MarionAllenSummaryofContribution

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School

American College of Education *

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5423

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English

Date

Jun 23, 2024

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pdf

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5

Uploaded by ChiefAnteater3726

Summary of Contribution Marion Allen American College of Education C15091 Capstone Experience for Curriculum and Instruction Dr. David Mapp June 23, 2024
Summary of Contribution On June 6, 2024, at 1:30 p.m., I conducted a professional development session focused on supporting emergent bilinguals at the Jolynn Maddox Teaching and Learning Center, located at 1533 High Pointe Ln., Cedar Hill, Texas, in Room 101. The session aimed to enhance educators' understanding and skills in teaching emergent bilingual students effectively. Designed for all educators in the district, the session fostered a collaborative environment where participants could share experiences and strategies. The agenda, creatively designed as a road map, underscored the importance of visuals in teaching emergent bilingual learners. This symbolic road map guided the session, beginning with a "Getting to Know You" activity where the participants created name tents that included their name, where they taught, how long they had taught, and a television series they currently enjoyed watching to establish a sense of community among the attendees (Darling-Hammond, 2017). The first segment of the session focused on terminology and demographics. We discussed the correct terms for referring to English learners in the classroom, emphasizing the need for respectful and accurate language. Additionally, we reviewed data on the emergent bilingual population within our district, highlighting the diverse linguistic backgrounds of our students. This discussion set the foundation for understanding the unique needs of emergent bilinguals and the critical role educators play in their language development. To make the impact of their efforts tangible, I included photos of emergent bilinguals who had recently graduated, illustrating the success stories that their hard work and dedication helped create (García & Kleifgen, 2018). To further illustrate the challenges faced by emergent bilinguals, I shared a video clip from the show I Love Lucy , where Lucy asks Ricky to model reading how he would read a bedtime story to their son. This humorous yet insightful clip depicted the complexities of the English language, and the hurdles emergent bilinguals must overcome. This visual representation
helped educators empathize with their students' experiences, making the abstract challenges of language learning more concrete. The road map theme included a planned intermission halfway through the session, allowing participants to take a break, network, and reflect on the information shared (Lucas et al., 2008). After the intermission, we delved into best practices and strategies for teaching emergent bilinguals. This part of the session was highly interactive, with educators sharing their experiences and brainstorming solutions to common challenges. We explored various instructional strategies, such as using visuals, scaffolding techniques, and culturally responsive teaching methods, all designed to enhance the learning experience for emergent bilinguals. The collaborative nature of the session allowed for rich discussions and practical takeaways that educators could immediately implement in their classrooms. The session concluded at 4:00 p.m., with a summary of key points and an opportunity for participants to ask questions and provide feedback (Echevarría et al., 2017). I chose this project because it aligned with my professional goals and academic pursuits. As I am nearing the completion of my master’s degree in curriculum and instruction, I have been actively seeking leadership opportunities to apply my learning in real-world settings. This professional development session was a perfect fit, allowing me to share my knowledge and support my colleagues in their professional growth. The focus on emergent bilinguals is particularly relevant, as our student populations are becoming increasingly diverse. My coursework at ACE emphasized the importance of developing inclusive teaching strategies that cater to the needs of all learners, making this professional development session a practical application of those principles. By fostering a collaborative learning environment, I reinforced the idea that educators must be equipped with a diverse set of tools and strategies to ensure the success of all students (Cummins, 2001).
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