDA Can Do key, a student at the Reaching level will be able to identify drawings or other visual displays from elaborate descriptions with details. Therefore, I can use this key to identify specific strategies and skills to assess my English language learners, dependent on their language level.
  2. Discussion Board Question: Chapter 12: Use and upload (you can also take a photo) a graphic organizer of your choice to showcase five areas you would like to improve in your teaching of L2 reading that you have learned about in this chapter. Choose one thing at a time, and focus on improving that aspect of your teaching. Share with others what you are doing to become a better teacher of reading. Remember that it will take time to fully develop the ability to integrate improvements into your teaching. Celce-Murcia, Marianne; Brinton, Donna M.; Snow, Marguerite Ann. Teaching English as a Second or Foreign Language (p. 186). Heinle ELT. Kindle Edition

Touro University TESOL candidate Samantha Howe’s Differentiated Instructional Activity Assignment on Taxation in the Colonies

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Differentiated Instructional Activity Assignment
Assignment Overview:

In this assignment, teachers of English Language Learners (ELL) or Multilingual Learners (ML) will explore and implement differentiated instructional activities to maximize the learning of every student in their class. Using the provided Tools for High-Quality Differentiated Instruction: An ASCD Action Tool, teachers will modify an existing content lesson plan to incorporate differentiation strategies in various aspects of instruction. The assignment requires the submission of a paper including the original and differentiated lesson plans, along with all materials, and a 2-4 minute video showcasing one specific aspect of a differentiated instructional activity. The assignment aims to facilitate professional growth and reflection on implementing differentiated instruction.

I am proud to showcase the outstanding work of Touro University TESOL candidate Samantha Howe on the Differentiated Instructional Activity Assignment in my blog. Her commitment to enhancing the learning experiences of English Language Learners and Multilingual Learners through tailored instructional strategies has been remarkable. The thoughtfulness, creativity, and dedication she demonstrated while modifying her lesson plan and crafting her reflection exemplify her potential as a future TESOL educator who prioritizes inclusivity and student-centered learning.

The TESOL program at Touro University has already provided me with valuable insights and necessary tools to better support my multilingual students.

Samantha Howe, Touro University TESOL candidate

Touro University TESOL candidate Samantha Howe is a 5th-grade teacher from Long Island. After receiving her bachelor’s degree in inclusive childhood education, she was accepted into the TESOL program at Touro University. She is passionate about providing an inclusive and equitable education for all students.

Video Link

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Touro University TESOL Candidate Natalie Spirkina’s Differentiated Instructional Activity on The Unique Life Cycle of a Butterfly

As a Professor for TESOL, I am immensely proud to feature outstanding student work from our MS in Teaching English to Speakers of Other Languages (TESOL) Program. New York’s linguistic diversity demands teachers who can find common ground and effectively communicate with students from different language backgrounds. Academically rigorous and practice-intensive, the 33-credit program includes 50 hours of fieldwork and supervised student teaching experiences. Candidates that complete all coursework, fieldwork, and student teaching requirements are eligible for recommendation for ESL certification.

Differentiated Instructional Activity Assignment
Assignment Overview:

In this assignment, teachers of English Language Learners (ELL) or Multilingual Learners (ML) will explore and implement differentiated instructional activities to maximize the learning of every student in their class. Using the provided Tools for High-Quality Differentiated Instruction: An ASCD Action Tool, teachers will modify an existing content lesson plan to incorporate differentiation strategies in various aspects of instruction. The assignment requires the submission of a paper including the original and differentiated lesson plans, along with all materials, and a 2-4 minute video showcasing one specific aspect of a differentiated instructional activity. The assignment aims to facilitate professional growth and reflection on implementing differentiated instruction.

I am proud to showcase the outstanding work of Touro University TESOL candidate Natalie Spirkina on the Differentiated Instructional Activity Assignment in my blog. Her commitment to enhancing the learning experiences of English Language Learners and Multilingual Learners through tailored instructional strategies has been remarkable. The thoughtfulness, creativity, and dedication she demonstrated while modifying her lesson plan and crafting her reflection exemplify her potential as a future TESOL educator who prioritizes inclusivity and student-centered learning.

Touro University TESOL candidate Natalie Spirkina, a special education teacher for the NYC Department of Education for over 10 years, is a product of the public school system and an early-grade English Language Learner herself.

I was drawn to Touro to further my journey as an educator. I am looking forward to implementing the methods and techniques that I am learning at Touro to enrich students’ language development and overall learning in my classroom.

Natalie Spirkina, Touro University TESOL candidate
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Touro University TESOL Candidate Martyna Sobczyszyn on Culture and Pragmatics in Language Teaching and Learning Assessment in Second Language Classrooms

The goal of Touro University’s TESOL/Bilingual Program

The goal of the TESOL and Bilingual Education program is to equip educators with the necessary knowledge, skills, and strategies to provide exemplary instruction and support for English language learners, multilingual learners, and bilingual students. The program strives to cultivate culturally responsive teaching practices and services, facilitate the acquisition and development of language skills, and enhance educators’ ability to cater to the diverse needs of students from linguistically and culturally diverse backgrounds. By incorporating data-driven and research-based approaches, effective pedagogical methodologies, and practical strategies, the program empowers educators to establish inclusive, stimulating, and nurturing learning environments that promote the academic achievement, emotional support, and linguistic progress of all students.

Discussion boards play a pivotal role in online learning environments, serving as dynamic platforms that foster collaborative learning and meaningful engagement among students. These virtual spaces provide a unique avenue for learners to share ideas, ask questions, and engage in thoughtful discussions beyond the limitations of traditional classrooms. “Online discussion forums are asynchronous communication tools that are widely used in Learning Management Systems. Forums enable instructors to understand and intervene in learning activities, and students have time to think and formulate answers. Individuals collaboratively build knowledge while collaborating in an asynchronous online environment. Therefore, a well-coordinated educational forum is a valuable tool to promote reflection on learning, share information and perspectives, and connect students.” (de Lima et al, 2019)

By encouraging active participation and exchange of diverse perspectives, discussion boards (DB) enhance critical thinking, problem-solving, and communication skills. DBs create a sense of community and promote inclusive learning, allowing learners from different backgrounds to connect, contribute, and learn from one another. Through the power of discussion boards, students can deepen their understanding of course content, gain insights from peers, and develop a richer and more comprehensive learning experience. By asking for references and quotes, candidates must support their writings in the area of ChatGPT.

Publishing graduate student work on a professor’s blog is immensely beneficial for graduate students. It provides them with a unique opportunity to showcase their work and findings to a wider audience, beyond the confines of their academic circle. This exposure not only helps in building their academic reputation but also enhances their visibility within their peer network and community ultimately enriching their academic journey and future career prospects.

References:

de Lima, D. P., Gerosa, M. A., Conte, T. U., & Francisco, J. (2019). What to expect, and how to improve online discussion forums: The instructors’ perspective. Journal of Internet Services and Applications, 10(1), 1-15. https://doi.org/10.1186/s13174-019-0120-0

Martyna Sobczyszyn is a dedicated and passionate Special Education Teacher in Brooklyn, New York. She is committed to empowering her students and fostering a love for learning. She writes, “Throughout my career, I had the privilege of working with students across different grade levels. I encourage my students to become critical thinkers and work with them to explore their interests. I believe that the power of education transforms lives. In my free time, I enjoy spending time with my daughter and dog. We love to travel to new places and seek authentic experiences. Traveling has created lifelong memories for us.”

My learning journey at Touro has been a wonderful experience. Through the expertise of my professors, I can embark on an academic exploration.
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” -Dr. Suess

Martyna Sobczyszyn, Touro University TESOL Candidate

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