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Capstone Example (Watrous)
- 1. Dimensions of Diversity: CapstoneProject Modified Copy from Miranda Watrous
- 2. Contents Dimensions of Diversity: Part1: Reflection of Concepts Learned Part 1: Synthesis Part 2: Communicating with Families Part 2: Communicating with Families Part 3: Instructional Portfolio Progression of my Learning References (if any)
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- 4. Part 1: Synthesis ofConcepts 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: Communicatingwith 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: Communicatingwith 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!”
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- 8. Submitted Date Topic/LinkPoints ✔ 2/1 1R - Reading 5 ✔ 2/8 1P - Plan Lessons https://docs.google.com/document/d/133DHpfJoIvkG_P3ZuNvrt2vt2RqST1t2CEKPxO3FvtI/edit?usp=sharing 15 ✔ 2/15 2R - Reading 5 ✔ 2/15 2C - Create Materials https://docs.google.com/presentation/d/1oQVLLrh9d16MJc6KZWZUzQiXYTLpVE8Mv6Qa19o5fKA/edit?usp=sharing 10 ✔ 2/22 3R - Reading 5 ✔ 2/22 3T - Technology (GIF-tionary) https://docs.google.com/presentation/d/1fGla5SKqGDp6gFvXeOBAkOAl9wV35I3ZIhkhal0EwaQ/edit?usp=sharing 10 ✔ 2/22 1T - Technology (Translation Language Chart) https://docs.google.com/document/d/1z2Fpt_mkUdGWMFW5d5qxGwIlNqBpHUyomtwuHWiFknU/edit?usp=sharing 10 ✔ 3/23 4R - Reading 5 ✔ 3/23 4A - Analyze work https://docs.google.com/document/d/1mru6LrwhCZCSp-O-8IY4FmQWHD96xzVYhNBjRHUSkNg/edit?usp=sharing 10 ✔ 3/23 5R - Reading 5 ✔ 3/25 5P - Plan lessons https://docs.google.com/document/d/1XupAUN-vC0bIcn_nHrMqhjzeNbRyKpF19CkfH9tTNv8/edit?usp=sharing 15 ✔ 3/29 2A - Student Interview https://docs.google.com/document/d/1ScghnaBmSkOlaUE1ui0gdEZmyWI3NvtXMe-HoApDHPY/edit?usp=sharing 10 ✔ 3/29 6R - Read 5
- 9. Progression of my Learning I reallyenjoyed 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.