Education & Research
An overview of my most transformative education experiences.
Explore my graduate research and undergraduate projects.
How can teachers best include English Language Learners in math discourse?
Abstract
In this research, I attempt to find ways in which to include English language learners in discussions about math. To do so, I implemented discussions in both small and large group settings, and utilized a variety of strategies to do so, including, creating a positive discussion environment, modeling, repetition, and visuals. These methods helped me and my students communicate math strategies, which increased student engagement.
I found that language learners want to participate in discussions and can do so by using visual representations. Moreover, I found student engagement to be highest when I modeled problem solving prior to discussion.
I tracked participation prior to and after modeling and found language learners were more likely to participate in group discourse after content was modeled by students or teachers.
Classroom Discussions are Important.
Citations in full paper.
Discussions make learning accessible because peer-to-peer communication simplifies difficult concepts.
Students can often comprehend concepts from their peers more easily than they can comprehend concepts communicated from an adult perspective. Vygotsky emphasized students learn naturally from their peers, through play. Thus, all students should have some access to class discussions.
Discussions shift learning from teachers to students, and give students time to deconstruct their own thinking.
Students can bounce ideas off one another, and answer questions during discussions. Students might discuss certain elements of a topic more in depth than their teacher might have. Discussions give students the opportunity to extrenally process and hear about a topic in unique ways.
Students must learn to communicate and evaluate information.
As students participate in discussions by listening and contributing, they practice real-world 21st Century Skills. These skills will benefit any student in their education, future career, and even relationships.
Language learners practice verbalizing to further their language development.
An accepting classroom environment is the perfect environment for language learners to practice language development skills. It is up to the teacher to positively facilitate classroom environments for discussions.
Facilitating Inclusive Discussions
Now that we understand the importance of discussion, how can teachers facilitate a positive discussion environment?
Allow students to feel confident in knowing what is expected of them. Visualization is important for all learners, especially language learners. Repeating vocabulary helps all learners correctly utilize relevent vocabulary.
Emphasize Process
Over Product
&
Give Frequent Positive Affirmation
Students should understand education is about learning how to apply information. It is most important to strengthen students' "problem-solving-confidence." Offer students frequent positive affirmation.
Sometimes the
best discussions
go differently than planned.
Remain open-minded as a facilitator. There is a reason the most effective discussions are meant to be student lead. Students understand students best. Teachers must affirm to students that it is okay to think differently, and to process information. There are no wrong answers.
Reflect on your own process as a faciltator.
There are A LOT of ways people can respond to the same piece of information. What is the best way to engage and include students? In the same way you might expect your students to remain open to your informed-instruction, we ought to open our ears to those with new information. As research continues to develop, we should continue to grow.
Facilitation is a science & an art.
It takes practice.
University
of
California,
Berkeley
BA Media Studies
Education Minor
3 Years at Cal
UC Berkeley, Campus Ambassador
Campus representative and tour guide.
Regents & Chancellor Scholar, Finalist
Addmitted early to UC Berkeley, for being top 1% of all university applicants.
Collaborative Innovation,
Team Member
Collaborated with small team to create and launch an education product.
Life Overseas
Teaching & Learning in Madrid
Photography by Kate Scorziell
Culture
I'm no stranger to new culture, after moving from a small, rural, town (Lake Arrowhead), to a big bustling city (Berkeley). I could never have prepared for the new cultural experiences I'd have abroad. Everything, from shopping in a grocery store, to behaving in public, was different. Ultimately, I adjusted my worldview and broadened my cultural knowledge.
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Language
I knew the average amount of Spanish (whatever that is) from high school, but had to accelerate my learning as soon as I needed to eat. Though I was teaching English, I was simultaneoulsy learning Spanish, making for a unique connection with my 1st and 2nd grade students.
Experience
The best way to quickly achieve perspective about where you are, is to go somewhere else. Leaving America made me more aware of American customs, allowing me to be more mindful. I can connect with a broader range of students because of my experience in a foreign environment.
Vietnam
Studying in Vietnam deepened my understanding of America's impact on the long-term growth of the country. Seeing war sites and museums, hosted by Vietnamese people, rather than American, gave me a more wholistic perspective of an emotional historical period, for both American and Vietnamese people.
Traveling to Vietnam with USD
How does Vietnamese National Image impact educational inclusivity?
For a graduate school course at the University of San Diego, I traveled with a group to Hanoi and Ho Chi Minh, Vietnam to investigate education post communism. I chose to investigate Vietnamese Nationalist Attitude on disability, and how that would affect the education of a disabled child in Vietnam.