Recent Submissions

  • The Impact of Culture Shock on ELLs

    Altalouli, Mahmoud; Altalouli, Mahmoud; Ciccotto, Dana (SUNY Brockport, Department of Education and Human Development, 2021-07)
    This capstone project aims to support teachers, administrators, school counselors and school psychologists who work with English Language Learners (ELLs). Although the ELL population continues to grow, staff members are not always informed on how to support ELLs. ELLs experience culture shock when entering a new country and new school setting. ELLs have emotional, social, and academic reactions to culture shock and thus, staff members must be knowledgeable on culture shock and the effects it has on ELLs. Solutions to mitigate the effects of culture shock include implementing Social Emotional Learning (SEL), supporting goal setting, building social-just education, building inclusion by respecting diverse cultures, and modifying tasks for ELLs, and implementing culturally responsive teaching. Recommendations include creating a safe space for ELLs, valuing ELLs’ native cultures and languages, using multicultural materials in the classroom, and encouraging ELLs to appreciate their differences. The professional development plan, Culture Shock Career Development, provides assistance and creates opportunities for teachers, administrators, school counselors and school psychologists to provide assistance and create opportunities for them to add additional suggestions to reduce the effects of culture shock.
  • Using Dynamic Graphing Software to Develop Conceptual Understanding of Transformations of Trigonometric Functions

    Mazurret-Boyle, Rosa; Loce, Matthew (SUNY Brockport, Department of Education and Human Development, 2021-08)
    Interactive mathematics software can be useful to develop student understanding of complex mathematical problem solving through manipulation and visualization of concepts. One challenging topic for high school mathematics students to understand is the relationship between right triangle trigonometry and trigonometric functions. Using Desmos, a dynamic and interactive mathematical graphing software, this project explores how to build student understanding of trigonometric functions through an exploration of right triangle trigonometry, the unit circle, and their relationship to parent trigonometric functions. This project also applies Desmos to explore unique mathematical representations that can support student understanding of relationships between right triangle trigonometry and transformations of trigonometric functions with a dynamic circle.
  • Trigging Deeper into the Identities; A Comprehensive Approach

    Wade, Carol; Williams, Sa'adia (SUNY Brockport, Department of Education and Human Development, 2022-05)
    These lessons on trigonometric identities were designed to maximize student understanding and minimize teacher lift in terms of planning. They were created to foster an environment of collaboration in a mathematics classroom. This thesis delves into teaching students the three Pythagorean trigonometric identities and later the trigonometric sum and difference formulas as a way of deepening students’ knowledge before they are tasked with tackling their advanced mathematics courses.
  • Creating Custom Desmos Activities Using Desmos Activity Builder to Create Effective Lessons For Online Learning During Covid-19

    Wade, Carol; DeGilio, Matthew (SUNY Brockport, Department of Education and Human Development, 2022-03)
    This curriculum project was designed to support mathematics teachers in remote and hybrid instruction by guiding them in how to develop Desmos lessons using Desmos Activity Builder. Teachers will find development directives for three exemplar lessons (available here) with lesson activities that can be customized for an individual classroom. This flexibility makes Desmos a great platform choice for any teacher struggling to engage students. Desmos lessons allows students to interact with their peers and teachers in way that simulates actual classroom experiences.
  • Applying Mathematics Language Routines to the New York State Grade 8 Mathematics Test Questions

    Wade, Carol; Ludek, Audrey C. (SUNY Brockport, Department of Education and Human Development, 2022-05)
    This curriculum project was designed to incorporate student communication and mathematical discourse into Grade 8 Mathematics curriculum. The five non-sequential lessons and learning activities were designed to encourage mathematical discourse between students and their peers. The lessons support the development of conceptual understanding, particularly regarding questions from the New York State Grade 8 Mathematics Test. Topics covered include solving mathematical problems involving volume of cones, using functions to model relationships between quantities, analyzing and solving pairs of simultaneous linear equations, and understanding congruence and similarity. All of these lessons are aligned with the New York State Next Generation Learning Standards for Grade 8 Mathematics
  • Encouraging Guardian Involvement Among ELLs

    Wade, Carol; Bush, Megan (SUNY Brockport, Department of Education and Human Development, 2021-08-14)
    Guardian involvement is important in student’s academic achievements however that involvement is not consistent across populations. Therefore, this capstone aims to examine the overarching research question: How can teachers foster positive relationships with students that promote parent involvement in the ENL classroom? To answer this question, it is important that teachers and school administration know the struggles families face. Some of these struggles may include language and cultural barriers, education levels of guardians, and the family’s socioeconomic status. The professional development for middle school teachers and school staff will provide strategies and programs that will help increase guardian involvement. As a result of this professional development teachers will have strategies they can implement into their classrooms and in school to increase academic involvement with ELL families. In the future it is important that researchers continue to study the effects that programs such as community programs have on guardian involvement a how it impacts student academics.
  • Increasing Growth Mindset through Collaborative Learning in Algebra 1

    Wade, Carol H.; Rogers, Brianna (2019-12-20)
    This curriculum project focuses on instructional practices that promote a growth mindset through peer collaboration. Teachers seeking materials that support student learning in small groups or partnerships will find these lessons beneficial. The lessons focus on the first eight days of the school year towards developing sociomathematical classroom norms of collaboration, allowing for students to be challenged and encouraged by their peers. This curriculum project includes the following topics; order of operations, evaluating expressions, properties of real numbers and translating English to algebra.
  • Revised Bloom's Taxonomy: Providing Structure for Levels of Learning Required in Systems of Equations in Algebra 1

    Wade, Carol H.; Larkin, Michael (2020-05-03)
    This project was created by a teacher for other teachers. The project provides an in-depth look at how Bloom’s Taxonomy can be used by teachers to support student understanding of systems of equations using the following methods of graphing, substitution, and elimination. The lessons place an emphasis on higher level thinking to promote learning experiences throughout the unit. The lessons are aligned to Common Core State Standards and Next Generation Standards as well. Recommendations for how and when to use each lesson have been provided by the author.
  • Teaching a Geometry Unit on Solids Incorporating Blending Learning

    Wade, Carol H.; Shields, Allison (2019-12-01)
    This curriculum was developed to help teachers implement blended learning models into a unit on geometric solids. The curriculum incorporates group discussions, hands-on activities and virtual manipulatives to develop student’s conceptual understanding and mathematical reasoning. The materials are aligned with the Common Core State Standards (CCSS) and intended for a Non-Regents Geometry course.
  • Factoring in Algebra through a Flipped Classroom

    Wade, Carol H.; Arbore, Nicole (2020-06-09)
    The curriculum provided is to prepare teachers to use flipped classroom in the mathematics setting. The materials also provide the type of best practices for remote instruction that teachers referred to during the COVID-19 shutdown of schools. The curriculum covers a mini unit on factoring in an Algebra 1 classroom with materials that support the flipped classroom or remote instruction.
  • Controversial Conversations in the ELA Classroom: Using Banned Books to Enhance Learning

    Giblin, Thomas R.; Markwica, Whitney (2020-05-13)
    Banned books are a hot topic in schools and libraries all across the nation. There are many reasons why a book may be banned or challenged and all of them are related to readers being exposed to topics that others deem unsuitable. Parents are reluctant to have their children exposed to controversial topics through books in the classroom setting when this is, in fact, a great place for them to have conversations about difficult subjects. The English classroom is a unique space in which students and teachers can have open discussions about topics such as violence, drugs, alcohol, language, and sex. The fact is, many students are having experiences that are comparable to these controversial topics whether adults want them to or not. Through carefully and purposefully studying banned books students have the ability to learn through the consequences of characters in a book. The Outsiders by S.E. Hinton is a perfect example of a book that has been challenged and banned on many occasions but can be used to teach students valuable lessons on things such as gang violence, drugs, alcohol, and death.
  • Exploring Angles, Lines and Triangles Through Project-Based Learning

    Wade, Carol H.; Court, Micah (2020-05-07)
    This project was created by a teacher for teachers, providing a hands-on learning module for a geometry classroom. The project-based learning module emphasizes collaboration and communication as part of the task. Topics include congruence and similarity as well as theorems involving lines, angles and triangles. Students will also apply geometric methods to solve design problems. Recommendations for how implement each phase of the project have been provided by the author. Additionally, scoring rubrics have been provided. The project-based learning module is aligned to the New York State Next Generation Standards for Mathematics, specifically geometry standards throughout secondary grade levels.
  • Solving Systems of Equations and Inequalities using Technology and Virtual Manipulatives

    Wade, Carol H.; Juba, Matthew (2020-06-03)
    This curriculum project was developed to assist teachers to utilize virtual manipulatives and technology in the New York State Next Generation Algebra I curriculum, specifically systems of equations and systems of inequalities. Technology has become an integral part of students’ lives and research has shown that incorporating technology in the classroom can impact student learning. This curriculum project includes lessons from the Algebra I curriculum through a variety of technological applications.
  • Implementing a Flipped Classroom in a Unit on Slope

    Wade, Carol H.; Tuggle-Haskins, Ryan (2020-05-22)
    As instructional technology increases, educators seek ways to incorporate it into their curriculum. One effective method teachers use is the flipped classroom. It can be challenging to incorporate a flipped classroom; thus, this curriculum project was designed to support its implementation. The curriculum project presents an exemplar on using remote instruction with the Algebra topic of slope. During the Spring 2020 global pandemic that resulted in the shutdown of public schools, many teachers looked to the flipped classroom for best practices in remote instruction. This project was designed to highlight instructional technology to support remote instruction as well as presenting the best practices for the flipped classroom.
  • Multiple Intelligences in the Mathematics Classroom: A Curriculum Project on Linear Equations and Inequalities in One Variable

    Wade, Carol H.; Rocchio, Angelina (2020-05-15)
    This curriculum project explores the utilization of Howard Gardener’s Multiple Intelligences theory in the mathematics classroom. There are eight distinct multiple intelligences that can be found in heterogeneous classrooms of students and often students have a blend of these eight intelligences. This curriculum project discusses different methods for integrating certain multiple intelligences into the mathematics classroom. The multiple intelligences that have been included in this curriculum project are Verbal/Linguistic, Logical/Mathematical, Visual/Spatial, Kinesthetic, Interpersonal, and Intrapersonal. The Algebra unit this curriculum project focuses on is Linear Equations and Inequalities in One Variable. The curriculum provided includes a variety of ways to incorporate the multiple intelligences theory throughout each of the thirteen lessons within the unit.
  • Reaction Rates in Chemistry: A Learning Segment Using the 5E/GRC Instructional Model

    Veronesi, Peter; Hollister, Corey (2019-12-01)
    The following project utilizes the 5E Instructional Sequence and the Gather, Reason, Communicate Instructional Sequence to promote a single-cohesive learning segment. The content covered is that of chemical reactions specifically discussed in the Next Generation Science Standards as HS-PS1-5. Included are a literature review, the learning segment, materials, student prompts, and the rationale behind the various parts of the segment.
  • Improving Depth of Student Understanding of Physics Content Using Standards Based Grading

    Veronesi, Peter; Carbone, Elizabeth (2019-12-04)
    Much of the research in education shows that grading and reporting are foundational elements in every educational system, but the key to keeping the system healthy is making the grades meaningful. Through this process, this study established multiple qualities necessary for effective grading methods based on the most current and up-to-date research studies. Teachers, parents, and administration are constantly referring to the significance of students grades. Students are consistently encouraged to increase their grades and are told that these grades will affect how they do in life. However, even with a continual focus on grades and grading policies, many studies over the most recent years have demonstrated that these grades are virtually arbitrary. Students are often graded on their participation class, their effort outside of class, and their ability to turn in homework on time in addition to the content pertaining to the subject at hand. A student who receives a report card grade of an 82% in science has no concept of what that grade means. Did they not understand a topic? Were they late with turning in homework? Did they have a bad day when taking a quiz? Were they talking during silent work period? Did they complete bonus work? It may be different for every case. While focusing on any of the above items is not wrong, making the assumption that this student understands 82% of course material based on their grade is inaccurate. Maybe this student did poorly on each assessment but was an excellent participant in class discussions and added to class culture. The objective of standardized grading is to use grades as a tool help students, teachers, parents to understand what content the students have mastered and what standards they should continue to be working towards. Students often have no idea where their grade comes from. They see numbers go in they see a calculation and a grade appears as a result. Standardized grading proposes to take the mystery away from the grade, so that students can have power over improving the grade, if they so choose, in dissecting their understanding of various topics. Through this method, grades reflect what students actually know and help inform teaching. This project is designed to be a compilation of seven modules based on seven units taught in a high school physics classroom following a standards based grading strategy.
  • High School Chemistry Curricular Redesign: The Spiral Curriculum

    Veronesi, Peter; Posillico, John (2019-12-13)
    The purpose of this project is to highlight the effectiveness of interleaved practice, commonly referred to as the Spiral Curriculum. Embedded in interleaved practice is the process of forgetting. The robust body of research that serves as the foundation for this project supports the idea that randomized presentation of material that students have had previous exposure to fosters stronger learning. Students that experience an interleaved curriculum show more success with retention of concepts than students who receive blocked or repetitive instruction. This project outlines a Spiral Curriculum in a high school chemistry classroom. It includes lesson plans, assessments, and activity rationales that serve as a guide for prospective teachers to adopt this practice.
  • You CAN Handle the Truth: How to Create a Caring Classroom Culture in which to Address Uncomfortable Topics

    Giblin, Thomas R.; Andalora, Delia (2019-12-13)
    High school teachers have the job of equipping students with a set of skills and knowledge that will help them be successful, functioning members of society in this complex world. Unfortunately, public schools across the country are failing to adequately prepare young adults for the adversity that each of us must inevitably face in our lives. By avoiding topics such as race, sexuality, sexism, immigration, and other topics because they are uncomfortable, teachers are lying to their students about the world which can lead to a pervasive and damaging ignorance. Creating a caring classroom in which teachers and students respect themselves, each other, and other cultures opens the door to addressing these sensitive subjects. This paper outlines methods and techniques for creating a caring classroom in order to teach about touchy topics.

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