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Capstone Example 2_Modified Watrous

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KelseyShroyer

This document contains a capstone project for a Dimensions of Diversity course. It is divided into three parts that cover reflection on concepts learned, communicating with families, and instructional portfolio. The reflection section discusses advocating for English language learners and cites class activities that informed the learning. The family communication section provides information to explain concepts like ACCESS testing and inclusion models to families. It also provides response templates to address common concerns. The instructional portfolio section lists completed assignment reflections and links to submitted work covering topics like creating language objectives and setting up small group discussions.

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Dimensions of Diversity: Capstone Project Modified Copy from Miranda Watrous
Contents Dimensions of Diversity: Part 1: Reflection of Concepts Learned Part 1: Synthesis Part 2: Communicating with Families Part 2: Communicating with Families Part 3: Instructional 1R. Objectives - Read Research Reflection 1P. Objectives - Plan Lessons Reflection 2R. Discussion - Read Research Reflection 2C. Discussion - Create Materials Reflection Progression of my Learning
Part 1: Reflection of Concepts Learned
Part 1: Synthesis of Concepts A reflection on the most important concepts learned in this course and how you will advocate for and support ELLs for future academic success (cite examples of tasks completed and class activities/readings/discussions).* In class reflection
Part 2: Communicating with Families Aspects to explain to a family member: ● ACCESS ● WIDA ● Inclusion ● Sheltered English Immersion How will my student be challenge? OR Will this class be too hard for my student? How multilingualism will not slow down comprehension - Being with native speakers will grow their acquisition - At home, speak in your native language with your child - it’s all about the QUALITY of the conversation, not quantity of time hearing one over the other! If at home, that means you all speak in your native language, they will have higher language development overall in ALL languages.
Part 2: Communicating with Families In an SEI context we have: ● Peer discussion ○ Promised English growth - their voice will be heard every class! ● Multilingual support ○ Total communication ● Visuals & pantomime ● Boxed key vocabulary words ○ Translated, defined with pictures ● Different levels of text ○ Speech to text ○ Google translate ● Clear directions ● Help desk ● All students learning ○ Language objectives ● Smaller class sizes, more partner teachers ○ More teachers to explain a concept, perhaps one of their methods will benefit your child more than another! ● This content is universally accessible, and best practices for all students ● When I say “accessible,” that all content is available to all students, access means that ALL STUDENTS BEGIN ON THEIR OWN. I will never give a direction that all students can’t begin on their own. It doesn’t mean that they won’t benefit from help or peer collaboration down the road. ○ Develop the agency and autonomy, expectations for themselves that all students need to succeed in college and beyond ○ DON’T START with a student, they become reliant on you for help to begin and believe that they are not capable of it. How and when you offer help is hugely important in helping them develop expectations for themselves. ● Discussion protocols! ○ For small groups? ● They get three clothespins on their shirts, if they interrupt they lose one, which effects how many stars they get at the end. “Turn and tell your partner, not me!”
Part 3: Instructional Portfolio
Submitted? Date Assignment Possible Points Feedback? Link to Assignment ✔ 2/1 1R - Reading 5 Self ✔ 2/8 1P - Plan Lessons 15 Peer https://docs.google.com/document/d/133DHpfJoIvkG_P3ZuNvrt2vt2RqST1t2CEK PxO3FvtI/edit?usp=sharing ✔ 2/15 2R - Reading 5 Self ✔ 2/15 2C - Create Materials 10 Teacher https://docs.google.com/presentation/d/1oQVLLrh9d16MJc6KZWZUzQiXYTLpV E8Mv6Qa19o5fKA/edit?usp=sharing 2/22 3R - Reading 5 Self 2/22 3T - Technology (GIF-tionary) 10 Peer https://docs.google.com/presentation/d/1fGla5SKqGDp6gFvXeOBAkOAl9wV35I 3ZIhkhal0EwaQ/edit?usp=sharing 2/22 1T - Technology 10 Peer https://docs.google.com/document/d/1z2Fpt_mkUdGWMFW5d5qxGwIlNqBpHUy omtwuHWiFknU/edit?usp=sharing 4R - Reading 5 4A - Analyze work 10 5R - Reading 5 5P - Plan lessons 15 2A - Student Interview 10 6R - Reading 5
1R. Objectives - Read Research Reflection Language Objectives in the Content Area 1. Explain what you found interesting and useful in this article. a. My practice was highly informed by this article and was I grateful for all of its content, especially in regards to who the objectives are for and how you can prioritize higher order thinking in their design. As a previous 3rd grade SEI teacher, I found myself writing LOs often, however I did so without much guidance or understanding of their use. I was working with students assessed at WIDA levels 1, 2, and 3 English language abilities, so I leveled each language objective and made a different objective for each level! I now know that this is not the correct practice, and rather the language objective is one that all students: ELs, native English speakers, newcomers, etc... would benefit from in order to meet the demands of the content objectives. I also found the section about the scope and range of skills covered by LOs to be highly useful. I knew that the objectives should include an action verb stating what the child should be able to do, however I did not fully know all of the aspects of language that could be incorporated into an LO. I now know that language skills, structures, functions, tasks, and strategies that a student needs to access the content can all be addressed. This could include the skill of comparing and contrasting, for example, or how to write in the format of a specific graphic organizer, how to do an oral language task, or how to sequence, etc. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I did not encounter any challenges. 3. Reflect on your learning from this assignment. Complete the sentence: a. I began thinking that language objectives solely had to do with the verbal /oral language that was required by the task and now I think language objectives cover a range of skills including, language skills, structures, functions, tasks, and strategies that a student needs to access the content so next as I am currently working as a Reading Specialist Intern in CPS and lead small group and one-on-one literacy interventions for students in grades K, 4, 5, and 8, my action step is that I challenge myself to start including Language Objectives in my lesson plans. One LO per lesson plan is a sustainable first-step as I begin to incorporate this more effectively into my practice. This action step will help me to better orient my lessons towards the students that I am teaching: primarily bi- and multilingual students in this dual language (Spanish/English) school. Additionally, having an LO will prepare me to reach my content standards in a way that is more equitable and provides more access to the material through language supports.
1P. Objectives - Plan Lessons Reflection Create Lesson Objectives for Three Lesson Plans 1. Explain how Sheltered English Immersion (SEI) strategies are used in this lesson plan. Connect your explanation to examples in the work you are uploading or linking to. Specifically elaborate on SEI in the objectives you created. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I struggled to know which language forms were most suited for each grade level. I used http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf to help me get some ideas, as well as the cheat sheet provided in this assignment! 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking that language objectives were demystified and now I think I still struggle with their wording and understanding what the actual language function for the task is so next I will save and refer FREQUENTLY to the available resources for language objectives!
2R. Discussion - Read Research Reflection Practical Tips for Small Group Discussions 1. Explain what you found interesting and useful in this article. a. The most interesting aspect of this article was that it (finally) moved beyond saying yes, students should do more of the talking and thinking and learning/meaning making in school to finally saying HOW we can set up a classroom environment in which they could do that! I will certainly be using the Homework Rounds protocol in some form, because in my last year teaching I found that I gave homework without any real in-class follow up. Those who liked to or who's parents expected to have homework, and for everyone else, it was a constant struggle. By giving the homework a true PURPOSE, students are taking their learning into their own hands and seeing the (hopefully positive) results from their reflection and correction time with peers. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I am challenged by how long to teach into routines. I know that the key component in any routinized protocol is that they are FIRMLY ADHERED TO, however in the elementary school context, I wonder how long it takes with a routine or what sort of gradual release you should do with a routine until it is fully in the hands of your students? 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would love for my classroom to be more in the hands and minds of my students (less teacher transmitting knowledge) and now I think It is possible to get to this point so next I will Stick firmly to a FEW new routines next semester, add in more in the spring, and continue to build up my bank of strategies. The tone is set by me!
2C. Discussion - Create Materials Reflection See Examples of Small Group Discussions and Create Directions 1. Explain how the lesson materials support students in monitoring their growth in learning language and content. Connect your explanation to examples in the work you are uploading or linking to. a. This material is an anchor chart and accompanying directions describing a new sharing routine to be implemented in my Guided Reading groups. I chose to do the TTO model, due to its easy yet equitable structure. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I was unsure whether to copy directly or interpret some of Rhonda's routines into a different one of my own construction. 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would LOVE to use one of Rhonda's routines for classroom discussion and now I think It is easier to create the materials and orient myself as to the approach than I thought so next I will actually stick to my goal to do this routine with my students and maintain the structure over the remainder of our semester.
Progression of my Learning I really enjoyed discussing this course’s content with my peers because they have completed it in so many different ways, going down such diverse paths that it is fascinating to hear how and why they investigated the areas that they did, how this will help them in their future classrooms or answer questions they’ve had while teaching. I enjoy processing things verbally and collaboratively, and find my own perceptions of teaching and the possibilities for my role in the classroom expanded at every new discussion and topic explored in this course. I feel as though I was not able to be as creative and free in my choices for tasks this semester due to an overwhelming amount of tasks due for my Reading Specialist practicum. In order to make both a possibility, I often aligned my goals for both the practicum and Dimensions assignments. The support tools that I developed for these tasks, typically have direct application in my CPS teaching capacities. Going forward, however, I cannot wait to keep ALL of these resources and links and theory and materials that will be in my teacher bag of tricks in all my future teaching contexts in the years to come.

More Related Content

Capstone Example 2_Modified Watrous

  • 1. Dimensions of Diversity: Capstone Project Modified Copy from Miranda Watrous
  • 2. Contents Dimensions of Diversity: Part 1: Reflection of Concepts Learned Part 1: Synthesis Part 2: Communicating with Families Part 2: Communicating with Families Part 3: Instructional 1R. Objectives - Read Research Reflection 1P. Objectives - Plan Lessons Reflection 2R. Discussion - Read Research Reflection 2C. Discussion - Create Materials Reflection Progression of my Learning
  • 4. Part 1: Synthesis of Concepts A reflection on the most important concepts learned in this course and how you will advocate for and support ELLs for future academic success (cite examples of tasks completed and class activities/readings/discussions).* In class reflection
  • 5. Part 2: Communicating with Families Aspects to explain to a family member: ● ACCESS ● WIDA ● Inclusion ● Sheltered English Immersion How will my student be challenge? OR Will this class be too hard for my student? How multilingualism will not slow down comprehension - Being with native speakers will grow their acquisition - At home, speak in your native language with your child - it’s all about the QUALITY of the conversation, not quantity of time hearing one over the other! If at home, that means you all speak in your native language, they will have higher language development overall in ALL languages.
  • 6. Part 2: Communicating with Families In an SEI context we have: ● Peer discussion ○ Promised English growth - their voice will be heard every class! ● Multilingual support ○ Total communication ● Visuals & pantomime ● Boxed key vocabulary words ○ Translated, defined with pictures ● Different levels of text ○ Speech to text ○ Google translate ● Clear directions ● Help desk ● All students learning ○ Language objectives ● Smaller class sizes, more partner teachers ○ More teachers to explain a concept, perhaps one of their methods will benefit your child more than another! ● This content is universally accessible, and best practices for all students ● When I say “accessible,” that all content is available to all students, access means that ALL STUDENTS BEGIN ON THEIR OWN. I will never give a direction that all students can’t begin on their own. It doesn’t mean that they won’t benefit from help or peer collaboration down the road. ○ Develop the agency and autonomy, expectations for themselves that all students need to succeed in college and beyond ○ DON’T START with a student, they become reliant on you for help to begin and believe that they are not capable of it. How and when you offer help is hugely important in helping them develop expectations for themselves. ● Discussion protocols! ○ For small groups? ● They get three clothespins on their shirts, if they interrupt they lose one, which effects how many stars they get at the end. “Turn and tell your partner, not me!”
  • 8. Submitted? Date Assignment Possible Points Feedback? Link to Assignment ✔ 2/1 1R - Reading 5 Self ✔ 2/8 1P - Plan Lessons 15 Peer https://docs.google.com/document/d/133DHpfJoIvkG_P3ZuNvrt2vt2RqST1t2CEK PxO3FvtI/edit?usp=sharing ✔ 2/15 2R - Reading 5 Self ✔ 2/15 2C - Create Materials 10 Teacher https://docs.google.com/presentation/d/1oQVLLrh9d16MJc6KZWZUzQiXYTLpV E8Mv6Qa19o5fKA/edit?usp=sharing 2/22 3R - Reading 5 Self 2/22 3T - Technology (GIF-tionary) 10 Peer https://docs.google.com/presentation/d/1fGla5SKqGDp6gFvXeOBAkOAl9wV35I 3ZIhkhal0EwaQ/edit?usp=sharing 2/22 1T - Technology 10 Peer https://docs.google.com/document/d/1z2Fpt_mkUdGWMFW5d5qxGwIlNqBpHUy omtwuHWiFknU/edit?usp=sharing 4R - Reading 5 4A - Analyze work 10 5R - Reading 5 5P - Plan lessons 15 2A - Student Interview 10 6R - Reading 5
  • 9. 1R. Objectives - Read Research Reflection Language Objectives in the Content Area 1. Explain what you found interesting and useful in this article. a. My practice was highly informed by this article and was I grateful for all of its content, especially in regards to who the objectives are for and how you can prioritize higher order thinking in their design. As a previous 3rd grade SEI teacher, I found myself writing LOs often, however I did so without much guidance or understanding of their use. I was working with students assessed at WIDA levels 1, 2, and 3 English language abilities, so I leveled each language objective and made a different objective for each level! I now know that this is not the correct practice, and rather the language objective is one that all students: ELs, native English speakers, newcomers, etc... would benefit from in order to meet the demands of the content objectives. I also found the section about the scope and range of skills covered by LOs to be highly useful. I knew that the objectives should include an action verb stating what the child should be able to do, however I did not fully know all of the aspects of language that could be incorporated into an LO. I now know that language skills, structures, functions, tasks, and strategies that a student needs to access the content can all be addressed. This could include the skill of comparing and contrasting, for example, or how to write in the format of a specific graphic organizer, how to do an oral language task, or how to sequence, etc. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I did not encounter any challenges. 3. Reflect on your learning from this assignment. Complete the sentence: a. I began thinking that language objectives solely had to do with the verbal /oral language that was required by the task and now I think language objectives cover a range of skills including, language skills, structures, functions, tasks, and strategies that a student needs to access the content so next as I am currently working as a Reading Specialist Intern in CPS and lead small group and one-on-one literacy interventions for students in grades K, 4, 5, and 8, my action step is that I challenge myself to start including Language Objectives in my lesson plans. One LO per lesson plan is a sustainable first-step as I begin to incorporate this more effectively into my practice. This action step will help me to better orient my lessons towards the students that I am teaching: primarily bi- and multilingual students in this dual language (Spanish/English) school. Additionally, having an LO will prepare me to reach my content standards in a way that is more equitable and provides more access to the material through language supports.
  • 10. 1P. Objectives - Plan Lessons Reflection Create Lesson Objectives for Three Lesson Plans 1. Explain how Sheltered English Immersion (SEI) strategies are used in this lesson plan. Connect your explanation to examples in the work you are uploading or linking to. Specifically elaborate on SEI in the objectives you created. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I struggled to know which language forms were most suited for each grade level. I used http://www.k12.wa.us/MigrantBilingual/pubdocs/ELP/WA-ELP-Standards-K12.pdf to help me get some ideas, as well as the cheat sheet provided in this assignment! 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking that language objectives were demystified and now I think I still struggle with their wording and understanding what the actual language function for the task is so next I will save and refer FREQUENTLY to the available resources for language objectives!
  • 11. 2R. Discussion - Read Research Reflection Practical Tips for Small Group Discussions 1. Explain what you found interesting and useful in this article. a. The most interesting aspect of this article was that it (finally) moved beyond saying yes, students should do more of the talking and thinking and learning/meaning making in school to finally saying HOW we can set up a classroom environment in which they could do that! I will certainly be using the Homework Rounds protocol in some form, because in my last year teaching I found that I gave homework without any real in-class follow up. Those who liked to or who's parents expected to have homework, and for everyone else, it was a constant struggle. By giving the homework a true PURPOSE, students are taking their learning into their own hands and seeing the (hopefully positive) results from their reflection and correction time with peers. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I am challenged by how long to teach into routines. I know that the key component in any routinized protocol is that they are FIRMLY ADHERED TO, however in the elementary school context, I wonder how long it takes with a routine or what sort of gradual release you should do with a routine until it is fully in the hands of your students? 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would love for my classroom to be more in the hands and minds of my students (less teacher transmitting knowledge) and now I think It is possible to get to this point so next I will Stick firmly to a FEW new routines next semester, add in more in the spring, and continue to build up my bank of strategies. The tone is set by me!
  • 12. 2C. Discussion - Create Materials Reflection See Examples of Small Group Discussions and Create Directions 1. Explain how the lesson materials support students in monitoring their growth in learning language and content. Connect your explanation to examples in the work you are uploading or linking to. a. This material is an anchor chart and accompanying directions describing a new sharing routine to be implemented in my Guided Reading groups. I chose to do the TTO model, due to its easy yet equitable structure. 2. What challenges, if any, did you encounter? Describe how you addressed the challenges. a. I was unsure whether to copy directly or interpret some of Rhonda's routines into a different one of my own construction. 3. Reflect on your learning from this assignment. Complete the sentence: I began thinking I would LOVE to use one of Rhonda's routines for classroom discussion and now I think It is easier to create the materials and orient myself as to the approach than I thought so next I will actually stick to my goal to do this routine with my students and maintain the structure over the remainder of our semester.
  • 13. Progression of my Learning I really enjoyed discussing this course’s content with my peers because they have completed it in so many different ways, going down such diverse paths that it is fascinating to hear how and why they investigated the areas that they did, how this will help them in their future classrooms or answer questions they’ve had while teaching. I enjoy processing things verbally and collaboratively, and find my own perceptions of teaching and the possibilities for my role in the classroom expanded at every new discussion and topic explored in this course. I feel as though I was not able to be as creative and free in my choices for tasks this semester due to an overwhelming amount of tasks due for my Reading Specialist practicum. In order to make both a possibility, I often aligned my goals for both the practicum and Dimensions assignments. The support tools that I developed for these tasks, typically have direct application in my CPS teaching capacities. Going forward, however, I cannot wait to keep ALL of these resources and links and theory and materials that will be in my teacher bag of tricks in all my future teaching contexts in the years to come.