Dimensions of Diversity Capstone Example 2

Dimensions of Diversity:
Capstone Project
Kylie Zhang
July 2019
HTF Cohort 4 Math Fellow
Format Credit: Heather Smiles

Contents
Dimensionsof Diversity:
Part 1: Reflection of Concepts Learned
Part 1: Synthesis of Concepts
I Used to Think… Now I Think… So Next I Will
Part 2: Communicating with Families
Part 2: Continued
Part 3: Instructional
1R. Objectives- Read Research
1R. Objectives - Read Research Reflection
2R. Discussion- Read Research
2R. Discussion- Read Research Reflection
2C. Discussion- Create Learning Materials
2C. Discussion- Create Learning Materials
2C. Discussion- Reflection
2P. Discussion- P. Plan Lessons
2P. Discussion- Reflection
2P. Discussion- Reflection
3R. Vocabulary - R. Read Research
3R. Vocabulary - Reflection
5R. Writing - R. Read Research
5R. Writing - Reflection
1T. Objective - T. Use Technology
1T. Objective - Reflection
School Profiles - Reflection (1)
Simulation
Simulation - Reflection
Peer Feedback
2A. Discussion- A. Analyze Work
2A. Discussion- Summary & Reflection
2A. Discussion- A. Analyze Work
2A. Discussion- Reflection
Part 4: Progressionof my Learning
Progressionof my Learning (1)
Progressionof my Learning (2)

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).
1. Pick and develop a simple, memorable routine is a big take away from this summer (refer to task 2R), whether
it is a domino share or an elbow exchange. I want to introduce a simple, memorable routine to my students in
the beginning of the school year and keep using this routine to help them master the knowledge in class
throughout the year.
2. Language objectives are as important as content objectives. Like what I did in 2P, I embedded language
objectives into the content teaching.
3. In 5R and 1T, I learned about how important the culture and home language are to students’ English learning
process. Sometimes, translating key words can help students accelerate their understanding of the content
knowledge. Also, knowing that home culture and language affect students’ English writing can be helpful to
come up with strategies to help them write better in English.
4. It is important to communicate with students’ family to learn about how to support their child’s learning as a
teacher and explain why it is important to teach English in a math class (Session 7).
a. Use language objectives and sentence structure
b. Use Math Talk as a routine so students are comfortable with talking math

I Used to Think… Now I Think… So Next I Will
I Used to Think Now I Think So Next I will...
I used to think that teaching ELLs is all
about differentiating instructions by
giving away different handouts
Now I think there are diverse routines
and activities I can do in my classroom
to meet my ELLs diverse needs.
So next I will implement some of the
Rhonda routines in my classroom during
residency.
I used to think the best grouping
strategy in a classroom with diverse
learners is to group them with mixed
level so the ELLs can benefit from
learning from their peers.
Now I think another effective grouping
strategy can be grouping them by
putting them in the same levels so the
ELLs can support each other by
speaking their home language, or I can
help them to understand the concepts
better by guiding them through the
activity.
So next I will try various grouping
strategies based on the students’ needs
and the type of activities.
I used to think all ELLs acquire English
language in a similar way.
Now I think their home language and
culture play a big role in the way they
learn English.
So next I will talk to the students and
learn about how their home language is
connected to English language learning.
Maybe I can support them to
understand the math context by offering
translations for important key words.

Part 2: Communicating with Families
An explanation to a family of how their student will learn both academic content and develop their English language
skills referencing a specific unit. Be sure to give specific examples of objectives, assessments, and class activities
from a particular unit in a content area (can use examples from your personalized task submissions).
● Build relationship with parent: I heard you and your family moved to the U.S. two years ago. How are things
going? (make them feel I care about them)
● Vocabulary building: Student sometimes is more familiar with the content in her home language. When I first
started school in the U.S., I looked up words in Mandarin, which helped me a lot with comprehension. Thus, I
encourage her to use a dictionary to look up some words to draw the connections between English and
Spanish. I printed out a sheet of vocabulary list in both English and Spanish. Hope that’s helpful for her to
build the math vocabulary in English. Also, I will create a slide with the key vocab to remind her during class
as she keeps practicing using new vocabulary.
● I will help Linda to develop her English skills from multiple ways, from speaking, writing, listening, to
reading. I will design learning activities in class that help her practice those skills by giving her certain
language structures.
● Linda won’t be alone in class. She will work in groups. When she is confused in class, she can seek help from
her peers. My kids all help each other out in learning, so don’t worry about her not getting enough support.

Part 2: Continued
An explanation to a family of how their student will learn both academic content and develop their English language
skills referencing a specific unit. Be sure to give specific examples of objectives, assessments, and class activities
from a particular unit in a content area (can use examples from your personalized task submissions).
● Question: I want my kid to focus on english instead of math. → Answer: Teach Math with SEI, so your child
(Linda) will learn both English and math in one setting.
● Use math talks once a week to help students build the math talking skills. They will learn how to push each
other to think through problems. They will practice using sentence starters to express their mathematical
understanding.
● Use language objectives every day to help students work on one language skill while learning mathematics.
● Put students with similar language levels for group work, so I can spend more time with them to help them
develop both language and content skills. Also, group students with mixed levels so they can learn from each
other.

Part 3: Instructional
Portfolio

Submitted?
Put a ✔ once
completed
Date
What is your goal for
when you will turn in
the assignment?
Assignment
Which personalized
task are you
completing?
Possible Points
How many points is
the assignment
worth?
Feedback?
What kind of
feedback do you
want (Teacher, Peer,
Self)?
Link to
Assignment/Slid
e
✔ 06/19/19 1R 5 Teacher Slide 10-11: 1R
✔ 06/19/19 2R 5 Teacher Slide 12-13: 2R
✔ 06/24/19 2C 10 Teacher Slide 14-16: 2C
✔ 07/12/19 2P 15 Teacher Slide 17-19: 2P
✔ 07/14/19 3R 5 Peer Slide 20-21: 3R
✔ 07/14/19 5R 5 Peer Slide 22-24: 5R
✔ 07/15/19 1T 10 Teacher Slide 25-27: 1T
✔ 07/20/19 School Profile 15 Peer Slide 28-29
✔ 07/21/19
1:30pm
Simulation 15 Self Slide 33
✔ 07/21/19 Peer Feedback 15 Self Slide 34
✔ 07/21/19 2A 10 Teacher Slide 35-38

1R. Objectives- Read Research
1. What you learned or your most significant take away from the assignment.
a. This assignment made me realize that as a math teacher, I am responsible for creating objectives that
not only reflect the content knowledge, but also emphasize the learning of the academic language.
b. I also learned that teaching the language skills require us teachers to design activities that support
students’ learning in multiple ways, from listening, speaking, writing, to reading.
2. To learn more, what might your next steps be?
a. My next step is to practice creating language objectives following the guideline in the article. I will start
by connecting language functions with mathematics topics and using the macro and micro language
functions to construct language objectives.
* Link to “Collaboration Tool”: http://www.doe.mass.edu/ell/curriculum/CollaborationTool.pdf

1R. Objectives - Read Research Reflection
Language Objectives in the Content Area
1. Explain what you found interesting and useful in this article.
a. I thought to address various needs from all my students, I should write different language objectives.
What I found interesting was that it’s not necessary to differentiate language objectives by creating
language objectives reflecting different proficiency levels, but providing different scaffolds to support
students is more important and much more needed.
2. What challenges, if any, did you encounter? Describe how you addressed the challenges.
a. None
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking… and now I think…
so next I will (question or next step action)
a. I began thinking ways to connect language functions with math context and now I think I know some
useful tools, like the collaboration tool on the doe website, to help me improve my skills in creating
good language objectives. So next I will use the collaboration tool to create language objectives that
may be helpful in next year’s teaching.

2R. Discussion - Read Research
a. This assignment helped me understand the importance of building learning routines in classrooms. It
not only reduces the teacher’s workload by teaching students independence and ownership of their
learning, but also helps cultivates a very collaborative and more equitable learning environment.
a. Go through the 27 learning routines from this website: http://www.alled.org/group-learning/ and take the ones
that can benefit students’ learning in my classroom for this summer and next year.

2R. Discussion - Read Research Reflection
Practical Tips for Small Group Discussions
a. Homework Rounds seems to be a great activity I can use next year to gather students’ data immediately
and adjust instructions to better teach the materials.
b. The seven tips from Rhonda: group students with different strengths, use simple, memorable routines,
use pressure to increase focus (time limit, T choosing reporters), involves students in improving
routines, set rules that foster confidence, stick with it, assess students’ emerging skills.
a. None
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking… and now I think…
so next I will (question or next step action)
a. I began thinking about using discussion/learning routines in my math class and now I think I want to
use Domino and Homework Rounds as my classroom routines. Next, I wonder how many routines am I
allowed to adopt in my classroom. Is there an optimal number of routines for an effective learning
environment?

1. Self: Work on your assigned problem individually for five minutes. If you don’t know how to get started,
refer to [example 2 in your handout]*.
2. Team: Find peers who also worked on the same problem as you using the seating chart on the screen and
form a group. (30s)
3. Domino: Each group member shares their solution to the problem. Before starting, the first person to share
raise hand and point at the person who shares next. Then discuss your solutions for 5 minutes.
4. Share out: Each group must decide on a reporter to share their solution to the problem with the class.
5. Reflection - Shout outs from everyone, & suggestions from teachers
*[] is placeholder. It changes in different situations. Assign problems to students based on their language level.
By Kylie, Meena, Natalia
2C. Discussion - Create Learning Materials

2C. Discussion - Create Learning Materials
a. I learned how to better design an assignment to ensure equity to students. For example, I assigned them
problems based on their language level so the question is challenging but still accessible to them.
b. I also learned the three key components in a discussion are “rule, role, time”.
c. I also learned to give students help resources for the independent work. Although students are working
individually, when they get stuck, they should have resources to assist their learning.
a. Make a poster with brief instructions and some illustrations to demonstrate the activity

2C. Discussion - Reflection
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. It supports students because it gives them an opportunity to share their mathematical thinking with peers at the same
language level. They feel more comfortable with their use of language in the math context because the lower-leveled
language learners will be more comfortable using not so perfect English to share out their thoughts with peers at the
similar language level.
b. It will still help them to grow because each team member has to discuss with one another to decide which is the most
effective way to solve the probelm before sharing it with the group, which allows them to develop arguments. The
reporter from each group gets extra practice in presenting their mathematical thoughts verbally.
a. The activity includes many different parts. It may be confusing to students if I give the instructions all at once.
b. I addressed the challenge by chunking the instructions. I won’t give all the steps to students at once. I will give them one
step of instructions and some work time, then move onto the next step with instructions and work time, etc.
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking… and now I
think… so next I will (question or next step action)
a. I began thinking equitable discussions and now I think domino and share out are great ways for students
who are less active in class speak up in a friendly way. So next I will incorporate domino and share out
to different activities to help students to improve both content and language skills.

2P. Discussion - P. Plan Lessons
LINK to the lesson plan
1. What you learned or your most significant take away from the assignment?
a. I learned how to formulate my goal for the lesson with a focus of WIDA
standards. I also learned about how to integrate activities to help me
reach the learning goal.
a. My next step is to use the activities (elbow exchange and domino share)
more often so that it becomes a routine to help students practice
language objectives.

2P. Discussion - Reflection
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 your mini-lesson or your explicit instruction.
I provided vocabulary list for students to use before the speaking activities (Elbow
Exchange and Domino Share), which will support ELLs to use the vocabulary in their
explanation. Another SEI strategy I used is the cooperative learning strategy. ELLs can
reinforce their understanding of the content by sharing their answers as well as listening
to their peer’s answers. Moreover, the domino share activity gives ELLs an opportunity to
summarize their peers’ ideas in their own words orally.

2P. Discussion - Reflection
- It took me a while to decide which WIDA standard I want to focus on in this 20 minutes of
window in class. I decided to address speaking because in math, it is very important for
students to verbalize their thinking and to learn from each other’s thinking. Thus, I
decided to focus on the speaking standard in WIDA.
3. Reflect on your learning from this assignment. Complete the sentence: I began thinking…
and now I think… so next I will (question or next step action)
- I began thinking what activities can help achieve some WIDA standards, and now I think
elbow exchange and domino share can be very helpful in helping ELLs practice their
speaking skills, so next I will use these activites in my future lessons.

3R. Vocabulary - R. Read Research
Choosing Words to Teach
- Go look up words in the dictionary isn’t the best way to teach vocabulary (spelling challenge,
dictionary definitions are in abstract forms, which is hard to understand)-->Putting the words in the
context helps kids to understand and use the word better.
- Ask students to use their words in different ways → revoice students’ idea to help them improve their
use of the word. Give students to hear the same word in different ways and different forms, “Maria,
Sam said xxx, do you agree or disagree?”
- Think about how to relate the word generation technique to a math context. It’s easier to ask students
use the vocabulary in different ways in English class, but seems a bit challenging to ask students to use
the new math word in various ways in a Math class.

3R. Vocabulary - Reflection
a. Use a simplified/student-friendly definition doesn’t dumb down the process of learning the
nuances of the word, but helps kids build their understanding as a start point. Start by giving
students an example and ask them for their input and use it in their own example helps them
see the nuances in using the word in different contexts.
2. What challenges, if any, did you encounter? Describe how you addressed the
challenges.
a. How to teach math vocabulary using context? I think this challenge can be
addressed by using gifs or images to help students understand the vocabulary
instead of putting the word in context.
3. Reflect on your learning from this assignment. Complete the sentence: I began
thinking… and now I think… so next I will (question or next step action)
a. I used to think the best way to teach vocabulary is using a dictionary, and now I think
the most effective way to learn new words is by putting them in context, so next I
will try put math vocabulary in context to help students learn the word better.

Culture and Writing
Difference between English writing and Chinese writing:
Chinese Writing English Writing
Predictive Thinking:
Give reasons before presenting
consequences
Backward Thinking:
State results before giving causes
Tortuous Thinking: State relavent reasoning
before the presenting the main point
Straightforward Thinking: thesis at the
beginning, then state reasoning
Visual Thinking: Stress the whole and
abstract
Rational Thinking: Stress components and
the specific
Reference: http://www.academypublication.com/issues/past/tpls/vol03/04/13.pdf

Culture and Writing
a. There’s no formula in teaching ELLs since ELLs come from different cultural
backgrounds. When teaching ELLs in writing, teachers should spend some time to
get to know the cultural impact on the students’ writing.
a. My next step is to schedule short check-in meetings with my ELLs and understand
where they were born and other cultural backgrounds. Ask them how they feel
about writing in their home language. Then research on how writing in that language
is different from writing in English.

5R. Writing - Reflection
Culture and Writing
a. It reminded me that ELLs do not have the same background. We shouldn’t
assume to use the same strategy to teach all ELLs. It’s important to get to know
their cultures, which helps us to understand how they interpret English and use
English languages.
2. What challenges, if any, did you encounter? Describe how you addressed the
challenges.
a. None
3. Reflect on your learning from this assignment. Complete the sentence: I began
thinking… and now I think… so next I will (question or next step action)
a. I began thinking all ELLs demonstrate different learning needs due to diverse
cultural backgrounds, and now I think even ELLs born in the U.S. are influenced
by their home culture, so next I will try to understand my students’ home language
and culture and see how to employ that to facilitate their learning.

1T. Objective - T. Use Technology
Use Google Translate with Objectives to Create a Multilingual Vocabulary
Chart
Link to the content objectives
a. I learned that it is helpful to help ELLs to understand the content learning targets by
supporting them with translations in their home languages. However, Google
Translation isn’t always accurate. For example, as a Chinese native speaker, I can tell
the translation is very bad and it even twisted the meaning. I think my biggest take
away is to double check the meaning of the translation with a native speaker (maybe
a colleague) before giving the translated documents to students.
a. My next step is to navigate what words in math should be translated to assist
students’ learning.

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. For example, one of the objectives I wrote is “SWBAT graph a quadratic function from a table of values.” This
Objective means By translating the word “graph”, students will be able to understand what is the key step here
to perform the task. This translation doesn’t dumb down students’ learning in the content, instead, this is a very
helpful strategy to assist students’ understanding. Students will know what tools they can use to make the graph
better to represent this table of values.
2. Explain how the technology tool will support students: Connect your explanation to
examples in the work you are uploading or linking to and describe how using cognates
supports student reaching lesson objectives.
a. Using cognates can help students differentiate the same word in different contexts. For example, “function” in
math means a specific type of relationship, while in English means occupation or purpose. By translating the
objectives into a language students are more familiar with, students can reduce their confusion about certain
words, which accelerates their learning.

- The challenge is that I can’t check the accuracy for the translations in Spanish or
Portuguese. Based on the Chinese translation, there is major mistranslation mistakes, so I
wonder if this happens in other languages as well. To address this challenge, I’ll turn to my
colleagues who speak multiple languages to help double check the meaning of the words
before I hand it to students.
4. Reflect on your learning from this assignment. Complete the sentence: I began thinking…
and now I think… so next I will (question or next step action)
- I began thinking that Google Translation may not be accurate, and now I think it probably
isn’t that accurate, but to make sure my students understand the correct meaning of the
deliverables, next I will ask native speakers to help me check if the translations make
sense.

1. How does this compare to your residency school?
a. My residency school, Boston Collegiate Charter School is double the size of Codman
with a smaller population of ELLs. 5.8% of the students are ELLs at Codman and 4%
of the students are ELLs in my school.
b. My school only has middle and high school with a more direct focus on college
preparation while Codman starts from kindergarten to high school.
c. Based on the data from 2017, more ELLs in the middle school at my residency school
partially met the expectations on the MCAS Math test and a good amount of ELLs in
the middle school of my residency school met the expectations on the MCAS ELA
test which is 11% more students than Codman.
d. Both of the two schools seem to involve parents in students’ learning. They both
have established parent council that meet quarterly or monthly to discuss ways that
parents can be supportive in their children’s academic growth.
School Profile Link Slide 28-31

2. Why is this information important to you as an educator?
Analyzing the school profiles helped me grasp a better sense of the students’
demographic and learning ability in the school. And comparing ELLs’ MCAS test results with
the state and district test results helped me see how the students are doing in a bigger picture,
which made it more clear for me to evaluate how much support I should be prepared to
provide to my ELLs.
Doing research on ELL support for students at the school is helpful because I as a
math teacher can provide diverse help resources to my ELLs if needed. Seeing what resouces
other schools have to help ELLs grow is also inspiring for me to see if I can develop a similar
help structure in my residency school if that reourse is missing.
School Profile Link Slide 28-31

Simulation
In this simulation, you will practice launching and monitoring an elbow partner discussion routine called, Each
Share then Compare. The goal of the routine is for students to use comparison language (e.g. simiarly, both,
however) to compare two pictures to launch the Space Race unit. Your directions aim to help all students engage
in the academic discussion to build their interest and curiosity.
Review the worksheet given to students on Slide 2; and a poster that can be used as a help resource on Slide 3.
Your task in this simulation is to launch the discussion routine (i.e. give students instructions), and then to listen to
a pair of students engage in the discussion. The partners are assigned, you will hear Dev and Jasmine first, then
Savannah and Ava and finally, Davy and Nate. After this, you will be taken out of the classroom and asked to talk
about how the simulation went.
You will then have the chance to try launching the discussion routine again. You may adjust your directions each
time to increase student clarity, access, rigor, or relevance for students. In total, you will launch the discussion
routine and respond to students’ discussions three times.
Your goals:
1. All students have a guaranteed opportunity to share their thinking.
2. All students use an academic language structure for compare and contrast (suggestions on slide 3)
3. Students increase relevance of the conversation by:
● making connections to previous learning and/or their life experiences.
● furthering the academic discussion by asking questions.

Compare and contrast these two images
Must Haves Amazing Help
❏ 1. Evidence from the images
❏ 2. Comparison language -
Similarly, However
❏ 3. Use “because”
❏ 1. Connect images to your life
❏ 2. Both compare and contrast
Earth is the globe in the center of the Celestial Training
Device. Astronauts used the device to find key navigation
coordinates in earth’s orbit.
1 2

Each Share then Compare
Use a word from the box below to create
a comparison of the two answers.
Same (Similar) Different (Difference)
Both (partner’s name) and
I ….
In a different way…
Similarly… However…
Equally… From another perspective…
In the same way... Alternatively…
Just as... so does.... In contrast…
Same
Different
DifferentSame

Simulation - Reflection
1. What did I learn from this simulation?
a. Chunking instructions really helped students to remember what they are supposed
to do during an activity
b. Speak slowly when giving instructions helped students to process the instructions
c. CFU frequently helped to clarify the directions
2. What was something I learned before the simulation that was helpful to me?
a. Using worksheet and slides helped students understand the instructions
b. Explaining the must haves and amazings helped students to follow the instructions

Peer Feedback
Kaycie Bennett
1C: Slide 28-29
2C: Slide 22
2P: Slide 30-31

2A. Discussion - A. Analyze Work
Student Profile
My focal student is very quiet and artistic. She drew beautiful arts to decorate her
name tent. She performs better in writing than speaking. For the first two days of
summer school, whenever I asked her a question, she would respond, “I don’t know.”
But on day 3, I noticed she was more relaxed and more confident to share her
answers with the class. Sometimes she put her head down and disengaged in
learning.
Interview Protocol:
https://docs.google.com/document/d/1DOaqCiMKWyAwrgnjPG8clSd6a0tLC91Z
UOfkdpAj7hA/edit?usp=sharing

2A. Discussion - Summary & Reflection
Informal reflection:
Interacting with my student one-on-one helped me get to see more of
her personality. She values family time. She used to like math, but now
just sees it more like a requirement to graduate high school.
Surprisingly, she thinks speaking English is easier than writing. Since
she’s usually quiet in class, I thought she prefers writing than speaking
before the interview. This is probably because she doesn’t know other
people in the class, so she felt awkward to speak up.
When being asked what helps her to learn in a math class, she said
repeating instructions help her understand what’s going on in class, but
sometimes she also gets bored when the teacher repeats the same
thing over and over again. So next, as a teacher, I will repeat directions
and important concepts a few times before moving on so that all
students are on the same page.
Repeat
directions
or points
Make
lesson fun;
group work
Born in
Guatemala;
Love family trips.
Love spending
time with family
Used to like
math, but not
anymore
Speaking
is easier
than
writing
Summary

2A. Discussion - A. Analyze Work
a. My biggest take away was one-on-one check in with students is really helpful to get to know
where the students come from, what the student’s former schooling experience was, what
strategies used by former teachers helped them with learning. Sometimes, what I observed in
class is only a small part of the student’s identity. I can learn so much more about her and her
English learning as well as her content mastery by talking to her one-on-one.
a. My next step would be try to schedule another quick check-in with the focal student and ask for
her feedback on the overall summer school experience.

2A. Discussion - Reflection
1. Explain the features of this work that shows equity for all students in completing/understanding the lesson
a. Interviewing ELL helped me to see what teaching practices play an important role in their learning. This helps me
to better support ELLs in my class, which ensures equity for students from all language levels.
a. I interviewed my student on Day 4 of the summer school. She seems reluctant to answer some of my questions,
so maybe I should have waited for week 3 or week 4 to interview her so that our relationship would be closer
and she would probably feel more comfortable to share her thoughts with me.
3. Reflect on your learning from this assignment:
a. I began thinking sometimes just based on interactions with students in class can limit my understanding of who
my students really are, and now I think I need to schedule time to check in with students one-on-one to learn
about themselves and their learning habbits, so next I will make sure I make myself available for check-ins with
my students during residency so I can better support them.

Part 4: Progression of
my Learning

Progression of my Learning (1)
Why I chose the tasks I did: How it shows my progression of learning:
1R: I want to learn about how to write language objectives and
why it’s important to have language objectives in a math class.
I learned how to write a good language objective through the
examples given in the reading.
2R: I want to learn practical tips for facilitating small group
discussions with ELs through a short reading.
I learned about the Homework Rounds activity which can really
benefit me during residency. The seven tips in the reading were
also helpful.
2C: Creating routines can help students engage in learning, so I
picked this task.
I tried to combine different small routines into one big routine. I
haven’t used in my classroom yet, but excited to try it during
residency..
2P: WIDA is a new thing I learned about, so I want to practice
using WIDA to assist ELLs by planning a lesson.
I combined the sentence starter with the domino activity so
hopefully students will have fun learning both content and
language at the same time.
3R: I was curious about what researchers said about teaching
vocabulary.
I learned to put vocabulary into contexts in summer school as
one of the researchers suggested in the reading.

Progression of my Learning (2)
Why I chose the tasks I did: How it shows my progression of learning:
5R: I was curious about how cultures impact language
learning in writing.
I was able to conduct a research on the differences in
writing between Chinese and English.
1T: Present information in several languages may be
something I will do a lot in my residency, so I wanted to
practice.
I wasn’t sure how accurate the other languages were
translated, but I recognized that the Chinese objectives
were misleading. I learned that in the future to avoid such
problems, I should just translate shorter phrases or
academic vocabulary.
School Profile: I was curious to see how my school’s
ELLs comparing to other charter schools in the area.
I used the DOE search tool to help me analyse the
schools and I was able to see how ELLs perform on the
MCAS, which prepared me to think how I can support
ELLs in my residency school.
Simulation:I chose simulation because I was curious to
see how teaching in a virtual classroom feels like and
also I wanted to practice giving directions.
I was able to practice giving directions three times. I
made small adjustments after each time, which helped
students to follow instructions during the activity.
Peer Feedback: I chose to give my peers feedback
because I want to see what tasks they chose and how
they went about doing the tasks. From their design of the
I was able to comment on the grows and glows on
Kaycie’s task, which demonstrated that I was able to
apply my understanding of students’ learning and

Dimensions of Diversity Capstone Example 2

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